Young Voices for the Planet
Video length: 5:42 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 6 Disciplinary Core Ideas
High School: 6 Disciplinary Core Ideas
About Teaching Climate Literacy
About Teaching Climate Literacy
Other materials addressing Humans can take action
7.3 Environmental quality.
5.1 Energy decisions are made at many levels.
5.6 Environmental factors.
6.5 Social and technological innovation.
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Teaching Tips | Science | Pedagogy |
- This video will be a good introduction to a teaching sequence about solutions and climate change policy.
About the Science
- While the focus of this video is on banning plastics because of their impact on marine ecosystems, the connection is made to the fossil fuels and energy used to manufacture plastic.
- Comments from expert scientist: it's really about activism, and encouraging youth to make the world a better place. Excellent and laudable goals. plastic trash, and plastic bags in particular, are accurately portrayed as an environmental hazard. The students repeatedly refer to petroleum-based plastic products causing global warming. It would be more accurate to say that the process of creating the bags produces greenhouse gases. Unless they are burned, the bags themselves don't produce carbon emissions. They missed an opportunity to discuss global ocean circulation, the trash island and the long decay time of plastic.
About the Pedagogy
- This video, offering an example of young students engaging in policy changes and efforts to raise awareness toward climate change and marine pollution, will likely engage other students and shows ways everyone can make a difference.
- A good video to show if your school wants to embark in a recycling effort in your community.
- This video provides instructors with additional information and references on how other communities can stop the use of plastic bags.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 6
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.A1:Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
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.
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.
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.
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.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
HS-ESS3.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
HS-LS4.C4:Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–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.