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Database Provider

Topics

Media Literacy, Research

Grades

9th, 10th, 11th, 12th

Subject

English Language Arts

Duration

180 minutes

Regional Focus

Global

Format

Google Docs, Google Slides

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This lesson plan is licensed under Creative Commons.

Creative Commons License

Getting the Truth (The Climate Beat for Student Journalists #2)

Created By Teacher:
Last Updated:
Nov 28, 2023
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SubjectToClimate

Synopsis

In this lesson, students learn the importance of countering misinformation and begin researching for their article about the climate crisis.


Step 1 - Inquire: Students analyze best practices for climate change journalism and teach each other through a collaborative presentation.


Step 2 - Investigate: Students play a game to practice critical thinking and misinformation debunking skills.


Step 3 - Inspire: Students conduct background research for their climate change article.

Accompanying Teaching Materials
Teaching Tips

Positives

  • This lesson can be incorporated into an English language arts class, a journalism class, a science class, or a student newspaper club.

  • This lesson provides multiple opportunities for students to participate in hands-on, self-directed, and collaborative activities.

  • Students explore authentic resources for journalists through the Covering Climate Now website.

  • Students practice critical thinking and research skills that can transfer to other topics and disciplines.

Additional Prerequisites

  • This is lesson 2 of 4 in our 9th-12th grade The Climate Beat for Student Journalists unit.

  • Students should have a basic understanding of climate change.

  • Students will need access to the Internet and a device to complete the reading in the Inquire section, the game in the Investigate section, and the research in the Inspire section.

Differentiation

  • Teachers can extend the Inspire section to multiple class periods of research.

  • Students can turn in their research documents and responses to reflection questions as a portfolio that teachers assess for a grade. For example, the grade could be based on adhering to instructions, following best practices, and thoroughness.

  • To watch best practices for climate change journalism in action, students can view the hour-long documentary Burning Questions: Covering Climate Now.
Scientist Notes

Misinformation about climate change could stifle attempts to combat global warming and could distort people's perceptions and opinions about the issue. With the help of this lesson, students will be able to recognize methods for discussing climate change and reporting on it, such as spotting flawed arguments and climate misinformation as well as debunking scientific skepticism. This lesson has passed our science review process after we've gone through all the resources.

Standards

Primary Standards

  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Informational Text (K-12)
      • CCSS.ELA-LITERACY.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
      • CCSS.ELA-LITERACY.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
    • Reading: Science & Technical Subjects (6-12)
      • CCSS.ELA-LITERACY.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
      • CCSS.ELA-LITERACY.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
    • Writing (K-12)
      • CCSS.ELA-LITERACY.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Supporting Standard

  • Common Core English Language Arts Standards (CCSS.ELA)
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

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