This resource from NASA explains what a scientific consensus is and lists the many United States and international institutions that have made formal statements agreeing with the scientific consensus about climate change.
The statements, links to the organizations, and a graph of global average temperate anomalies from 1880 to present are available on the site for additional information.
This resource gives students the data and the links to numerous respected scientific institutions to read and explore.
This is great for media literacy topics and provides many examples of credible resources for scientific information.
Students should know how to read a graph to interpret the data presented.
Social studies and civics classes could use this resource to support discussions about the role of governments, institutions, and individuals in finding global solutions to climate change.
Math classes could use the data graph to discuss interpretation of data, lines of best fit, and the difference between graphing data vs. anomalies from an average.
This resource discredits the myth that climate change is an ongoing debate. The fact of the matter is that independent meteorological agencies across the globe all have come to the same conclusion: human activity is causing the planet to warm. This resource is recommended for teaching.
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
College, Career, and Civic Life (C3) Standards
Dimension 4: Communicating and Critiquing Conclusions
D4.4.6-8 Critique arguments for credibility.
Common Core English Language Arts Standards (CCSS.ELA)
Reading: Science & Technical Subjects (6-12)
CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.