Lesson 3: Reputable Research

Lesson 3

Table of Contents

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Learning Outcomes

Students will:
  • Learn research skills and apply media literacy concepts to evaluate climate change messaging in the media.
  • Learn how to analyse content and resources that support reputable research.
  • Be introduced to the data that scientists use to predict climate change impacts.
  • Learn how to become a young researcher (Leadership Skills).

    Essential Questions

    How can we use science, creativity, and different kinds of knowledge to share true and powerful messages about climate change?

    Notes to Teacher

    In today’s media landscape we need to be more discerning than ever in regard to how and where we get our information. As learners begin research for their CIC projects, it is important to talk about identifying reputable sources. Climate change messaging can often be mixed with misinformation, and false claims. Media literacy helps learners interact with the digital world by learning how to access, analyse, and discern reputable sources that adhere to accountability, citizenship, and transparency and scientific tools that provide evidence-based reporting that is fact-checked and verifiable.

    CIC Project Research Guide

    In handouts you will find the CIC Project Research Guide. Consider having your learners use this guide to help track and organise their research. They can also use exercise books.

    Handouts

    Supplemental Resources:

    Classroom Discussion & Activities

    • Read NRDC’s How to Spot—and Help Stop—Climate Misinformation (on.nrdc.org/3xO88wZ).
    • Here are some steps to ensure learners access reputable data, tools, and resources.
      • Discuss the importance of using reputable research sources such as government entities (e.g. Ministry of Education, Ministry of Environment, Climate Change and Forestry, Financing Locally-Led Climate Action (FLLOCA) Program, Kenya Wildlife Service, Environmental Protection Agency (EPA), United Nations, research think tanks (e.g. the Aspen Institute, Food & Water Watch), and academic libraries and databases.
      • Discuss the ramifications of citing unreliable sources. Unreliable research sources could include anything that is out of date (10 years or more), sources or information collected from social media platforms (Facebook, Twitter, blogs), or sources from news sites that may be politically motivated.While there is no metric to gauge trustworthiness among news sites, a good source generally has an established reputation for unbiased news.
      • The teacher needs to explain to the learners the need to always cite their work for credibility. The teacher can review a preferred citation process Modern Language Association (MLA) or American Psychological Association (APA). Either form of citation is acceptable for the Climate Innovation Challenge. Choose the one that works best for your classroom. Knowledge may also be shared through mediums other than oral and written language. Here are APA Guidelines for Traditional Knowledge or Oral Traditions of Indigenous Peoples (bit.ly/CAVU-Citations).
      • It is wise to assemble your bibliography as you go so you don’t forget to track your sources. Consider using www.easybib.com to aid in the production of your works cited section.
      • Sources can be cited during the project as footnotes or at the end of the project, in a credits page.
      • For learners who are interviewing Elders in their community to gather stories and Traditional Indigenous Knowledge, they can cite those interviews using the ‘interview’ citation approach in either citation process.

     

    Have learners explore relevant research tools related to their entry point. Check out the following interactive tools and resources online to get started. This will expose learners to reputable research tools researchers use to analyse climate change problems. This will also help learners establish credibility in their work to better influence their target audience with reputable facts, statistics, or common sense.

    Find a snapshot of tools from around the world below.

     

    Five children lie on their backs in a circle on reddish-brown ground, touching heads, wearing black or white t-shirts with colorful logos and text.

    View All Lessons in the Set

  • Orientation
  • Lesson 1: Find Your Entry Point
  • Lesson 2: Mitigation & Adaptation Strategies
  • Lesson 3: Reputable Research
  • Lesson 4: Brainstorming Climate Change Solutions
  • Lesson 5: Climate Messaging & Project Design
  • Lesson 6: Pre-Production & Production