Units / Unit D

Human Actions and Climate Evidence

Human drivers of climate change and paleoclimate evidence (D-GO4-SO1, D-GO4-SO2).

Long-form student guide · Alberta Science 10 POS · teaching resource (not a cram sheet)

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Outcome checklist

Alberta Program of Studies — tick each row when you can explain it without the slide.

D-GO4-SO1
By the end of this lesson you should be able to: Investigate and identify human actions affecting biomes that have a potential to change climate (e.g., emission of greenhouse gases, draining of wetlands, forest fires, deforestation) and critically examine the evidence that these factors play a role in climate change (e.g., global warming, rising sea level(s))
Self-check: Without looking at your notes, give one example or explanation that shows you meet D-GO4-SO1.
D-GO4-SO2
By the end of this lesson you should be able to: Identify evidence to investigate past changes in Earth's climate (e.g., ice core samples, tree ring analysis)
Self-check: Without looking at your notes, give one example or explanation that shows you meet D-GO4-SO2.
D-GO4
Big idea: Investigate and interpret the role of environmental factors on global energy transfer and climate change
Self-check: How does today's lesson connect to D-GO4?

Where this shows up later

Unit D — Perspectives: Evidence informs societal choices.

Glossary

greenhouse gas: Key vocabulary for this lesson (greenhouse gas). Use your class notes and the slide explanations to state it in your own words — Alberta Science 10 expects you to use this term correctly in context.
paleoclimate: Key vocabulary for this lesson (paleoclimate). Use your class notes and the slide explanations to state it in your own words — Alberta Science 10 expects you to use this term correctly in context.
ice core: Key vocabulary for this lesson (ice core). Use your class notes and the slide explanations to state it in your own words — Alberta Science 10 expects you to use this term correctly in context.
dendrochronology: Key vocabulary for this lesson (dendrochronology). Use your class notes and the slide explanations to state it in your own words — Alberta Science 10 expects you to use this term correctly in context.

Lab and demo watch-outs

Classroom safety
Follow school rules for equipment, goggles, and fire safety even during thought experiments.
Any time hands-on work is suggested.

Lesson walk-through

Slide 1 · Hook

What changed in the last two centuries?

Industrial emissions, land clearing, wetland drainage — biomes and atmosphere respond.
Scientists ask: what is human-caused vs natural variability?

Core explanation

We start with a real situation: Industrial emissions, land clearing, wetland drainage — biomes and atmosphere respond. Scientists ask: what is human-caused vs natural variability? Your job is to notice evidence and ask questions before memorizing definitions.

Check your understanding

Can you connect this slide to something we learned earlier today?

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Unit D — Human Actions and Climate Evidence: Multiple evidence lines support human climate influence. On this slide («What changed in the last two centuries?»), the science story is: Industrial emissions, land clearing, wetland drainage — biomes and atmosphere respond. Scientists ask: what is human-caused vs natural variability? Read like a tutor: connect each bullet to evidence or a model, not memorized wording. Alberta Science 10 expects you to explain ideas in class discussions and written work — this slide supports outcomes D-GO4-SO1, D-GO4-SO2.

Worked example(s)Step-by-step reasoning, not just answers

Apply: What changed in the last two centuries?
1. State the core idea: Industrial emissions, land clearing, wetland drainage — biomes and atmosphere respond.
2. Link to a second point: Scientists ask: what is human-caused vs natural variability?
3. Give one Alberta or daily-life example that fits both ideas.
4. Check your example against the slide — would your teacher agree?
Why this works: Application proves understanding beyond repeating bullets.

Common mistakes to avoid

Climate has never changed before humans — paleoclimate shows natural change, but rate and drivers differ today.
On «What changed in the last two centuries?», use the slide model and vocabulary (greenhouse gas, paleoclimate, ice core, dendrochronology) to replace this idea.
One cold winter disproves long-term warming trends.
On «What changed in the last two centuries?», use the slide model and vocabulary (greenhouse gas, paleoclimate, ice core, dendrochronology) to replace this idea.

