Torrents, Droughts, Twisters Oh My! article by Bob Henson, UCAR Office for Science Education
To build and reinforce an understanding of the nature of science, ask students how they feel about the knowledge and confidence that scientists have currently regarding extreme events and their relationship to climate change. Ask them to explicitly state how science works to establish relationships and how it differs from other ways of learning and knowing. What type of data do scientists need to prove or disprove an idea? If the students were scientists, what data would they seek to obtain to help them prove or disprove correlations and causations? What is the difference between correlation and causation, and why is the distinction important to know? What questions do students have about the connections between extreme weather and climate change? What would they need to know and do to answer these questions? Allow students to attempt to answer these questions if they remain interested and motivated to seek such answers. If possible, connect with a climate scientist who is working in this area via Skype or other distance learning platform to learn more about their research and that of the larger climate science community.