Interpreting Climate Data – The Beauty of Graphs

Photo of three different types of graphs on a table with a woman's arm visible at top.

Overview

Analyzing scientific data can be challenging, and even more so when dealing with large data sets collected over a long period of time. Climate data is just such a challenge – data-dense, global, historic, and dependent on mathematical models for predicting future impacts.

In this session, you are asked to interpret a series of graphs related to climate change. The raw data has been analyzed and graphed, or placed in an animation. The goal is for you to look beyond the obvious trends and interpret or explain deeper, detailed meanings of the data while recording your questions for research and/or investigation.

Your Task

Twelve graphs, including two animations, are provided below. Distribute the files evenly among the participants, and with a partner, open your assigned files. Discuss and argue from evidence with your partner regarding the overall trends (if any) but also the details within those trends for each graph.

Guiding questions include:

What does the graph show? What does it mean?
How was this data obtained? How do we know it is reliable?
How do you think the raw data was analyzed to become plot points on the graph?
What questions does this data raise?
How would you explain the meaning of this graph in a sentence to two?

For each graph or animation, record in your notebook at least three questions you have, and with your partner, construct an explanation (or interpretation) in one or two sentences of what each graph is revealing about climate change.

Carbon Emissions by Country.docx

CO2 Levels ppm.docx

Fossil Fuel Taxes.docx

Impact of Paris Agreement.docx

NASA Temperature Animation.docx

Renewable Energy Costs.docx

Scientists Survey.docx

Sea Ice Area.docx

Sea Level Change.docx

Temperature Change by Country Animation.docx

Temperature Change.docx

Total Carbon Emissions.docx

Full-group Discussion

What was it like to do this? Was interpreting scientific data engaging and rewarding for you? Why or why not?
What were some of the “data details” you noticed in your graphs? Share a graph(s) and one or two observations that intrigued you and/or raised questions.
What new details did you learn about climate change?
What questions do you have? Share a graph(s) and one or two questions you now have about climate change or the graph itself.
Did you and your partner always agree on the interpretation? Share a disagreement that arose and how you managed the argument.
Each team of two shares a graph with the group and the written explanation they produced. Others should ask the team questions about the data and their interpretations.
How can science teachers provide more opportunities for students to analyze and interpret data? Why is this an important skill to master?

Take Two minutes for a quick evaluation of today’s session: Module 4 Session 4 Survey

Facilitator Note

In the next session, you will be viewing classroom science teachers highlighting the practices designing investigations and analyzing data. Watching and discussing each set of videos could take 30 minutes. Plan on two videos and one full discussion at each of four PLC meetings.