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Database Provider

Author

ClimateScience

Grades

6th, 7th, 8th

Subjects

Social Studies, Mathematics

Resource Types

  • Activity - Classroom
  • Lesson Plan
  • Worksheet

Regional Focus

Global

Format

PDF

Climate Change Survey

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Synopsis
  • In this activity, students will design a scientific survey on climate change opinions, collect data, and write a report based on their statistical analysis. 
  • Students will learn about different types of questions and ways to collect unbiased information. 

Teaching Tips

Positives

  • The teacher's guide provides information on how to help students create an effective survey.
  • Students will gain skills in analyzing data, drawing conclusions, and writing reports.
  • This activity will help students to understand the important role of research, analysis, and communication.

Additional Prerequisites

  • The student worksheet can be printed or used digitally.
  • Students should have a basic understanding of climate change to be able to design the survey.

Differentiation

  • In social studies classes, students could discuss the results of their surveys and analyze whether the results accurately represent the community's opinions on climate change.
  • In statistics classes, students could present the survey results using pie charts or bar graphs.
  • Students could work in groups to come up with different solutions to stop climate change based on the views presented in the survey results.
  • For robust data on climate change opinions in the United States, check out these resources from the Yale Program on Climate Change Communication.
Scientist Notes
The resource provides a guide for conducting a climate survey and eliciting people's perspectives on climate change. This is recommended for teaching.
Standards

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

  • Mathematics
    • Statistics & Probability (6-8)
      • 6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.
      • 7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
  • Career Readiness, Life Literacies, & Key Skills
    • Life Literacies and Key Skills
      • 9.4.8.CI.1: Assess data gathered on varying perspectives on causes of climate change (e.g., crosscultural, gender-specific, generational), and determine how the data can best be used to design multiple potential solutions (e.g., RI.7.9, 6.SP.B.5, 7.1.NH.IPERS.6, 8.2.8.ETW.4).
      • 9.4.8.TL.6: Collaborate to develop and publish work that provides perspectives on a real-world problem
  • Related Resources

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