Critical Conversations Guide

In this activity, students conducted an experiment to understand how solar energy transforms into heat. Now that students have explored the physics of heat transfer, we can begin to explore the causes and effects of human actions, and link these to values and personal choices.

Have students spend time reviewing and discussing the values found on the NISE network page, then choose two values they connect with the most.

Discussion questions

• Why are these values important to you?
• How do you think some of your actions, as a human who interacts with your environment, might contribute to the change of heat absorption of the surface of the Earth?
• Which actions are in conflict with your values, and which actions are in agreement with your values?
• Are there any actions that simultaneously conflict with one of your values and support another one of your values?

For example, cutting down forests may help provide certain resources for things like houses or boats for fishing, which could support values related to "growth" and "wealth," but deforestation also creates a landscape that is more susceptible to extreme heat. Prioritizing the forest to reduce heat might elevate the values of "stability" and "responsibility."

This graph shows actual climate data scientists have collected through studying ice cores in Antarctica. Ice cores form due to the large accumulation of snow on Earth’s North and South poles. The weight of each year’s snowfall compresses the snow, and after many years, it forms glacial ice. As these sheets of ice are formed, they preserve tiny air bubbles from the atmosphere that give insight into what the atmosphere was like when the ice formed. Scientists use these ice cores like a “time machine” to measure the CO₂ concentration over time by analyzing the gasses trapped in the air bubbles.

Discussion questions

• What do you notice about Earth’s temperature over time?
• What relationships do you observe between Earth’s carbon dioxide levels and temperature? Does this mirror the evidence you collected during the experiment?
• What is similar or different about our current carbon dioxide concentrations and the range of natural cycles on Earth?
• What do you think could be a reason that our temperature is not currently following natural climate cycles on Earth?

In this activity, students learn how CO₂, a greenhouse gas, causes the greenhouse effect, leading to the planet retaining heat in its atmosphere. Many members of the general public, including teachers, students, and parents, may experience strong reactions to this topic.*
Research shows that over 97% of scientists agree that climate change is being caused in part by the greenhouse effect, but only 55% of the public thinks that scientists agree, and a quarter of United States adults think that climate scientists are debating human-caused climate change. This is known as the "Consensus Gap” of climate change. Identifying this gap and thinking about ways to close it through these discussions is important to finding
solutions for human-caused climate change. Use this next activity to help students discover the beliefs surrounding climate change, and connect those results back to their own values and beliefs.

Have students choose a location within their state or community and investigate local climate beliefs using the Yale Climate Maps. Then, have students take the SASSY, and individually explore where they fall in their own climate beliefs.

Reflection questions

• How does the consensus gap present in your community?
• What issues do people in your community care about?
• Does the belief distribution in your area line up with what you thought?
• When you think of the term “climate change”, no matter which side of the spectrum you fall, what portions of the topic do you think about or feel most connected to?
• How might you explain your beliefs to someone who believes differently than you, using evidence from class or personal experience?

*For more resources on cultivating healthy discussions and managing emotions that may surface about climate change, see the “Additional resources” section at the end of this document.

The following is a sample worksheet that can be used to lead students through this reflection.

Choose a location within your state or local community and investigate local climate beliefs using the Yale Climate Maps. Pick a few statements or beliefs that are interesting to you, and record them below.

Do these percentages line up with what you thought that region would believe?

Now take the Six Americas Super Short Survey (SASSY), and describe where you fall in your own climate beliefs:

When you think of the term “climate change”, no matter which side of the spectrum you fall, what portions of the topic do you think about or feel most connected to?

How might you explain your beliefs to someone who believes differently than you, using evidence from class or personal experiences?

In this lesson, students learn about one type of carbon capture that can have positive effects on the Earth’s climate as a solution to climate change. Focusing on solutions is more likely to cause them to become motivated and empowered. However, it is also important to acknowledge the full emotional landscape that comes from thinking about climate change, including negative emotions. Then we can identify our role and what unique strengths we bring to the table. Talking about emotions in class can help students with emotional processing, open dialogue with those who might feel similarly or differently about the situation, and deepen their understanding about the topic.

Have students discuss the following in small groups.

Discussion questions

Consider your own backyard, school, or community.

• How have you observed climate change in your own community?
• What are some small solutions that you can do in your community to help make change in the climate or environment?
• How can these small actions have an overall larger impact on climate?

Have students take this Climate Warrior Archetypes quiz to better understand how they can use their strengths and values to contribute toward climate solutions. Consider having them decorate the classroom with their ideas.