Geoff Haines-Stiles Productions, Earth: The Operators' Manual
Video length: 4:32 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 3 Disciplinary Core Ideas
High School: 5 Disciplinary Core Ideas
7.4 Fossil fuel supplies are limited.
7.5 Access to energy affects quality of life.
4.1 Humans transfer and transform energy.
4.2 Human use of energy is subject to limits and constraints.
6.3 Demand for energy is increasing.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- This is one segment in a series on energy.
- It could be useful for introducing/illustrating population and energy demand issues.
- Also see: http://earththeoperatorsmanual.com/for_educators
About the Science
- This segment focuses on a Brazilian family living off the grid (like 1.5 billion world-wide).
- Focus is on how rapidly-urbanizing China needs more energy to foster development.
- Includes a population/energy use chart comparing different regions of Earth.
- Comments from expert scientist: Excellent overview of human impact on energy across the globe. Teacher tips and suggested activities are also strong.
About the Pedagogy
- A good introduction to global energy challenges that can help set the stage for classroom discussions and activities, particularly the needs of the developing world where energy access and equity are a substantial challenge.
Technical Details/Ease of Use
- Easily accessed and can be downloaded by educators who register at the ETOM website.
- Video is closed captioned.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANhttp://earththeoperatorsmanual.com/for_educators
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 3
MS-ESS3.A1:Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
MS-ESS3.C1:Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
MS-ESS3.C2:Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
Disciplinary Core Ideas: 5
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-ESS3.A1:Resource availability has guided the development of human society.
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
HS-ESS3.C2:Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.
HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.