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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
Activity # 8
ALIEN WORLDS*
Lesson at a Glance: Students compare data about Venus, Earth, and Mars and try to
determine reasons for differences in global average temperatures.
Suggested Prerequisites: None
Focus Question: What are the principal factors that determine global temperature on Earth?
Background:
The radiant energy from the sun received by a planet in our solar system is called insolation
(for incoming solar radiation). The amount of this energy that reaches the surface of a planet
depends primarily on its:
1. distance from the sun (if the Earth were 5% closer to sun, the oceans would boil off
and form a dense atmosphere; if it were 1% farther away, the oceans would
permanently freeze)
2. reflectivity or planetary albedo (due in large part to cloud cover)
If we compare Venus, Earth, and Mars (see Planetary Comparisons Data table), we can see
that there is a great difference between the expected average temperature of the planet (based
on the amount of insolation reaching the surface) and the actual average temperature. This
difference is due to a combination of the composition of the atmosphere and the total
atmospheric pressure.
Solar energy enters the atmosphere principally in the form of shortwave radiation, much of it
as visible light. Of the energy that is not reflected or scattered back into space, some is
absorbed by the atmosphere, and some of it passes through and is absorbed by the planetary
surface. There the energy is transformed into a longwave radiation and emitted to the
atmosphere as heat. Molecules of certain atmospheric gases such as carbon dioxide, methane,
and water vapour absorb infrared radiation that is radiated from the surface of the planet,
keeping it warmer than it would otherwise be (the so-called greenhouse effect).
Venus, Earth, and Mars all formed in a similar manner by the accretion of solid material from
condensation within the solar nebula. All probably had similar primary atmospheres, but these
initial atmospheres were lost and replaced by secondary atmospheres generated by volatile
compounds that were released to the atmosphere from the planetary interiors through volcanic
degassing.
Because it is closer to the sun, Venus receives almost twice as much solar radiation as the
Earth. As the planet formed, water vapour was unable to condense and remained in the upper
atmosphere. High energy particles split the water molecules into hydrogen and oxygen. The
lighter hydrogen atoms were lost to space in the solar winds and the oxygen combined with
rocks at the planet’s surface. Sulphur gases generated by volcanism react with remaining
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
moisture to form sulphuric acid clouds. These clouds reflect about 80% of the incoming
radiation back to space. The surface of Venus receives only a little more than half the amount
of radiation that the Earth’s surface does. In spite of this, the surface temperature on Venus is
high because of an enhanced greenhouse effect due to high levels of carbon dioxide and high
atmospheric pressure. The planet has no water, so carbon dioxide is not removed from the
atmosphere through the hydrological cycle or deposited in the oceans as carbonate rock.
Carbon dioxide accumulated (and is still accumulating) in the atmosphere through volcanic
outgassing. The total atmospheric pressure (the weight of the atmosphere at sea level) on
Venus is about 92 bars.
Mars is a smaller planet, having about half the diameter of Earth. Because of its lower mass,
it cooled more rapidly and had a shorter period of volcanic outgassing to release carbon
dioxide. Much of its early atmosphere was probably lost to space because there was too little
gravity to hold it. Mars now has a very thin atmosphere with a total atmospheric pressure of
only 0.007 – 0.010 bars. Therefore, although the atmosphere is composed of more than 95%
carbon dioxide, the total atmospheric pressure and the amount of carbon dioxide (i.e., the
partial pressure) are too low to induce a substantial greenhouse effect.
Earth has an atmosphere composed mostly of nitrogen (78%) and oxygen (21%) with a total
atmospheric pressure of 1.014 bars. Water vapour is variable, and makes up from 0% to 4% of
the atmosphere. Carbon dioxide averages about 0.035%. Earth’s early atmosphere was like
those of early Venus and Mars, composed largely of carbon dioxide, water vapour, and
nitrogen with a strong greenhouse effect. Because the Earth was further from the sun, the
atmosphere cooled enough for water vapour to condense and fall as rain (for millions of
years). The water filled basins to form the early oceans, where carbon dioxide was drawn
from the atmosphere and reacted with dissolved salts to form carbonate rock. The appearance
of carbonate-depositing cyanobacteria (stromatolites) about 3.5 billion years ago also helped
to draw carbon dioxide from the atmosphere. The loss of water vapour and carbon dioxide left
an atmosphere largely composed of nitrogen. The evolution of photosynthesizing bacteria and
algae added oxygen to the atmosphere, which slowly rose to the current value of 21% by
about 500 million years ago. If all of the carbonate rock in the crust of the Earth today was
heated to release the carbon dioxide, the Earth would have an atmosphere similar to that of
Venus.
The sun has become about 25-30% brighter since the Earth first formed. The loss of
greenhouse gases from the atmosphere, in part controlled by the biosphere, has fortunately
kept pace with this increase to maintain Earth’s surface temperatures within the range suitable
for life.
Subjects: Earth Science, Geography
Key Syllabus Concepts:
Earth Science – the solar system & its formation; major earth systems (atmosphere)
Geography – living in physical systems
Assessment: Students can effectively interpret a data sheet and offer reasonable explanations
for possible causes of temperature differences among the planets.
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
Key Vocabulary:
albedo
atmospheric
pressure
insolation
radiation
reflectance
Time: 45 minutes to one hour
Materials Needed:
(per team or small group of students)
Part A



