Teaching Climate Change with Graphs
Climate change is a complex, planet-wide process that unfolds gradually over decades. It can be challenging to help students truly grasp the concept when it seems so abstract. While individual weather events like hurricanes, droughts, and heatwaves may be influenced by climate change, there will always be weather anomalies and records set in sports. So, how can we effectively convey the reality of climate change to students?
Images and videos can be powerful tools in helping young people visualize the effects of a warming planet. For example, a video of a starving polar bear or a collection of global maps showing the hottest summers can leave a lasting impact. However, perhaps no visual can tell the story of climate change more succinctly and effectively than graphs. A single graph can show change over time, making it a valuable resource for teaching about climate change.
In this teaching resource, we have compiled 30 graphs from The New York Times that relate to climate change. These graphs cover various topics such as rising air temperature, intensifying storms, changing precipitation, warming oceans, greenhouse gas emissions, and climate solutions. Each graph is accompanied by a link to the original Times article for further context and information.
To effectively teach with this collection of graphs, we suggest the following strategies:
1. Notice and wonder: This teaching approach involves asking students to observe and question what they see in the graphs. Teachers can use the “What’s Going On in This Graph?” activity, developed in collaboration with the American Statistical Association, as a framework. Students can individually journal or share their observations with a partner before engaging in a class discussion. Alternatively, online platforms can be used to host conversations, where students post their ideas and receive feedback from peers and teachers.
2. Read and react: Students can select a graph from the collection and read the accompanying article. They should then answer questions that prompt critical thinking, such as how the article contributes to their understanding of climate change and the role of graphs in enhancing comprehension. They can also reflect on whether they would have included the graphs if they were the article’s editor and explain their reasoning.
3. Investigate: The data used to create each graph in this collection comes from various sources. Students can be tasked with finding the source of the data and conducting further investigation. They can explore questions such as who collected the data, why it was collected, the methodology employed, and the data’s accuracy and reliability. Students can also analyze the choices made by Times editors in presenting the data visually and consider alternative ways of presenting the same information.
4. Rank: Assign students to work in pairs or small groups and have them discuss and rank the graphs based on their perceived effectiveness in teaching the general public about climate change. Students should explain why they selected a particular graph or set of graphs and support their choices with reasoning.
These teaching strategies aim to engage students actively in the study of climate change through the use of graphs. By encouraging observation, critical thinking, investigation, and evaluation, students can develop a deeper understanding of the topic. The visual representation of data in graphs serves as a powerful tool for conveying the impact of climate change over time. To access additional climate-related graphs, students can explore the 2019 post on The New York Times or refer to the provided links for more information.
