Video length: 4 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 2 Disciplinary Core Ideas
High School: 3 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 4f
7.3 Environmental quality.
7.6 Vulnerable populations.
6.2 Conserving energy.
6.5 Social and technological innovation.
2.6 Greenhouse gases affect energy flow.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- The video offers potential inspiration for students to do their own videos about climate science and solutions.
- Excellent use of media to reach general public on some general issues of climate change. Students of middle school level or early high school may respond best.
- The informational screens have not been vetted by CLEAN for scientific accuracy.
- Resources provided in the lyrics have not been vetted by CLEAN, but the songs are relatively general in nature, so this shouldn't be an issue to use this material in class.
- The instructor might note that some of the resources cited in the lyrics document should be inspected for credibility.
- Might be construed as "cheesy" by high school students, but is appropriate and may be well-received by elementary and middle school students.
About the Science
- Produced through the NSF and NASA funded Polar Palooza project.
- Advocating awareness and action to address climate change.
- Comments from expert scientist: The information is pretty basic, therefore the strengths are basic as well. The link out to the Sea Level Rise Explorer has significant strength.
About the Pedagogy
- The video uses a very unique form to inspire kids to learn more about climate change.
- Various downloadable PDF files with the words of each climate rap song and links to additional resources explaining the lyrics are provided.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 2
MS-ESS2.D1:Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
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: 3
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.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.