How to debunk science misinformation

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. (NGSS HS-ESS3-1)

CCTC - AR 6.1-AR 6.2

CCSS.ELA-LITERACY.RL.9-10.1-CCSS.ELA-LITERACY.RL.9-10.3

CCSS.ELA-LITERACY.RL.9-10.10

CCSS.ELA-LITERACY.L.9-10.4-CCSS.ELA-LITERACY.L.9-10.6

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences. (ISTE)

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. (ISTE)

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources. (NCSS D1.5.9-12)

CCTC - AR 4.1

CCSS.ELA-LITERACY.RL.9-10.4-CCSS.ELA-LITERACY.RL.9-10.6

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (NGSS HS-LS4-1)

Whether students are constructing opinions, explanation, or arguments, they will gather information from a variety of sources and evaluate the relevance of that information. (NCSS D3.1.9-12 - D3.2.9-12)

CCSS.ELA-LITERACY.RL.9-10.7-CCSS.ELA-LITERACY.RL.9-10.9

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. (ISTE)