American Museum Natural History
Video length: 8:11 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 4 Disciplinary Core Ideas
High School: 10 Disciplinary Core Ideas
About Teaching Climate Literacy
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Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Having students read the essay would increase students' awareness of the science content on the importance of scientists studying the PETM.
- It may be helpful to provide students with the questions from the classroom discussion activity pdf (http://www.amnh.org/sciencebulletins/content/e.f.PETM.20081126/resources/643/classroom_PETM.pdf) prior to watching the video to guide their note-taking.
About the Science
- This video illustrates how a team of paleontologists and geochemists do field research to determine changes in climate and biota during the PETM.
- Comments from expert scientist: The video provides a clear and concise view of the way the earth scientists explore past climate change. The topic explored in this resource is relevant. Since the PETM is an analog for modern warming, it captures the viewer's attention and provides a nice example of one approach to projecting future changes on the planet.
About the Pedagogy
- An essay about the PETM event and impact accompanies the video.
- In addition there is a link to an interactive activity and a question set that complement the video.
Technical Details/Ease of Use
- High resolution
- Video is also available on Vimeo: http://vimeo.com/39371875
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 4
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-LS4.D1:Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.
MS-ESS2.A2:The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.
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.
Disciplinary Core Ideas: 10
HS-ESS2.A1:Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
HS-ESS2.A3:The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.
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.D2:Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
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.D2:Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
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.D2:Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).