Try it yourself

Teach «What changed in the last two centuries?» aloud in 60 seconds using two bullets and one vocabulary word from greenhouse gas.

Slide 2 · Learning intent

Learning intentions (Alberta POS)

D-GO4-SO1: Identify human actions affecting biomes; examine evidence for climate role.
D-GO4-SO2: Evidence for past climate — ice cores, tree rings.

Core explanation

This slide lists what you are learning today (Learning intentions (Alberta POS)). Your teacher will map each bullet to the Alberta Program of Studies—these are the ideas your class must cover, not extra trivia.

Check your understanding

Can you connect this slide to something we learned earlier today?

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Learning intentions (Alberta POS) — D-GO4-SO1: Identify human actions affecting biomes; examine evidence for climate role. D-GO4-SO2: Evidence for past climate — ice cores, tree rings. Connect this slide to 'Human Actions and Climate Evidence' and to outcome D-GO4-SO1. If anything is unclear, write a specific question for your teacher — vague 'I don't get it' is harder to help.

Worked example(s)Step-by-step reasoning, not just answers

Think through: Learning intentions (Alberta POS)
1. Restate the main idea in your own words: D-GO4-SO1: Identify human actions affecting biomes; examine evidence for climate role.
2. List one observation or fact that supports it.
3. State one question you still have.
Why this works: Science 10 rewards clear reasoning, not only recall.

Common mistakes to avoid

Climate has never changed before humans — paleoclimate shows natural change, but rate and drivers differ today.
Use the evidence and vocabulary on this slide ('Learning intentions (Alberta POS)') to replace the incorrect idea with the class model.
One cold winter disproves long-term warming trends.
Use the evidence and vocabulary on this slide ('Learning intentions (Alberta POS)') to replace the incorrect idea with the class model.
Treating outcome codes as labels to ignore.
Paraphrase each outcome in everyday language — that paraphrase is what you should be able to explain on your own.

Try it yourself

Explain 'Learning intentions (Alberta POS)' to an imaginary classmate using at least two bullet ideas from the slide.

Slide 3 · Concept

Human actions (POS)

Greenhouse gas emissions, draining wetlands, forest fires, deforestation.
Critically examine evidence linking factors to global warming and sea level rise.

Core explanation

Human actions (POS): Greenhouse gas emissions, draining wetlands, forest fires, deforestation. Critically examine evidence linking factors to global warming and sea level rise. In class your teacher will expand on this; use these notes to recall the main science ideas.

Check your understanding

In your notebook, restate the main idea in one sentence without looking.
Name one new vocabulary word and define it in your own words.

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Unit D — Human Actions and Climate Evidence: Multiple evidence lines support human climate influence. On this slide («Human actions (POS)»), the science story is: Greenhouse gas emissions, draining wetlands, forest fires, deforestation. Critically examine evidence linking factors to global warming and sea level rise. Read like a tutor: connect each bullet to evidence or a model, not memorized wording. Alberta Science 10 expects you to explain ideas in class discussions and written work — this slide supports outcomes D-GO4-SO1, D-GO4-SO2.

Worked example(s)Step-by-step reasoning, not just answers

Apply: Human actions (POS)
1. State the core idea: Greenhouse gas emissions, draining wetlands, forest fires, deforestation.
2. Link to a second point: Critically examine evidence linking factors to global warming and sea level rise.
3. Give one Alberta or daily-life example that fits both ideas.
4. Check your example against the slide — would your teacher agree?
Why this works: Application proves understanding beyond repeating bullets.

Common mistakes to avoid

Climate has never changed before humans — paleoclimate shows natural change, but rate and drivers differ today.
On «Human actions (POS)», use the slide model and vocabulary (greenhouse gas, paleoclimate, ice core, dendrochronology) to replace this idea.
One cold winter disproves long-term warming trends.
On «Human actions (POS)», use the slide model and vocabulary (greenhouse gas, paleoclimate, ice core, dendrochronology) to replace this idea.

