Geoff Haines-Stiles Productions, EARTH: The Operators' Manual
Video length: 2:75 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 7 Disciplinary Core Ideas
High School: 8 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 2d
Other materials addressing 6c
7.3 Environmental quality.
4.1 Humans transfer and transform energy.
4.3 Fossil and bio fuels contain energy captured from sunlight.
2.5 Energy moves between reservoirs.
2.6 Greenhouse gases affect energy flow.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Use to start a discussion or unit on the misconception that volcanoes emit more CO2 into the atmosphere than human activities.
- Additional resources from this program are available here: http://earththeoperatorsmanual.com/
- If needed, students can review fossil fuel formation in segment 3 of this same set of resources.
About the Science
- Penn State climatologist Richard Alley describes how we know that most of the carbon being added to the atmosphere in the last century is from fossil fuels.
- Alley explains that by measuring the different carbon isotopes and the changes in carbon compared to oxygen, we know how much carbon is added to the atmosphere by living organisms and volcanoes (small) compared to that added by burning fossil fuels (large).
- Comment from expert scientist: The video and the corresponding student activities useful to students understanding how scientists know that the rise in CO2 is due to burning of fossil fuels, rather than natural processes. Richard Alley is a dynamic personality and does a good job presenting the science in the video. There are four different concept activities that teachers can explore to follow up on the concepts presented in the video.
About the Pedagogy
- Audio track is augmented by word track running along the bottom.
- Teaching tips, learning objectives, and an annotated script are included to facilitate the use of this resource in classrooms.
Technical Details/Ease of Use
- Excellent quality.
- This segment is from the hour-long episode but stands alone quite well.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANhttp://earththeoperatorsmanual.com/
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 7
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.
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-ESS2.A1:All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.
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.
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: 8
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.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-LS2.B3:Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.
HS-PS3.D2:The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.
HS-LS1.C1:The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.