Mississippi Science E.7.9B.1
The Standard
- E.7.9B
- Students will demonstrate an understanding of the relationship between natural phenomena, human activity, and global climate change.
Read and evaluate scientific or technical information assessing the evidence and bias of each source to explain the causes and effects of climate change.
2026 Mississippi College- and Career-Readiness Standards for Science · Earth’s Systems and Cycles
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read graphs and short articles about climate change. They check who made each source, what evidence supports its claims, and what may be left out. They use that evidence to explain causes and effects of warming.
What Mastery Looks Like
- A student can explain why a long-term temperature record is stronger evidence than a post about one cold day. They can spot a source's possible bias and connect burning fossil fuels to rising greenhouse gases and increased heat risk.
Common Misconceptions
- Students may think one cold week disproves global warming. They may trust any graph without checking its dates or source. Some confuse ozone loss with the greenhouse effect.
How to Assess It
- Show a NOAA global temperature graph and a mock fuel company ad that calls warming harmless but gives no data. Ask students which has stronger evidence, what bias might affect the ad, and what are one cause and one effect of warming.
Lesson moves
Ways to Teach It
Give pairs printed CO2 and temperature graphs plus excerpts from NOAA and a fuel company; students mark claims, evidence, and each publisher's interests.
Ask, 'Can one snowy week disprove a 40-year warming trend?' Have students cite the graph they would use to answer.
Play source ranking with a NOAA graph, a five-year chart, an unsigned meme, and a fuel ad; students defend their top choice.
Compare a local heat advisory with a 30-year temperature chart, then write how long-term warming may raise heat risks.
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Printable E.7.9B.1 Worksheet
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