Climate Change Activity Graph Global Warming NGSS ESS3-5 ESS3-4

Grade Levels
7th - 10th
Formats Included
  • PDF
9 pages
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Straightforward and easy to use lesson - students generate and analyze 2 graphs using real data from both ice cores dating back 400,000 years and modern data. Students complete a detailed analysis of each graph and complete a CER section.

In this activity, students will:

  • READ about how scientists obtain historical climate data from ice cores, the source of modern data, and an explanation of units used for carbon dioxide and temperature.
  • ANSWER text-dependent questions to check for understanding.
  • GRAPH data on pre-labeled graphs. One graph uses a data set from ice core records and the other uses data dating back to the 1950s. Both sets of data include carbon dioxide and temperature information.
  • COMPLETE a Claims-Evidence-Reasoning section and answer analysis questions.

Resource Includes:

  • Background Information Article
  • Ice Core Data Set
  • Modern Data Set
  • Graph Templates
  • Student Sheet w/Detailed Analysis and CER

Related Standards:

  • NGSS ESS3-5
  • NGSS MS-ESS3-4
  • NGSS Science & Engineering Practices: Analyzing and interpreting data; Using mathematics and computational thinking; Engaging in argument from evidence

Teacher Notes:


Climate Change QUIZ

Climate Change TEST

Mapping Carbon Emissions Activity

History of Earth's Atmosphere Timeline Activity

NGSS-Based Climate Change WebQuest

Greenhouse Effect Lab (Easy supplies!)

Animals & Climate Change Reading & Analysis

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Total Pages
9 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations. Assessment does not include running computational representations but is limited to using the published results of scientific computational models.
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's systems. Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition). Assessment is limited to one example of a climate change and its associated impacts.
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.


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