Climate Change - Bell Ringers, Class Warm-Ups, and Exit Tickets

Distinguish weather from climate, and state what the ozone layer does

Draw and explain the greenhouse effect, and define what makes a gas a greenhouse gas

Explain the connection between CO2 and climate change to someone unfamiliar with it, and describe how humans affect the carbon cycle

Name three potential impacts of climate change, and define climate proxies with two examples scientists use

Summarise a short video's main points in two or three sentences

The routine is timed: the guide hands out the week's worksheet as the bell goes, starts a four-minute timer, and has students flip and pass their papers forward when it ends - latecomers lose the time rather than the task

Question slides are tied to specific lessons, so give each one on the day after the matching lesson; the quotation and video slides fill the days in between

The guide is explicit that its marking scheme is one option among several - some teachers mark only the question days, some one submission a week, some none of the quote and video days

Each day's mark is out of 5 even though most days carry only one to three questions, so the guide marks on understanding rather than counting answers

The video clips open by clicking the image in slideshow mode, so run the deck as a slideshow rather than in edit view on video days

Recall under time pressure - six question slides ask students to answer from memory inside a four-minute window at the start of class.

Explaining a concept in plain terms - one slide asks students to explain the CO2 and climate change connection to someone who is not familiar with it.

Drawing to explain - the greenhouse effect is set as a drawing task rather than a written definition.

Interpreting a quotation - five slides give a single quotation and ask what students think it means or what its underlying message is.

Summarising video - six slides ask for the main points of a clip in two or three sentences, with the emphasis on main ideas rather than detail.

Turning knowledge into action - the last question slide asks for a letter to the student's ten-year-old self naming five things to start doing about climate change.