• Views 71
  • Favorites

Author

Citizens' Climate Education

Grades

6th, 7th, 8th, 9th, 10th, 11th, 12th

Resource Type

  • Articles and Websites

Regional Focus

Global, North America, United States

Format

PDF

Top Evidence-Based Climate Communications Tips

|
Ask a Question

Synopsis
  • This one-page article outlines 7 climate communication tips.
  • Students will learn helpful and easy-to-use hints like when to use the terms "global warming" or "climate change" and why and how to emphasize scientific consensus.
Teaching Tips

Positives

  • This article will help students to feel more confident about speaking with others on the topic of climate change.

Additional Prerequisites

  • Students may benefit from reading about the Yale Climate Opinion Maps and the Six Americas of Climate Change, both of which are mentioned in the article.
  • Teachers should be responsive to the needs of their students. Some may or may not be passionate about climate change. Some students may have loved ones who do not believe in climate change or consider it a real threat to our existence.

Differentiation

  • If students are comfortable, they can speak about their personal experiences communicating climate change in their social circles.
  • Social science and English language arts educators could use this article for persuasive writing, critical writing, analytical writing, or descriptive writing. It could also be used in a Socratic seminar.
Scientist Notes
The resource is recommended for educators to prepare students for a relatable climate conversation.
Standards
  • Science
    • ESS3: Earth and Human Activity
      • MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
      • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
  • English Language Arts
    • Reading (K-12)
      • R.9-10.1 Cite relevant textual evidence that strongly supports analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for further exploration. (RI&RL)
  • Related Resources

    Reviews

    Login to leave a review