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3 thermometers
ruler
modelling clay
heat lamp
instruction/data sheet
Part B
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


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2 thermometers
2 Styrofoam drink cups with lids
black construction paper
sticky tape
sand or other weights (enough to stabilise the cups)
heat lamp
instruction/data sheet
Activity:
1. Show the students pictures of Venus, Earth, and Mars and ask them which planet they
think would be the hottest? the coldest? Why? What factors do they think might influence
the temperature? Record their ideas on the board.
2. Divide the students into teams or small groups and give each group a set of materials and
an instruction sheet. Give them time to conduct the experiments and record their results.
Pool the results from each group and discuss with the whole class.
3. Give each student a copy of the “Planetary Comparisons” data table and ask them to
answer the following questions:
a) What is the difference between the expected and the actual average temperatures for
each of the planets?
b) Which planet has the greatest difference between the expected and actual
temperatures?
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
c) Which has the least difference?
d) What factors might be responsible for the differences? (This would include both the
composition of the atmosphere and the total atmospheric pressure. This is illustrated
by the fact that both Venus and Mars have mostly carbon dioxide atmospheres, but
only Venus has a large difference between expected and actual temperatures)
Discussion Questions:
1. What do you think would be the difference between the expected and actual temperatures
on Mercury? (none; both the expected and the observed mean temperatures are 167°C)
Why? (Mercury has no atmosphere)
2. What are some possible consequences of changing the composition of our atmospheric?
Adaptations/Extensions:
Explore the relationship of increased atmospheric carbon dioxide and temperature by doing
Activity # 7 – Balancing the Budget.
Activity adapted in part from “Experiments to Study our Atmospheric Environment” by Steve Businger, 1996.
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of Queensland, 2004.
Venus
Distance from Sun
107,000,000 km
Planetary Albedo
75%
(Photo credit NASA)
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of Queensland, 2004.
Earth
Distance from Sun
149,000,000 km
Planetary Albedo
30%
(Photo credit NASA)
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of Queensland, 2004.
Mars
Distance from Sun
223,000,000 km
Planetary Albedo
15%
(Photo credit NASA)
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
Planetary Comparisons Investigations
Part A: Distance
1.
Below is a table showing the relative distance from the sun to Venus, Earth, and Mars.
Distances are given in astronomical units (AU). One astronomical unit is the mean distance
from the Sun to the Earth.
2. Put a strip of masking tape on the table with one end lined up with your heat lamp. Mark the
positions of the planets using a scale of 1 AU = 10 cm.
3. Use the modelling clay to stand a thermometer at the location of each of the planets. Offset
the thermometers slightly so that they are not shading each other.
thermometers
lamp
scale
4. Record the starting temperature of each of the thermometers. Turn the lamp on and record
the temperatures every 3 minutes for the next 15 minutes.
Planet
Distance
from Sun
(AU)
Venus
0.72
Earth
1.00
Mars
1.52
Temperature (°C)
Scale
Distance
(10cm =
1AU)
Start
3
min.
6
min.
9
min.
12
min.
15
min.
Total
Temp.
Change
5. Graph your results on a separate piece of paper and answer the following questions:
a) Which “planet” had the greatest overall temperature change?
b) Was the change in temperature linear (a straight line) on your graph? Why or why not?
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
Planetary Comparisons Investigations
Part B: Reflectivity
1.
Wrap the black paper around one of the Styrofoam cups and attach with tape. Leave the
other cup white.
2. Put enough sand or other weights in the two cups so that they will not tip over when you
insert a thermometer. Put on the lids and insert thermometers through the centre of the
lids. Both thermometers should the same distance in, about halfway to the bottom of the
cup.
3. Place the two cups an equal distance from the heat lamp. Record the starting temperatures.
4. Predict what will happen when you heat both cups for 10 minutes. Give a reason for your
prediction.
I predict that:
because:
5. Turn on the lamp and record the temperatures every 2 minutes for the next 10 minutes.
Temperature (°C)
Start
2 min.
4 min.
6 min.
8 min.
10 min.
White
Black
6. Answer the following questions:
a) Was your initial prediction correct? Give a possible reason for the results you obtained.
b) Would the results be different if you had cups of other colours? Why or why not?
c) Would you get different results if you had water in the bottom of the cups? Why or why
not?
How does this experiment relate to planetary temperatures?
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of Queensland, 2004.
Planetary Comparisons Data Sheet
Distance
Total
Planetary Sunlight
Expected
Surface
Major
PLANET
from
Sunlight Albedo reaching Temperature Atmospheric Atmospheric
(based on
Sun
surface
Pressure
Composition
(w/m2)
(%)
sunlight
(x
(w/m2)
(mb)
reaching
surface)
100,000
km)
(°C)
Venus
Earth
Mars
107
149
223
2613.9
1367.6
589.2
75
30
15
652
956
500
-40
