Climate Quest: Dance, Debate, and Delve

High School Grade Project 4 weeks

Climate Quest: Dance, Debate, and Delve

William Anderson

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Purpose

Students will dive into the essential question, "Climate change, fact or fiction?" through a playful and engaging four-week project. They'll investigate scientific data, analyze differing perspectives, and collaborate to create a lively news broadcast that showcases their findings. This project invites students to flex their critical thinking muscles and solve problems creatively, all while having fun. Throughout the journey, students will engage in spirited discussions to reflect on their learning and challenge their assumptions. At the project's end, they'll present their broadcast to peers, sharing their newfound insights with flair and humor.

Learning goals

Students will embark on an investigative journey to uncover the mysteries of climate change, examining scientific evidence and diverse viewpoints. They will dive into research, engage in lively debates, and collaborate to piece together the puzzle of climate change's causes and effects. Through playful exploration and creative expression, students will deepen their understanding and shape their perspectives. By the project's end, they will produce an engaging news broadcast that showcases their discoveries and insights on the essential question: Climate change, fact or fiction.

Standards

Common Core - CCSS.ELA-LITERACY.CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Common Core - CCSS.ELA-LITERACY.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
NGSS - HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Products

Students will create a playful news broadcast that creatively expresses their stance on the essential question: "Climate change, fact or fiction?" Throughout the project, students will engage in imaginative research, conduct lively interviews with experts, and analyze data with a twist to support their conclusions. They will also produce a whimsical reflective journal documenting their learning adventures and insights. The final broadcast will be shared with peers and community members, sparking engaging discussions and critical thinking. Additionally, students will participate in a fun class discussion to reflect on their findings and the diverse perspectives encountered during the project.

Launch

Kick off the project with an interactive game where students match climate scenarios to their potential causes, using clues from a selection of YouTube videos. Follow this with a lively group discussion where students express their thoughts and questions about climate change, fostering a playful yet thoughtful atmosphere. Encourage students to brainstorm creative ways to explore the essential question, setting a collaborative tone for the project.

Exhibition

Host a "Climate Change Film Festival" where students showcase their news broadcasts and dance expressions. Transform the classroom into a festive atmosphere with themed decorations and snacks. Invite peers, teachers, community partners, and family members to view the performances and engage in interactive discussions. Encourage attendees to vote for the most compelling presentation, fostering a playful yet informative environment.

Plan

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Begin with a video session where students watch clips showcasing various harsh climate scenarios around the world to spark interest and curiosity.	Introduce the essential question through an interactive debate. Divide students into groups with assigned positions on climate change: fact or fiction. Each group conducts initial research to present their stance.	Facilitate a virtual or in-person panel discussion with experts, including climate scientists and skeptics, allowing students to listen to diverse perspectives and engage by asking questions.	Conduct a research skills workshop focusing on how to find credible sources, analyze scientific data, and assess differing viewpoints.	Have students reflect in small groups on the insights gained from the debate and panel discussion, identifying key areas of interest and topics they wish to explore further.
Deliverables	1. A personal reflection journal entry summarizing insights from the debate and panel discussion, highlighting at least three questions for further exploration. 2. A collaborative research plan outlining initial ideas for investigation, including potential interview subjects and sources to explore.
Preparation	1. Arrange for guest speakers, ensuring a balanced representation of climate scientists and skeptics for the panel discussion. 2. Curate a list of credible resources and databases for climate change research to share with students. 3. Prepare materials and guidelines for the research skills workshop, focusing on evaluating sources and understanding scientific data. 4. Develop a reflection journal template to assist students in documenting their thoughts and questions. 5. Set up digital platforms or physical spaces conducive to group discussions and collaborative brainstorming sessions.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Conduct a data analysis workshop where students learn to interpret climate data sets, focusing on identifying trends, patterns, and anomalies relevant to their research questions.	Organize group research sessions where students gather and analyze data, sharing information and resources collaboratively within their groups.	Facilitate a critical analysis discussion where students evaluate the credibility and relevance of sources, considering bias and perspective in the information they gather.	Coordinate and conduct interviews with identified experts, allowing students to ask prepared questions and gain insights relevant to their research topics.	Guide students in synthesizing their research findings and expert interviews into a coherent narrative or argument that will form the basis of their news broadcast script.
Deliverables	1. A data analysis report summarizing identified trends and patterns in climate data, including visual representations like graphs or charts. 2. An annotated bibliography of credible sources, explaining their relevance and potential biases. 3. A summary of expert interviews, highlighting key insights and their relation to the research questions.
Preparation	1. Prepare accessible and relevant data sets and resources for the data analysis workshop. 2. Identify and contact experts for interviews, coordinating schedules and formats for interaction. 3. Create guidelines and rubrics for evaluating the credibility of sources and conducting effective interviews. 4. Set up digital tools for data analysis and sharing research findings among student groups. 5. Develop a framework for organizing and synthesizing research into a cohesive narrative.

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Host a peer review workshop where students share their preliminary scripts and multimedia elements with small groups, receiving constructive feedback to refine their projects.	Facilitate a multimedia creation session where students use digital tools to integrate research findings into their news broadcast, emphasizing visual storytelling and audience engagement.	Conduct a session on effective presentation skills, offering strategies for clear communication, engaging storytelling, and managing audience questions.	Coordinate a practice session for students to rehearse their news broadcast presentations in front of peers or mentors, focusing on refining narrative flow and visual elements.	Organize a class discussion to reflect on the feedback received and strategies for improvement, encouraging students to share ideas and support one another’s development.
Deliverables	1. A revised project outline incorporating peer feedback, detailing the structure and key points of the final news broadcast. 2. A draft version of the multimedia news broadcast, including all visual elements and narrative components. 3. A reflective journal entry documenting the feedback received and changes made to improve the project.
Preparation	1. Arrange access to digital tools and resources for multimedia creation, ensuring students have the necessary support and guidance. 2. Develop guidelines and rubrics for effective peer review and feedback, promoting a constructive and supportive environment. 3. Prepare materials and resources for the presentation skills workshop, including examples of effective presentations. 4. Schedule rehearsal sessions and identify potential mentors or peers to provide feedback during practice presentations. 5. Prepare prompts and guidelines for the class discussion, ensuring it fosters an inclusive environment for sharing and collaboration.

Week 4	Day 1	Day 2	Day 3	Day 4
Activities	Coordinate and host the final news broadcast presentations, where each group presents their completed multimedia news segment to the class and invited guests, such as teachers and community members.	Facilitate a feedback session post-presentation, where peers and guests provide constructive feedback on the content, presentation style, and the evidence used within the broadcasts.	Guide students in a reflective session where they discuss the overall project process, challenges faced, and new understandings or shifts in perspective regarding climate change.	Assist students in the completion of their reflective journal, focusing on their personal learning journey, the impact of their research, and their current stance on the essential question: Climate change, fact or fiction.
Deliverables	1. A final, polished multimedia news broadcast presented to the class and guests. 2. A completed reflective journal entry summarizing the student's learning experience and personal insights gained throughout the project.
Preparation	1. Arrange the necessary technology and space for the news broadcast presentations, ensuring all equipment is functioning and set up properly. 2. Develop a feedback rubric or guide to help peers and guests provide structured and constructive feedback on the presentations. 3. Prepare discussion prompts and questions to facilitate the reflective session, encouraging students to think critically about their learning process and outcomes. 4. Review and provide guidelines for the completion of the reflective journal, outlining expectations for content and self-reflection.