Teaching Sequence

Work through this resource in the following sequence:

10 minutes

Tune In: Key terms relating to climate change

25 minutes

Find Out: Digging into climate denial

20 minutes

Take Action: Climate communication

5 minutes

Reflection

Tune In: Key terms relating to climate change

Step 1

Assign each student one of the following terms relating to climate change:

Carbon dioxide
Climate change
Coal
Emissions
Fossil fuels
Global warming
Greenhouse gases
Methane
Mitigation
Natural gas
Non-renewable energy
Oil
Renewable energy
Sea level rise.

Each student needs to come up with a definition for their assigned term. They should then share this definition with the class. You can check definitions against those on this sheet.

Step 2

Now, share the following terms and invite students to suggest what they might mean (use the suggested responses to guide your discussion):

Climate denial
Suggested definition: the denial of the existence of climate change or that humans are causing the climate to change. Note: The terms climate denial and climate scepticism are often used interchangeably.

Climate disinformation
Suggested definition: where misinformation is “false information that is spread, regardless of whether there is intent to mislead”, disinformation is “deliberately misleading or biased information; manipulated narrative or facts; propaganda.” (source)

Step 3

For each term above, ask your students to brainstorm WHY these actions might occur and also what the IMPACT of each of these actions might be.

Through your discussion with students explain that it is hard to imagine that humans have had enough of an impact on our Earth over the last several hundred years to be able to change the climate. Historically, changes in the climatic conditions of Earth have been caused by massive events like asteroids or supervolcanoes. So it is little wonder that people want to question the science behind climate change.

However, a big difference exists between asking questions and denying scientific findings. Climate deniers deny climate change is happening or is caused by human activity despite overwhelming scientific evidence. In some cases, climate deniers actively spread disinformation about climate change to suit a personal or political agenda. This can have profound effects on how we address the challenges posed by climate change.

Find Out: Digging into climate denial

Step 1

Explain to your students that there are many, many examples of climate denial and disinformation on the internet. It’s very easy to find articles that feature words such as ‘hoax’ or ‘climate alarmist’ (where scientists are accused of causing unnecessary alarm about the climate). For example:

You might like your students to take some time to look through these articles or find some of their own

Step 2

Pose the question:

How can you tell if the science is right and climate change is real?

Invite students to suggest answers. Lead students to the idea that the only way to really know the facts is to be informed and conduct your own research from reputable sources. In the case of climate denial, several arguments repeatedly get proposed and presented as proof that climate change is not real.

Share the following myths about climate change with students:

Myth 1	Climate change is nothing new: the climate is always changing
Myth 2	The Earth is not warming; it’s still cold outside!
Myth 3	Renewable energy is expensive
Myth 4	Solar and wind can’t work because they are dependent on the weather
Myth 5	Most people don’t believe in climate change
Myth 6	Recycling plastic helps address climate change
Myth 7	A #6 Styrofoam cup or takeout container placed in recycling bins helps the environment
Myth 8	Depleting ozone is the principal cause of climate change
Myth 9	Climate change does not affect me personally
Myth 10	It’s too late - nothing can be done about it

Pose the questions through class discussion:

Which of these have you heard before?
What responses would you have to these myths?

Step 3

Now share the Myths About Climate Change sheet with students and invite students to read through the myths and responses.

Discuss with your students: How well do the explanations address the myths?

Step 4

Share the following articles with students and invite them to analyse the article using the guiding questions below. You could group your class by assigning each student a number from 1 to 5 and sharing the corresponding article with them

What are the key messages of this article?
What are some key points this article has to say about climate denial and disinformation?
What does this article have to say about environmental action and climate denial/disinformation?

Articles (also available on the Student Worksheet):

‘You should have seen this note’: US meteorologists harassed for reporting on climate crisis
Third of UK teenagers believe climate change exaggerated, report shows
Why Some Americans Do Not See Urgency on Climate Change
Climate change believers are more likely to cooperate with strangers, new research finds
The thinking error that makes people susceptible to climate change denial

Step 5

Invite your students to report back to the class. Alternatively, students could form groups of 5, with each group being made up of a 1, a 2, a 3, a 4 and a 5. Students could share the details of their articles within these groups.

Step 6

Invite students to participate in a class discussion around the following questions:

Why does it matter what people think about climate change?
What might be the consequences of denial in terms of action for climate change?

Take Action: Climate communication

Step 1

Focus students on the article about teenagers believing climate change is exaggerated. Students will now create a short video that discusses some of the myths about climate change that could be shared with other teenagers. The aim of this video is to challenge climate disinformation and increase environmental action on the issue of climate change with the audience.

Students could consider (also on the Student Worksheet):

Creating a script (consider the audience: what do you want your audience to know and what’s the best way to get this message to your audience?)
Music or other sound features
Images, titles or other visual features
Creating a draft version and sharing it with peers for feedback and improvement.

The Cranky Uncle game was developed by University of Melbourne scientist John Cook, and uses cartoons and critical thinking to fight misinformation, including around climate change. It provides some useful information about the techniques climate deniers use. Find out more here.

Step 2

Students can share their final versions with an audience. Students could provide feedback on the videos of others using the 2 stars and a wish technique.

Reflection

Invite students to work independently to respond to the following (also available on the Student Worksheet):

Climate change denial is on the rise among teenagers. What role do you think schools have in addressing this issue? What should schools be doing?

Climate Literacy: Climate Change Denial And Disinformation

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