-18
-56
9200
96.5% CO2
3.5% N2
Actual
Temperature
(°C)
464
1014
78.1% N2
20.9% O2
~1% H2O
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6.36
95.3% CO2
2.7% N2
1.6% Ar
0.1% O2
-63
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
Activity # 10
BALANCING THE BUDGET
Lesson at a Glance: Students look at the effect of greenhouse gases on atmospheric
temperatures by heating and cooling containers with different concentrations of carbon
dioxide and measuring the temperature change.
Suggested Prerequisites: Activity # 5 – Alien Worlds, Activity # 6 – Detecting CO2
Focus Question: How could a change in atmospheric composition affect global temperature?
Background:
Maintaining a stable temperature and climate on Earth depends on sustaining a global balance
of incoming and outgoing radiation averaged over time. Only a tiny fraction of the total
energy radiated by the sun falls on the Earth. Averaged over the entire outer boundary of the
atmosphere this equals about 342 watts per square metre. Most of this energy is in the form of
electromagnetic radiation in short wavelengths that range from visible light to ultraviolet to xrays. It is the flow of this energy through Earth systems that makes life on Earth possible.
(Picture credit: NASA)
Earth’s Energy Budget
About 6% of the radiation that reaches the upper atmosphere is reflected back into space by
atmospheric gases and dust. Approximately another 20% is reflected back into space by
clouds, and around 3% is absorbed by the water droplets in the clouds. An average of 16% is
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
absorbed by the molecules of gases of the atmosphere, especially water vapour (H2O), carbon
dioxide (CO2), methane (CH4), ozone (O3), and chlorofluorocarbons (CFCs). These are
known as greenhouse gases because they are able to absorb certain wavelengths of
electromagnetic energy and then release the energy at infrared wavelengths (i.e., as heat).
About 55% of the solar energy that strikes the Earth’s outer atmosphere reaches the surface of
the planet. Of that amount, 4% is reflected back into space, leaving 51% (about 239 watts per
square metre) to be absorbed by the Earth’s surface rocks, soils, water, and biota. This is the
energy that drives almost all exterior Earth processes, including all forms of weather,
atmospheric and oceanic circulation, the hydrologic cycle, the nutrient cycles (carbon,
oxygen, nitrogen, carbon), and, through photosynthesis, almost all biological processes.
In order to maintain the average global surface temperature of the Earth in a range
comfortable for life, the total energy gained from the sun as insolation must be balanced by
the same amount of energy being radiated back into space.
Greenhouse gases in the atmosphere store some of the energy for a time before it escapes into
space. It is estimated that a given amount of energy may be radiated back and forth between
the Earth’s surface and the atmosphere up to seven times before it is lost to space. The total
global energy budget remains balanced with no net gain, but the delay in the loss of energy to
space maintains the higher temperatures needed for current forms of life.
Change in the atmospheric content of greenhouse gases is one factor that can alter the global
energy budget, resulting in net gain or loss of energy. This can cause warming or cooling and
lead to severe global climate change. At certain periods of Earth history, such as the
Carboniferous Period (~300 million years ago), low levels of atmospheric carbon dioxide
decreased the greenhouse effect and triggered global cooling and the onset of Ice Ages.
Elevated CO2 at other times, such as the Cretaceous Period (~120 million years ago),
enhanced the greenhouse effect and resulted in global warming, with average temperatures up
to 15°C above current temperatures. Large or rapid changes in the greenhouse effect,
whatever their cause, can result in warming or cooling of the global climate that may have a
devastating impact on established biomes and lead to mass extinction of species.
A Note on the “Greenhouse Effect”:
The term “greenhouse effect” is actually a misnomer. A greenhouse works primarily by
restricting atmospheric circulation through a physical barrier. The glass prevents the warm air
from leaving the greenhouse and mixing with cooler outside air. The atmosphere has no such
physical barrier. Heat retention in the atmosphere is a result of the ability of certain gases to
absorb energy that would otherwise pass back into space. The atmosphere then acts as a
radiating body, emitting longwave (heat) radiation.
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
Subjects: Biology, Earth Science, Geography, Marine Studies
Key Syllabus Concepts:
Biology – organisms have an interdependent existence in environments to which they are
adapted
Earth Science – dynamic nature of the earth; slow and continuous earth processes; rapid and
catastrophic earth processes; major earth systems; forms of human impact on the environment
Geography – systems of the physical environment; change in systems
Marine Studies – processes leading to environmental change
Assessment: Students can articulate how the experiment might relate to global climate
change and acknowledge the limitations of the model as an analogy.
Key Vocabulary:
absorption
insolation
greenhouse gas
global radiation budget
radiation
reflectance
Time: 10 minutes set up, 30 minutes heating & cooling, 10 minutes discussion
Materials Needed:
(per team of students)






