Using criteria to decide which scientific claims are the most believable.
In this activity, students will use criteria and a thinking strategy to evaluate believable scientific claims. They will then use that criteria to compare scientific claims related to climate change. These thinking tools can be used by students to evaluate scientific claims in multiple contexts. While this activity uses examples related to climate change, other examples could be used to help nurture the competency of evaluating.
Prompt students to search through sources in their everyday lives (e.g. social media posts, online articles, advertisements) for claims. Practice identifying whether or not those claims are believable.
Throughout the activity consider how well students:
Guide students in using the “Assessing my ability to decide which scientific claims are most believable” rubric during the activity.
Explore a range of options and generate new ideas for practical and powerful actions.
Use criteria to develop reasonable hypotheses about actions we can take to address climate change.
Separate fact from fiction when it comes to keeping our oceans healthy and protecting species at risk.
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