Challenges

 The biggest challenges with this activity was fitting everything in the time constraints and making sure every students had the materials needed to understand the concepts within the framework of the digital classroom.

After doing the lab with my first period class and running out of time, I removed the additional lab set-up videos mentioned in the first post.  This gave students more time to brainstorm possible solutions and to discuss the changes being shown in the NASA temperature change video.  

One of the big areas my students struggled with was the Carbon Cycle which is something many of them hadn't seen since 6th.  I added some additional resources to the Learn About It (Explore) section of the lesson where students could either "review" or "go further" with the concepts during there independent time.  I also gave students time at the end of class to use those resources or to go to the written response.  In the future, I would have students review the Carbon Cycle in advance - either as part of a Flipped Classroom activity or a closing bridge activity from the previous lesson.  Learning Cycle Four was the one most impacted by the change to digital learning so it's also possible this wouldn't be an issue during a traditional year where students have an extra hour of science each week. 

Another impact on time was the need to account for struggles during a previous lesson where students had to explain WHY climate change is such a large concern.  While many could identify impacts on humans, hotter summers and warmer winter, many of my standard and inclusion students struggled to identify the impact on most animals.  A few of the cited recent information about the State of the Bay to argue that Climate Change does not impact oceanic creatures so I did go ahead and add an additional video after the investigation and just before the started work on their Scientific Arguments.  

With the scientific argument, all students were given the scientific argument (CER) but used sentence frames from Option 2 for the Claim for all classes.  For select students, ELL and IEP, I also added the evidence sentence frame to their individual Show What You Know (Evaluation) sections.  For the exit ticket, I had student do a quick poll reflecting on if their answer had changed from the opener and many of the students who had misidentified the impact of warm waters on CO2 did switch their answers.