Try it yourself

Teach «Human actions (POS)» aloud in 60 seconds using two bullets and one vocabulary word from greenhouse gas.

Slide 4 · Concept

Paleoclimate archives

Ice cores trap ancient air bubbles — CO₂ and temperature proxies over millennia.
Tree rings record wet/dry years — extend climate records before instruments.

Core explanation

Paleoclimate archives: Ice cores trap ancient air bubbles — CO₂ and temperature proxies over millennia. Tree rings record wet/dry years — extend climate records before instruments. In class your teacher will expand on this; use these notes to recall the main science ideas.

Check your understanding

In your notebook, restate the main idea in one sentence without looking.
Name one new vocabulary word and define it in your own words.

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Unit D — Paleoclimate archives: Ice cores trap ancient air bubbles — CO₂ and temperature proxies over millennia. Tree rings record wet/dry years — extend climate records before instruments. In Alberta Science 10, concepts at this level are about models and evidence, not memorizing trivia. Watch for this common confusion: Climate has never changed before humans — paleoclimate shows natural change, but rate and drivers differ today.. Link what you see on the slide to one outcome code from today's learning intentions.

Worked example(s)Step-by-step reasoning, not just answers

Apply: Paleoclimate archives
1. Identify the key idea: Ice cores trap ancient air bubbles — CO₂ and temperature proxies over millennia.
2. Connect to a second point: Tree rings record wet/dry years — extend climate records before instruments.
3. Give one new example (different from the slide) that fits both ideas.
Why this works: Application proves you understand the concept beyond repeating the slide.

Common mistakes to avoid

Climate has never changed before humans — paleoclimate shows natural change, but rate and drivers differ today.
Use the evidence and vocabulary on this slide ('Paleoclimate archives') to replace the incorrect idea with the class model.
One cold winter disproves long-term warming trends.
Use the evidence and vocabulary on this slide ('Paleoclimate archives') to replace the incorrect idea with the class model.

Try it yourself

Explain 'Paleoclimate archives' to an imaginary classmate using at least two bullet ideas from the slide.

Slide 5 · Guided practice

Read a graph

Describe trend in atmospheric CO₂ since industrial era.
Separate weather anomaly from multi-decade trend.

Core explanation

Read a graph: Describe trend in atmospheric CO₂ since industrial era. Separate weather anomaly from multi-decade trend. In class your teacher will expand on this; use these notes to recall the main science ideas.

Check your understanding

Try one practice item again without help—did your method change?

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Unit D — Human Actions and Climate Evidence: Multiple evidence lines support human climate influence. On this slide («Read a graph»), the science story is: Describe trend in atmospheric CO₂ since industrial era. Separate weather anomaly from multi-decade trend. Read like a tutor: connect each bullet to evidence or a model, not memorized wording. Alberta Science 10 expects you to explain ideas in class discussions and written work — this slide supports outcomes D-GO4-SO1, D-GO4-SO2.

Worked example(s)Step-by-step reasoning, not just answers

Read a graph
1. Step 1: Describe trend in atmospheric CO₂ since industrial era.
2. Step 2: Separate weather anomaly from multi-decade trend.
3. Step: Check units and whether the answer fits the science context.
Why this works: Show your method; marks come from reasoning aligned to the Program of Studies.

Common mistakes to avoid

Climate has never changed before humans — paleoclimate shows natural change, but rate and drivers differ today.
On «Read a graph», use the slide model and vocabulary (greenhouse gas, paleoclimate, ice core, dendrochronology) to replace this idea.
One cold winter disproves long-term warming trends.
On «Read a graph», use the slide model and vocabulary (greenhouse gas, paleoclimate, ice core, dendrochronology) to replace this idea.

Try it yourself

Try one practice item for «Read a graph» closed-book, then compare to the slide.

Slide 6 · STS connection

Alberta connections

Forestry, agriculture, and energy production intersect with land use and emissions.
Evidence informs policy — values shape responses.

