Meteorologists tracking the advance of Hurricane Milton have been targeted by a deluge of conspiracy theories that they were controlling the weather, abuse and even death threats, amid what they say is an unprecedented surge in misinformation as two major hurricanes have hit the US.
A series of falsehoods and threats have swirled in the two weeks since Hurricane Helene tore through six states causing several hundred deaths, followed by Milton crashing into Florida on Wednesday. Source: The Guardian
Objective:
Students will explore the science and misconceptions surrounding weather control, delve into geoengineering concepts, and engage with the ethical, social, and practical implications of these technologies. By the end of the lesson, students will understand how misinformation can endanger public safety and erode trust in scientific institutions.
- Article: “It’s mindblowing”: US meteorologists face death threats as hurricane conspiracies surge. The Guardian
Warm-Up and Introduction
- Engagement Question:
- Ask students to share what they know about weather control and whether they’ve heard of technologies or theories claiming to influence the weather. (Write key points on the board.)
- Prompt: “Has anyone heard of cloud seeding or weather modification in the news or online? What did you think when you first heard about it?”
- Objective Overview:
- Introduce the objectives for the lesson:
- To understand the scientific basis of geoengineering.
- To critically evaluate conspiracy theories about weather manipulation.
- To reflect on the ethical implications of weather control and geoengineering technologies.
- To consider how misinformation spreads and its potential dangers.
- Introduce the objectives for the lesson:
Activity 1: Introduction to Geoengineering
1. Presentation on Geoengineering:
- Explain the two main types of geoengineering: carbon dioxide removal and solar radiation management (SRM). Use visual aids like diagrams or short animations.
- Provide real-world examples such as cloud seeding (used in places like the UAE and China), marine geoengineering (fertilizing oceans to increase carbon absorption), and space-based geoengineering (reflecting sunlight away from Earth).
Links
- Geoengineering: Can we control the weather?
- Live Science article: Geoengineering: Can we control the weather?
- Space Geoengineering: Can we control the weather?
- Space.com article: Space geoengineering: Can we control the weather?
2. Interactive Video Clip:
- Show a brief video on cloud seeding. Ask students to jot down any questions or misconceptions the video brings up.
3. Quick Check for Understanding:
- Have students turn and talk with a partner about what they’ve learned so far and any concerns they have about these technologies.
Activity 2: Analyzing Misinformation and Real-World Impacts
1. Reading and Small Group Discussion:
- Distribute the article “It’s Mindblowing: US Meteorologists Face Death Threats as Hurricane Conspiracies Surge.”
- Ask students to read it individually or in pairs. Provide guiding questions:
- What are the key points of the article?
- Why do conspiracy theories about weather control exist?
- How do these theories endanger weather professionals and the public?
2. Group Discussion and Reporting Back:
- Divide students into small groups to discuss the guiding questions.
- Encourage critical thinking: Why are people drawn to conspiracy theories? What role does social media play in spreading these ideas?
- Each group selects a spokesperson to summarize their discussion for the class.
Activity 3: Ethical and Practical Implications of Weather Control
1. Class Debate on Geoengineering Ethics:
- Split the class into two groups: Pro-Geoengineering and Anti-Geoengineering.
- Provide students with prompts like:
- Should humans attempt to control the weather if it could mitigate climate change?
- What are the potential risks of unintended consequences in manipulating weather patterns?
- Could geoengineering exacerbate global inequalities?
- Allow time for research, argument preparation, and rebuttals.
2. Reflection Activity:
- Have students write a personal reflection (either in-class or as homework) addressing their stance on geoengineering. They should consider both the ethical and practical dimensions of weather control and how misinformation can affect public policy.
- Prompt: “Given what you’ve learned today, do you think humans should attempt to control the weather? Why or why not?”
Conclusion and Homework
1. Summary and Recap:
- Recap key ideas: the science behind geoengineering, the dangers of misinformation, and the ethical implications of weather control.
- Reinforce critical thinking: “How can we, as responsible citizens, critically evaluate scientific information and distinguish fact from misinformation?”
2. Q&A Session:
- Open the floor to any remaining questions, ensuring students leave with a clear understanding of the content.
3. Homework Assignment:
- Essay Prompt: Write a 500-word essay discussing the potential benefits and risks of geoengineering. How do you think society should approach the idea of weather control? Consider the scientific, ethical, and political dimensions.
- Provide a grading rubric with criteria for clarity, argument structure, use of evidence, and reflection on ethical considerations.
Additional Resources:
- Geoengineering: Can we control the weather?
- Space geoengineering: Can we control the weather?
- You can read more about solar geoengineering with this explainer article from Carbon Brief. Explore Geoengineering even further with this educational material from Harvard University. For more information about geoengineering in space, NASA has answered 5 common questions about hacking the planet.