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Green Ninja


3rd, 4th, 5th, 6th, 7th, 8th


Science, Earth and Space Sciences

Regional Focus


Substitute Imposter

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  • In this short animated video, a Green Ninja imposter tries to teach students that climate change is a hoax and the students must use data to convince him otherwise. 
  • Students will learn some common misconceptions about climate change and how to use data and research-based evidence to combat climate change myths.
Teaching Tips


  • This brief video creatively depicts some misinformation about climate change and the importance of combating these myths.
  • The entertaining characters in this video demonstrate how to confidently use reasoning and evidence to support an argument.

Additional Prerequisites

  • While short, this video is fast-paced, so watching it more than once may be beneficial.
  • Background information on climate misinformation and fighting climate myths may be helpful before beginning the video.


  • Pause the video after Bear's definition of global warming and ask students to write a definition in their own words.
  • Have students create posters or write letters describing things that can be done to address climate change, ensuring that they use data and research-based evidence to support their ideas.
  • Put students in small groups to have them to act out the video using their own data and evidence, referencing resources such as this Debunking Handbook or a this scientific consensus resource.
  • Pair students up to have them briefly discuss and explain Beatrice's chemical formula correction at the end of the video, re-watching that portion if needed.
  • Since the term global warming is used throughout the video, read this article with students and then ask them to discuss in groups the meanings of the terms global warming and climate change.
Scientist Notes
This video centers around a group of friends, along with the "Green Ninja" (or is it?), investigating whether or not climate change is real and how to prove it. This video would make a great addition to a classroom discussing the use of data to discuss climate change and how to think critically about the use of data to illuminate the existence of climate change.
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
      • 4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 3: Developing Claims and Using Evidence
      • D3.4.3-5 Use evidence to develop claims in response to compelling questions.
    • Dimension 4: Communicating and Critiquing Conclusions
      • D4.4.6-8 Critique arguments for credibility.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
      • CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
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