Geoffrey Eglington, Woods Hole Oceanographic Institution
Video length 4:35 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
High School: 10 Disciplinary Core Ideas
About Teaching Climate Literacy
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Teaching Tips | Science | Pedagogy |
- It is common for high school science classes to study cells. This video could be used in conjunction to a unit on cells tied to current events and climate related studies.
- Core mud samples could be analyzed with students and could teach students about the secrets that lie within. A resource could be used like : http://www.ldeo.columbia.edu/res/fac/CORE_REPOSITORY/RHP1.html where a repository of deep sea sediments is available.
About the Science
- The video explains how the marine algae Emiliania huxleyi, aka Emilia, responds chemically to temperature changes making different forms of alkenones at different temperatures. Because ocean temperature is a driver of climate, scientists can use proxy temperature differences as measured by alkenones to understand past climate changes.
About the Pedagogy
- Prerequisite knowledge required due to strong ties to biological processes and the biological pump and climate changes that are linked to a small marine algae.
- This video would probably fit quite well in a marine biology or oceanography course where students would have greater access to background knowledge needed to understand the science in the video.
Next Generation Science Standards See how this Video supports:
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-LS1.C1:The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
HS-LS1.C4:As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.
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.