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2- 2 litre soft drink or juice bottles
3 thermometers (preferable marked in at least 0.5° intervals)
modelling clay and/or masking tape
2 balloons (same size and shape)
400 ml vinegar
15 ml bicarbonate of soda
funnel
safety goggles
data sheet
Activity:
1. Review the “Alien Worlds” activity. Discuss the terms “greenhouse effect” and
“greenhouse gas” with the students.
2. Tell them that they are going to conduct an experiment to look at the possible effect of a
specific greenhouse gas, carbon dioxide, on air temperature.
3. Divide the students into groups and give each group a set of materials and an
instruction/data sheet.
4. Give them time to conduct the experiment, then discuss.
13
From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
Discussion Questions:
1. What did the experiment illustrate about the effect of an enhanced carbon dioxide
atmosphere?
2. Does the experiment accurately model what will happen to average global temperatures if
atmospheric carbon dioxide levels continue to rise? (maybe, maybe not) Why or why not?
(Earth systems are incredibly complex and we still don’t understand a lot about them.
There may be climate feedback mechanisms within the system that limit or enhance
changes.)
Adaptations/Extensions:
Have the students calculate their personal contributions to increasing carbon dioxide in the
atmosphere. There are a number of websites that have CO2 “calculators” where students can
input data about their use of various forms of transportation and use of household appliances.
Three that may be useful are:
http://www.natenergy.org.uk/convert.htm#calc (based on one developed by the
National Energy Foundation in the US, but adapted to the UK)
http://www.gdrc.org/uem/co2-cal/co2-calculator.html (Can calculate CO2 produced by
use of common household appliances – done in Japanese context but still useful for
overall concept)
http://www.bom.gov.au/climate/change/
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
BALANCING THE BUDGET
1.
Prepare the two bottles by putting a small slit near the top and inserting a thermometer in
each one. Fix the thermometer in place by sealing it with a small piece of modelling clay
and/or masking tape. The thermometers should be at the same location in each of the two
bottles – near the centre and not touching the sides. The third thermometer will be used to
measure ambient air temperature in the room. Label the bottles ‘A’ and ‘B’.
2. Wearing safety goggles, pour 200 ml of vinegar into each of the two bottles. Cap bottle ‘A’
by stretching the neck of a balloon over it. Set it aside.
3. Using the funnel, add 15 ml of bicarbonate of soda to bottle ‘B’. Let it fizz for about 5
seconds, then cap it with the second balloon.
balloon
thermometer
clay seal
2-litre
bottle
A
vinegar
B
vinegar +
soda
4. Set both bottles in front of a heat lamp, being sure that they will receive equal amounts of
heat. Record the starting temperatures of each.
lamp
15
From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
5. Predict what will happen to the temperature in the bottles when you heat both bottles for 15
minutes, then allow them to cool for 15 minutes. Give a reason for your prediction.
I predict that:
because:
6. Turn on the heat lamp. Record the temperatures every 5 minutes for the next 15 minutes,
then turn off the lamp and record the temperatures every 5 minutes for another 15 minutes.
Heat On
Start
5 min.
10 min.
Heat Off
15 min.
5 min.
10 min.
15 min.
Bottle A
Temp. °C
Bottle B
Temp. °C
7. Graph your data on a separate piece of paper, then answer the following questions:
a) What was the major gas in the atmosphere in bottle ‘A’? In bottle ‘B’?
b) Was your prediction about temperature change accurate? Why or why not?
c) Give a possible reason for the temperature trends you noticed.
d) How might this experiment relate to global temperature change?
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
Activity # 15
I READ IT, SO IT MUST BE TRUE
Lesson at a Glance: Students analyse the uses of language in the media by reading articles
from opposing viewpoints and identifying sources of bias and techniques used to persuade
readers to accept a particular viewpoint.
Suggested Prerequisites: None
Focus Question: How do we decide what to believe when we read about controversial
issues?
Background:
Language is not value-neutral. There is no such thing as a completely objective report or a
completely objective reader. The meaning that we give to words is based, in part, on a
perception of the world that has been filtered through our history, our culture (global, local,
family, etc.), and our personal experiences. Words can also have variable meanings depending
on their context. They can be, are often are, used to promote specific agendas.
We often assume that what we read is true without examining our unconscious assumptions,
or considering the underlying meanings of commonly accepted terms and concepts, the source
of the information, or the particular interests of the author. An ability to analyse what we read
in a critical manner and make reasonable judgements about its credibility is an extremely
important life skill. It is an essential skill if we want to make responsible choices and
environmentally sound decisions.
There are many ways to manipulate language (and images) to persuade. These include (but
are not limited to):









