This article summarizes the results of a survey that asked Brazilians their opinions about climate change, the economy, the environment, and forest fires in the Amazon.
It briefly discusses how political affiliation or demographic differences affect their opinions and there are charts of the data included for reference.
This article offers interesting insights into how Brazilians think about our changing climate.
Students will be able to read and interpret data regarding a survey that covers many facets of climate change opinion.
Students should be able to read many types of graphs and charts and the labels on the graphs are written in Spanish, so they will need to be translated.
Students should have some prior knowledge of how surveys are conducted.
The attached scientific paper is lengthy but it can be downloaded for use offline to support student understanding.
Cross-curricular connections can be made in math classes discussing data analysis, sample size, and study design.
Social studies classes can use this article for lessons about cultural differences and why opinions might vary from country to country.
Language arts classes could use this paper when working on informational and technical reading strategies.
This resource would work well paired with many of the other offerings from the Yale Program on Climate. Students can compare and contrast the opinions of people from different countries, decode different data sets, and consider how perceptions about climate are changing.
As an extension, have students conduct a corresponding survey of their own. Using the questions provided, students can ask a set number of family members or friends and report their findings back to the class.
This website provides a summary based on findings from a survey asking Brazilians their beliefs and attitudes about global warming. The report provides the survey questions along with raw data displayed as graphs and charts. A link is also provided for the analysis report. This is a well-sourced resource and would be a great addition to an advanced class discussing the changing attitudes towards global warming and what perceptions of global warming are like outside of the United States.
This resource addresses the listed standards. To fully meet standards, search for more related resources.
College, Career, and Civic Life (C3) Standards
Dimension 4: Communicating and Critiquing Conclusions
D4.5.9-12 Critique the use of the reasoning, sequencing, and supporting details of explanations.
Common Core English Language Arts Standards (CCSS.ELA)
Reading: Science & Technical Subjects (6-12)
CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
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.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
CCSS.ELA-LITERACY.RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.