Quick summary: Students are asked to explore the concept of scepticism in science by looking at a range of statements from climate change sceptics and scientists. They are asked to analyse these statements and make judgements around the positions of the authors of these statements, and to make judgements around the motivations behind them. Students are then asked to create their own statements around climate change.
- Students understand that scepticism is an important part of all scientific debates, including climate change.
- Students understand that there is a lively debate around the causes and effects of climate change.
- Students recognise that when evaluating statements about scientific topics we must be aware of the motivations behind these positions.
General capabilities: Critical and creative thinking, Literacy, Ethical understanding.
Cross-curriculum priority: Sustainability OI.2.
Australian Curriculum content description:
Year 9 Science
- Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE157)
- People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE160)
- Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)
- Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS172)
- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)
Year 9 English
- Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
- Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
Year 10 Science
- Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE191)
- People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE194)
- Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)
- Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS206)
- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)
Year 10 English
- Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
- Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
- Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
- Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
Syllabus outcomes: SC5-12ES, SC5-13ES, SC5-7WS, SC5-8WS, SC5-9WS, EN5-1A, EN5-2A, EN5-8D.
Topic: Climate change
Time required: 48 mins
Level of teacher scaffolding: Low – oversee activity.
Resources required: Internet access, student worksheet, Presentation Rubric.
Digital technology opportunities: Digital sharing capabilities.
Homework and extension opportunities: Includes opportunities for extension or homework.
Keywords: Climate change, scepticism, denial, evidence, science.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.