selection of words to use and information to report
emphasis on particular words
context of the material
use of specialised jargon
appeals to emotions
use of innuendo or implications
repetition of key words and/or phrases
use of “expert” opinion or statements taken out of context
illogical reasoning
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
In order to make a reasoned judgement about an issue based on media reports, it is also
important to be able to distinguish fact from opinion. The Cambridge Online Dictionary gives
the following definitions (remember, even dictionary definitions are subject to personal
interpretation):
fact – something which is known to have happened or to exist, especially something
for which proof exists, or about which there is information
opinion – a thought or belief about something or someone; a judgment made by an
expert
Subjects: Biology, Earth Science, English, Geography, Marine Studies
Key Syllabus Concepts:
Biology – biological issues and consequences (evaluating and assessing the reliability,
authenticity, relevance, accuracy and bias of sources and methods of collection of
information)
Earth Science – assess the validity of qualitative and/or quantitative data
English – select, synthesise, analyse, infer from, and evaluate subject matter and substantiate
with evidence as required
Geography – establishing the validity and reliability of information
Marine Studies – interpreting and evaluating information and ideas
Assessment: Students analyse two or more articles that have conflicting information or
opposing viewpoints about the same subject and identify sources of bias and
techniques of persuasion used in the articles. They make a judgement about the
credibility of the information presented and back up their judgement with
reasonable evidence.
Key Vocabulary:
bias
context
fact
innuendo
logical fallacy
opinion
preconception
Time: 1 or more class periods, depending on depth of coverage
Materials Needed:
(per student)
 copies of 2 media articles giving opposing viewpoints on the same subject
 coloured pencils or highlighters
 “I Read It. . .” organiser sheet
18
From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
Activity:
1. Begin with a discussion of the difference between fact and opinion. What constitutes a
fact? What is an opinion? How are they different? Try to get a consensus about the
definitions.
2. Post the following statements at the front of the room:

Global warming is destroying the world’s coral reefs.

