Video length: 7:53 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 1 Disciplinary Core Idea
High School: 6 Disciplinary Core Ideas, 1 Science and Engineering Practice
About Teaching Climate Literacy
Other materials addressing 3a
Other materials addressing 4e
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- This video could be used in a variety of curricula unit of study including climate, plants and forests, forest ecosystems, etc.
- Because it shows a female lead researcher and male graduate students collecting in the field and bringing the cores back to the lab to analyze them, it allows students to go beyond just looking at paper copies of tree ring patterns.
- Video can complement other CLEAN selected resources: http://cleanet.org/clean/educational_resources/index.html?search_text=tree+ring&Search=search
About the Science
- Research opportunities found in tree rings that link trees in Yellowstone National park to the research community.
- Global climate change and tree rings, which offer a record that humans are fundamentally changing the Earth system.
- Comments from Expert Scientist: Tree ring research is low tech and easily approachable by educators and students at middle school through college levels.
- This well-produced video enhances that approachability by featuring senior scientist Lisa Graumlich, one of the most articulate dendroclimatologists in the world.
Technical Details/Ease of Use
- Also seen at: http://www.lifeonterra.com/episode.php?id=37
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 1
MS-LS4.C1:Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes.
Disciplinary Core Ideas: 6
HS-ESS2.A1:Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
HS-ESS2.A3:The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.
HS-ESS2.D1:The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.
HS-ESS2.E1:The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.
HS-LS4.C4:Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.
HS-LS4.D1:Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.