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Before: before watching the text, we will go over the Haiku about climate change, students will jot down any other theories they can think of to connect their existing knowledge to the video they are about to watch.
During: Students will take notes over the video using a T-chart to compare theories and hypotheses, this will help students see the similarities and differences
After: students will answer 3 microtheme prompts that will be on the whiteboard using their notes, this will help them to connect their existing knowledge as well as utilize the information they just took notes on from the video

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If gravity is just a “theory” why do we accept it as fact?
What is the difference between a theory and a hypothesis?

Why are theories more accepted than hypotheses?

What are some other theories related to the real world?

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(2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to:

(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;

(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;

(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed;

(D) distinguish between scientific hypotheses and scientific theories;