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6th, 7th, 8th


Social Studies, Mathematics

Resource Types

  • Activity - Classroom
  • Lesson Plans
  • Worksheets

Regional Focus




Climate Change Survey

Ask a Question

  • In this activity, students will design a scientific survey on climate change opinions, collect data, and write a report based on their statistical analysis. 
  • Students will learn about different types of questions and ways to collect unbiased information. 

Teaching Tips


  • The teacher's guide provides information on how to help students create an effective survey.
  • Students will gain skills in analyzing data, drawing conclusions, and writing reports.
  • This activity will help students to understand the important role of research, analysis, and communication.

Additional Prerequisites

  • The student worksheet can be printed or used digitally.
  • Students should have a basic understanding of climate change to be able to design the survey.


  • In social studies classes, students could discuss the results of their surveys and analyze whether the results accurately represent the community's opinions on climate change.
  • In statistics classes, students could present the survey results using pie charts or bar graphs.
  • Students could work in groups to come up with different solutions to stop climate change based on the views presented in the survey results.
  • For robust data on climate change opinions in the United States, check out these resources from the Yale Program on Climate Change Communication.
Scientist Notes
The resource provides a guide for conducting a climate survey and eliciting people's perspectives on climate change. This is recommended for teaching.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 1: Developing Questions and Planning Inquiries
      • D1.1.6-8 Explain how a question represents key ideas in the field.
      • D1.5.6-8 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.
    • Dimension 3: Gathering and Evaluating Sources
      • D3.1.6-8 Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
      • D3.2.6-8 Evaluate the credibility of a source by determining its relevance and intended use.
    • Dimension 4: Communicating and Critiquing Conclusions
      • D4.2.6-8 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
  • Common Core Math Standards (CCSS.MATH)
    • Statistics & Probability (6-8)
      • CCSS.MATH.CONTENT.6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.
      • CCSS.MATH.CONTENT.7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
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