Core explanation

Alberta connections: Forestry, agriculture, and energy production intersect with land use and emissions. Evidence informs policy — values shape responses. In class your teacher will expand on this; use these notes to recall the main science ideas.

Check your understanding

Can you connect this slide to something we learned earlier today?

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Science, Technology, and Society (STS): Forestry, agriculture, and energy production intersect with land use and emissions. Evidence informs policy — values shape responses. Alberta expects you to connect science to people and decisions — name who benefits, who bears risk, and what evidence would change your view.

Worked example(s)Step-by-step reasoning, not just answers

Think through: Alberta connections
1. Restate the main idea in your own words: Forestry, agriculture, and energy production intersect with land use and emissions.
2. List one observation or fact that supports it.
3. State one question you still have.
Why this works: Science 10 rewards clear reasoning, not only recall.

Common mistakes to avoid

Climate has never changed before humans — paleoclimate shows natural change, but rate and drivers differ today.
Use the evidence and vocabulary on this slide ('Alberta connections') to replace the incorrect idea with the class model.
One cold winter disproves long-term warming trends.
Use the evidence and vocabulary on this slide ('Alberta connections') to replace the incorrect idea with the class model.

Try it yourself

Explain 'Alberta connections' to an imaginary classmate using at least two bullet ideas from the slide.

Slide 7 · Formative check

Exit ticket

Two human actions from today’s list.
One proxy scientists use for past climate.

Core explanation

Exit ticket: Two human actions from today’s list. One proxy scientists use for past climate. In class your teacher will expand on this; use these notes to recall the main science ideas.

Check your understanding

Compare your answer with a partner and fix one thing you would improve.

Explain moreDeeper teaching notes — read like a tutor explaining the idea

This is a check-in moment, not a secret test. Two human actions from today’s list. One proxy scientists use for past climate. Use wrong answers as data: note what you thought and what the class model says instead.

Worked example(s)Step-by-step reasoning, not just answers

Think through: Exit ticket
1. Restate the main idea in your own words: Two human actions from today’s list.
2. List one observation or fact that supports it.
3. State one question you still have.
Why this works: Science 10 rewards clear reasoning, not only recall.

Common mistakes to avoid

Climate has never changed before humans — paleoclimate shows natural change, but rate and drivers differ today.
Use the evidence and vocabulary on this slide ('Exit ticket') to replace the incorrect idea with the class model.
One cold winter disproves long-term warming trends.
Use the evidence and vocabulary on this slide ('Exit ticket') to replace the incorrect idea with the class model.

Try it yourself

Answer the formative check idea from 'Exit ticket' in two sentences.

Slide 8 · Exit / preview

Next lesson

Climate science programs, perspectives, and decision-making.

Core explanation

Wrap-up: Climate science programs, perspectives, and decision-making. Review these points after class while the ideas are fresh.

Check your understanding

Can you connect this slide to something we learned earlier today?

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Next lesson — Climate science programs, perspectives, and decision-making. Connect this slide to 'Human Actions and Climate Evidence' and to outcome D-GO4-SO1. If anything is unclear, write a specific question for your teacher — vague 'I don't get it' is harder to help.

Worked example(s)Step-by-step reasoning, not just answers

Think through: Next lesson
1. Restate the main idea in your own words: Climate science programs, perspectives, and decision-making.
2. List one observation or fact that supports it.
3. State one question you still have.
Why this works: Science 10 rewards clear reasoning, not only recall.

Common mistakes to avoid

Climate has never changed before humans — paleoclimate shows natural change, but rate and drivers differ today.
Use the evidence and vocabulary on this slide ('Next lesson') to replace the incorrect idea with the class model.
One cold winter disproves long-term warming trends.
Use the evidence and vocabulary on this slide ('Next lesson') to replace the incorrect idea with the class model.

Try it yourself

Explain 'Next lesson' to an imaginary classmate using at least two bullet ideas from the slide.