WGBH/Boston, Teacher Domain adapted from the International Institute for Sustainable Development
Video length: 3:56 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, 2 Cross Cutting Concepts
High School: 5 Disciplinary Core Ideas, 3 Cross Cutting Concepts
About Teaching Climate Literacy
Other materials addressing 3a
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Teaching Tips | Science | Pedagogy |
- Would serve as a good introduction to the impacts of climate change on the inhabitants of the Arctic.
About the Science
- Engineering and environmental hazards of thawing permafrost are reviewed from the perspective of both scientists and native people.
- Title uses the term "melting" but a more accurate term to describe degradation of permafrost due to rising temperatures is "thawing."
- Comments from expert scientist: Although the supporting essay to the video is factually correct, there are no references or citations provided to back up the scientific content.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 1
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.
Cross Cutting Concepts: 2
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
MS-C2.3:Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
Disciplinary Core Ideas: 5
HS-ESS2.A1:Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
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-ESS3.B1:Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.
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.
Cross Cutting Concepts: 3
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
HS-C2.2:Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
HS-C2.4:Changes in systems may have various causes that may not have equal effects.