Units / Unit D / Human Actions and Climate Evidence
Human Actions and Climate Evidence
Human drivers of climate change and paleoclimate evidence (D-GO4-SO1, D-GO4-SO2).
Lesson plan — step by step
- 1
Prepare
Graph of CO₂ from Mauna Loa or NOAA; image of ice core layers.; Discuss distinguishing correlation and mechanism at Grade 10 level.
- 2
Set purpose
Display learning-intent slide; clarify success criteria and POS tags.
- 3
Teach
Walk through 8 slides in order—use talk tracks and questions in presenter notes.
- 4
Formative check
Evidence triad: Name three human actions from POS and one line of evidence scientists use.
- 5
Close
Exit slide; assign optional review of student notes online.
Materials
- Graph of CO₂ from Mauna Loa or NOAA; image of ice core layers.
- Discuss distinguishing correlation and mechanism at Grade 10 level.
Program of Studies tags
General outcomes
Specific outcomes
- D-GO4-SO1
- D-GO4-SO2
Teacher overview
Students examine evidence for human influence and past climate from POS examples.
Before class
- Graph of CO₂ from Mauna Loa or NOAA; image of ice core layers.
- Discuss distinguishing correlation and mechanism at Grade 10 level.
Common misconceptions
- Climate has never changed before humans — paleoclimate shows natural change, but rate and drivers differ today.
- One cold winter disproves long-term warming trends.
Formative checks (classroom)
Evidence triad
Name three human actions from POS and one line of evidence scientists use.
Look for: Mentions GHG emissions, land use; ice cores or tree rings for past climate.
Slide outline
- 1. [hook] What changed in the last two centuries? · ~3 min
- 2. [learning-intent] Learning intentions (Alberta POS) · ~2 min
- 3. [concept] Human actions (POS) · ~6 min
- 4. [concept] Paleoclimate archives · ~6 min
- 5. [guided-practice] Read a graph · ~8 min
- 6. [sts] Alberta connections · ~4 min
- 7. [formative-check] Exit ticket · ~4 min
- 8. [exit] Next lesson · ~2 min