• 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 354 ppm in 1990 and about 414 ppm in 2020. What was the mean rate of increase, in ppm per year? Give 1 decimal place. → 2Prompt: rate = change in CO₂ ÷ change in time
2. A website claims "the climate has always changed, so today's warming is natural". Which response is best supported by evidence? (The claim proves humans have no effect / Natural changes cannot happen / There has been no warming since 1900 / Past changes were mostly slower and had natural causes; today's rapid warming matches the rise in CO₂ from human activity) → Past changes were mostly slower and had natural causes; today's rapid warming matches the rise in CO₂ from human activityPrompt: Look at the speed and the cause of the change.
3. Climate evidence: which statement is NOT true? (Global average surface temperature has risen by more than 1 °C since the late 1800s. / Melting sea ice is the main cause of sea-level rise. / 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.) → Melting sea ice is the main cause of sea-level rise.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: 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?
2. Open ocean has an albedo of 0.06 (it reflects that fraction of sunlight). If 400 W/m² of sunlight arrives, how much is absorbed, in W/m²? → 376 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. Is this a positive or negative climate feedback: thawing permafrost releases methane? (positive feedback (amplifies warming) / negative feedback (reduces warming)) → positive feedback (amplifies warming)Prompt: Does the effect cause more warming or less?
2. Open ocean has an albedo of 0.06 (it reflects that fraction of sunlight). If 400 W/m² of sunlight arrives, how much is absorbed, in W/m²? → 376 W/m²Prompt: Absorbed fraction = 1 − albedo.

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