Robert Krulwich, NPR and National Geographic
Five videos of about 3-5 min length each.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 5 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 2d
About Teaching Climate Literacy
Other materials addressing Life affects climate; climate affects life
Other materials addressing 6a
7.3 Environmental quality.
4.1 Humans transfer and transform energy.
6.1 Two meanings 'conservation of energy'.
6.3 Demand for energy is increasing.
2.6 Greenhouse gases affect energy flow.
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Teaching Tips | Science | Pedagogy |
- Can be used with multiple age groups to introduce or reinforce understanding of the properties of carbon as the key to global warming.
About the Science
- Science concerns properties of carbon and why it is the key element in understanding and dealing with global warning.
- Video does take some poetic license with some science concepts. For example, it may perpetuate the misconception that the greenhouse effect is caused only by human activities linked to increased CO2.
- Comments from expert scientist: The scientific strengths are generally excellent because the message relies on well-established scientific understanding. The description of the greenhouse effect is not accurate. Greenhouse effect is a result of CO2 absorbing infrared radiation (heat), not reflected solar radiation, from the earth surface.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 5
MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
MS-LS1.C1:Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
MS-PS1.B1:Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.
MS-PS3.D1:The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.
MS-PS3.D2:Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.