Video length 5 minutes.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: 2 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 3a
Other materials addressing 4f
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Teaching Tips | Science | Pedagogy |
- Spring green-up timing events could be examined over time for students to compare data themselves. Students could also participate in their own community to educate the public about more sustainable practices around the neighborhood.
- This video could be embedded in any lesson on plants ecosystems phenology. The HoneyBeeNet citizens science website (http://honeybeenet.gsfc.nasa.gov/) is a great way for students to see how important data can be collected by non-scientists.
- Teachers could include with this video a discussion of what green-up starting "half-a-day earlier" globally means on a global scale vs. what might be the case on a local/regional scale.
About the Science
- In the Spring, farms and fields go through a symphony of pollination and the animals that feed on the pollen and nectar are going through changes. The Spring green-up is a global phenomenon that can be seen from space using satellites. Video time-lapse visuals show how green our planet typically is - but the green-up is starting earlier - the likely cause is our warming climate.
- Passed initial science review - expert science review pending.
About the Pedagogy
- The video is short and can easily supplement an existing curriculum that addresses changes on Earth as evidence of climate change - specifically linked with something common like bees.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 3
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.
MS-ESS3.C2:Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
Disciplinary Core Ideas: 2
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.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.