Who is a climate sceptic?

Australian curriculum content descriptions:

Year 9 Science:

• Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE157)
• People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE160)
• Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)
• Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS172)
• Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)

Year 9 English:

• Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
• Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
• Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Year 10 Science:

• Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE191)
• People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE194)
• Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)
• Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS206)
• Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)

Year 10 English:

• Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
• Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
• Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
• Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

Syllabus outcomes: SC5-12ES, SC5-13ES, SC5-7WS, SC5-8WS, SC5-9WS, EN5-1A, EN5-2A, EN5-8D. 

Time required: 48 mins

Level of teacher scaffolding: Low – oversee activity.

• Internet access
• Student worksheet
• Presentation Rubric

This is an original Cool.org lesson. Facts and figures in these lessons may have changed since this lesson was published. We always endeavour to update our resources in a timely manner, but if you see an error or issue in our resources please get in touch with us.