Science in Media

In this lesson, students analyze how misinformation about climate change spreads in different forms of media.

Step 1 - Inquire: Students analyze a Google Image search of scientists and discuss true/false statements about the nature of science.

Step 2 - Investigate: Students work in groups using provided resources to answer the question, “Why are some people climate change skeptics?”

Step 3 - Inspire: Students select and analyze a piece of media for the accuracy of its climate science and discuss the effect on its audience.

Positives

• This lesson allows for lots of student choice and voice.

• This lesson can easily fit at any point of the year in any science or language course.

• This could be a standalone lesson or done as part of a research unit.

• Students love doing this project and find it very engaging!

Additional Prerequisites

• This lesson requires students to have a general understanding of climate science.

• Students need to use research skills in order to complete the project.

• Students need a device and the internet to access the resources and complete the project.

Differentiation

• The jigsaw resources are very different and can allow for students to be assigned to an appropriate resource for their level.

• Depending on the research skills of your students, more or less guidance and in-class time may be necessary for the project.

• Different modes of sharing the project are possible, including in-class presentations, screencasts, gallery walks, etc.

This lesson promotes students' critical thinking skills through the use of true/false questions followed by group discussion concerning the reliability of information, what type of people provide information, and how one’s knowledge can change. After a group activity, students discuss why they believe people are skeptical of climate change and how misunderstanding science and the role of the media perpetuate climate change denial. Students are then encouraged to investigate their own piece of media, assessing the validity of the piece in its relationship to climate change. The included videos and quotes are credible and well-sourced. This would be a great lesson for older students concerning not only climate change but how to determine the reliability of information.

Primary Standards

• Common Core English Language Arts Standards (CCSS.ELA)
  • Reading: Science & Technical Subjects (6-12)
    • CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
    • CCSS.ELA-LITERACY.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Supporting Standards

• Next Generation Science Standards (NGSS)
  • ESS3: Earth and Human Activity
    • HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
• Common Core English Language Arts Standards (CCSS.ELA)
  • Reading: Science & Technical Subjects (6-12)
    • CCSS.ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.