Darcy Dugan, NOAA Sea Grant, Alaska COSEE and other partners
Video length: 5:55 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: 6 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 4a
Other materials addressing 4b
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Teaching Tips | Science | Pedagogy |
- This video is best used in conjunction with: 1) Faces of Climate – Life on the Ice http://vimeo.com/19583516 2) Faces of Climate – Disappearing Ice http://vimeo.com/19583956
- Some of the content is repeated in later videos, so educators may want to focus on the latter two videos since this one is more an introduction.
About the Science
- This video provides a human dimension to changes being observed in the region over seasonal and longer term time scales. Rates of change in the Arctic vs. other places is well described.
- Nice overview of weather vs. climate.
- Comments from expert scientist: Humanizes climate change; tells a story to a certain extent. Good overview of "life on the ice."
About the Pedagogy
- Video is intro to two subsequent Faces of Climate Change videos: Life on the Ice and Disappearing Sea Ice.
- Good graphics and narration (Native Alaskans are interviewed).
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 3
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.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.C1:Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
Disciplinary Core Ideas: 6
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-ESS3.A1:Resource availability has guided the development of human society.
HS-ESS3.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
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.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).