• Quick retrieval from earlier learning (Analyse climate data: CO₂ records and temperature trends). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Annual mean CO₂ at the Mauna Loa observatory was about 369 ppm in 2000 and about 421 ppm in 2023. What was the mean rate of increase, in ppm per year? Give 1 decimal place. → 2.3Prompt: rate = change in CO₂ ÷ change in time
2. Pre-industrial CO₂ was about 280 ppm. In the 2020s it is above 420 ppm. Roughly what percentage increase is this? (about 50 % / about 15 % / about 150 % / about 5 %) → about 50 %Prompt: (420 − 280) ÷ 280 × 100
3. Climate evidence: which statement is NOT true? (A cold winter in one city disproves global warming. / Arctic sea ice in summer has shrunk since satellite records began in 1979. / Burning fossil fuels is the main cause of the recent rise in atmospheric CO₂. / Global average surface temperature has risen by more than 1 °C since the late 1800s.) → A cold winter in one city disproves global warming.Prompt: What is the difference between weather and climate?

• Show today's forecast and ask what it means for the class and how forecasters know.
• Share the objective: Climate feedbacks and natural climate cycles. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Is this a positive or negative climate feedback: more CO₂ boosts plant growth, which takes up some CO₂?
• Step 1: A negative feedback works against the initial change.
• Step 2: So the answer is: negative feedback (reduces warming)
• Answer: negative feedback (reduces warming)
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Is this a positive or negative climate feedback: a warmer Earth radiates more energy to space? (positive feedback (amplifies warming) / negative feedback (reduces warming)) → negative feedback (reduces warming)Prompt: Does the effect cause more warming or less?
2. Sea ice has an albedo of 0.6 (it reflects that fraction of sunlight). If 340 W/m² of sunlight arrives, how much is absorbed, in W/m²? → 136 W/m²Prompt: Absorbed fraction = 1 − albedo.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Why might a "tipping point" in the climate system be especially worrying? (It only affects weather for one day / It reduces sea level / Past a threshold, change can become self-sustaining and hard to reverse / It makes the climate change back instantly) → Past a threshold, change can become self-sustaining and hard to reversePrompt: Think about ice sheets once they start to collapse.
2. Is this a positive or negative climate feedback: more CO₂ boosts plant growth, which takes up some CO₂? (positive feedback (amplifies warming) / negative feedback (reduces warming)) → negative feedback (reduces warming)Prompt: Does the effect cause more warming or less?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-12.