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Climate Change, Media Literacy


9th, 10th, 11th, 12th


English Language Arts


135 minutes

Regional Focus



Google Docs, Google Slides


This lesson plan is licensed under Creative Commons.

Creative Commons License

Science in Media

Created By Teacher:
Last Updated:
Feb 18, 2024
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In this lesson, students analyze how misinformation about climate change spreads in different forms of media.


Step 1 - Inquire: Students analyze a Google Image search of scientists and discuss true/false statements about the nature of science.


Step 2 - Investigate: Students work in groups using provided resources to answer the question, “Why are some people climate change skeptics?”


Step 3 - Inspire: Students select and analyze a piece of media for the accuracy of its climate science and discuss the effect on its audience.

Accompanying Teaching Materials
Teaching Tips


  • This lesson allows for lots of student choice and voice.

  • This lesson can easily fit at any point of the year in any science or language course.

  • This could be a standalone lesson or done as part of a research unit.

  • Students love doing this project and find it very engaging!

Additional Prerequisites

  • This lesson requires students to have a general understanding of climate science.

  • Students need to use research skills in order to complete the project.

  • Students need a device and the internet to access the resources and complete the project.


  • The jigsaw resources are very different and can allow for students to be assigned to an appropriate resource for their level.

  • Depending on the research skills of your students, more or less guidance and in-class time may be necessary for the project.

  • Different modes of sharing the project are possible, including in-class presentations, screencasts, gallery walks, etc.

Scientist Notes

This lesson promotes students' critical thinking skills through the use of true/false questions followed by group discussion concerning the reliability of information, what type of people provide information, and how one’s knowledge can change. After a group activity, students discuss why they believe people are skeptical of climate change and how misunderstanding science and the role of the media perpetuate climate change denial. Students are then encouraged to investigate their own piece of media, assessing the validity of the piece in its relationship to climate change. The included videos and quotes are credible and well-sourced. This would be a great lesson for older students concerning not only climate change but how to determine the reliability of information.


This resource addresses the listed standards. To fully meet standards, search for more related resources.

Supporting Standards

  • English Language Arts
    • Reading: Science & Technical Subjects (6-12)
      • RST.11-12.1 Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details for explanations or descriptions.
      • RST.11-12.2 Determine the central ideas, themes, or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
      • RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
  • Science
    • ESS3: Earth and Human Activity
      • HS-ESS3-5. 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.

Note On Standards:

This lesson is aligned to SubjectToClimate standards. Review the aligned standards directly in the lesson plan document and teacher slideshow.

Discover more on SubjectToClimate.
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