Claims that carbon dioxide is a "pollutant" are fraudulent because carbon
dioxide is a benign gas which is also a fertilizer and necessary for the growth of
plants.

Widespread coral bleaching occurred on the Great Barrier Reef in 1998.

Warmer water temperatures cause coral bleaching.

Between 50% and 70% of all coral reefs are under direct threat from human
activities.
1. Ask the students which of the statements are facts and which are opinions. Discuss their
reasoning.
2. Give the students a media article about a subject such as global climate change or coral
bleaching. Ask them to read the article and highlight all of the “facts” in one colour and
the “opinions” in another.
3. Review the article with the entire class and discuss their observations and ideas. Are they
in agreement about what constitutes a fact and what is an opinion? Why or why not? What
criteria did they use in their decisions?
4. Give them a second article that presents an opposing viewpoint and have them repeat the
exercise.
5. Now, go back to the statements that were posted. Discuss the different ways that written
language can be used to persuade the reader to accept a particular point of view. Can the
students find particular words, phrases, or other devices in the examples that are being
used to persuade? For example:

Global warming is destroying the world’s coral reefs. (Appeals to emotions through
negative connotations of the word “destroying”)

Claims that carbon dioxide is a "pollutant" are fraudulent because carbon
dioxide is a benign gas which is also a fertilizer and necessary for the growth of
plants. (Selection of “fact” to present; incomplete information. What is the context?)

Warmer water temperatures cause coral bleaching. (Can this be supported by
evidence?)

Between 50% and 70% of all coral reefs are under direct threat from human
activities. (According to whom? What is the source? What is meant by the word
“threat”?)
19
From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
6. Give them a copy of the “I Read It . . .” organiser sheet. Ask them to re-read both articles
and make a list of the ways in which the authors try to persuade the reader to their points
of view. Are there appeals to emotions or values such as fear, greed, or hatred? Are
statements being used in the proper context? Does the language used imply things that are
not stated directly? Are certain words or phrases emphasised more than others?
7. Ask the students make a judgement about the credibility of the article. What is the source?
Does it come from a person, organisation, or agency with a particular special interest?
What are the credentials of the author? Is his or her argument supported by evidence? Are
the sources of information credited?
Discussion Questions:
1. How do your own preconceptions affect the way you interpret something you read or
hear?
2. How do you judge the credibility of an “expert” opinion?
Adaptations/Extensions:
Extend the activity to look at personal values and discuss how values affect our interpretation
of what we see or hear. You can use the following technique to begin a values discussion:
a) Post two opposing statements on opposite sides of the room (e.g. – “The Kyoto
Protocol is needed to decrease global carbon emissions and Australia should sign.”
“The Kyoto Protocol is inappropriate and Australia should not sign.”)
b) Put a piece of string or tape along the floor between the two statements and label it at
equal intervals from 1 to 10.
c) Ask the students to think about the statements and decide where they stand on the
issue, then to take a place along the line near the number that best represents what they
believe. Emphasise that there is not a “right” or “wrong” answer and that everyone’s
opinion should be respected. Try to discourage the students from allowing themselves
to be influenced by peer pressure.
d) Ask the students why they chose the positions they did and give them an opportunity
to discuss their reasoning.
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From Focus on Corals: Global Climate & Reef Health, Bright Minds™, University of
Queensland, 2004.
I Read It, So It Must Be True (or is it?)
Resource type (book, magazine, newspaper, web article, etc.):
Title:
Author:
Date:
Organisation, Agency, or Special Interest Group(s) represented:
Techniques of Persuasion (list examples of any you find):
Appeal to emotions
Emphasis of certain words, facts, or opinions
Repeating words, phrases, or information
Implications or insinuations
Incomplete or inappropriate context
Statements with unidentified sources
Quotes or statements from “experts”
Personal character attacks
Use of images (maps, charts, graphs, photographs)
Logical fallacies
Inclusion of irrelevant information
Improper use of statistics
Other
Rate the article for credibility and give your reasons:
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