NASA/Windows on the Universe
Note: you may need to scroll down the Changing Planet video page to get to this video.
Video length: 5:50 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: 4 Disciplinary Core Ideas
About Teaching Climate Literacy
About Teaching Climate Literacy
Other materials addressing Life affects climate; climate affects life
Other materials addressing 7b
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Teaching Tips | Science | Pedagogy |
- Note: you may need to scroll down the Changing Planet video page to get to this video.
- See Windows to the Universe lesson plan here http://www.windows2universe.org/earth/changing_planet/withering_crops_intro.html for a hands-on activity that reinforces the video.
About the Science
- Video addresses impact of increasing global temperatures and resulting decline in soil moisture on viability of grain crops that provide the primary global food supply.
- Brief segment of video illustrates mechanism by which plant leaves take in CO2 and expire water and how drought conditions stress that mechanism.
- Comment from expert scientist: This activity has addressed very important issues of potential impacts of heat and water stress in plant growth.
About the Pedagogy
- See related lesson plan, Changing Planet: Withering Crops - Stressing Over Lost Water http://www.windows2universe.org/teacher_resources/withering_crops_activity.html
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 3
MS-LS2.C1:Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
MS-LS2.C2:Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health
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.
Disciplinary Core Ideas: 4
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.
HS-LS2.C1:A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
HS-LS2.C2:Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival 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.