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Video length 5:04 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
High School: 6 Disciplinary Core Ideas, 2 Cross Cutting Concepts
About Teaching Climate Literacy
Other materials addressing 2b
Other materials addressing 2d
Other materials addressing 2f
About Teaching Climate Literacy
Other materials addressing Climate change has consequences
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Teaching Tips | Science | Pedagogy |
- Use as a resource after teaching about the carbon cycle and greenhouse effect.
- Run video through once, and then restart it to eliminate commercial for classroom use.
- Educator may want to use accompanying visual examples of ocean acidification, ice albedo, and water vapor as a greenhouse gas.
About the Science
- A British scientist, who has been involved with IPCC AR4, explains amplifying feedback. The primary focus is on how water vapor functions as a greenhouse gas, but he also cites other examples of climate feedbacks - ice albedo and ocean acidification.
- Passed initial science review - expert science review pending.
About the Pedagogy
- Good and accessible explanation of what a feedback mechanism is/does and the difference between positive and negative feedback.
- This is strictly an interview with a scientist - no visuals to illustrate.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 6
HS-ESS1.B2:Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes.
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.
Cross Cutting Concepts: 2
HS-C4.2:When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
HS-C4.3:Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.