Windows to the Universe, NCAR Online Education
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Simulation/Interactive supports the Next Generation Science Standards»
Middle School: 1 Disciplinary Core Idea, 2 Cross Cutting Concepts
High School: 1 Disciplinary Core Idea, 4 Cross Cutting Concepts
About Teaching Climate Literacy
7.3 Environmental quality.
5.1 Energy decisions are made at many levels.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Educators could produce an activity sheet that addresses reasons and justifications for the students' choices in each section, as well as learning from the side-bar information on the right sides of the screens.
- Could also work as a homework assignment.
About the Science
- In the scenarios provided, students make decisions about the types and amount of energy used and see what effect their decisions have on the amount of greenhouse gases emitted to the atmosphere. The goal is to reduce the greenhouse gases emissions while keeping costs reasonable.
- Comment from expert scientist: Good tool with the only caveat that it doesn't include all attributions.
About the Pedagogy
- A great activity for applying science learning to real life and everyday choices.
Next Generation Science Standards See how this Simulation/Interactive supports:
Disciplinary Core Ideas: 1
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.
Cross Cutting Concepts: 2
MS-C4.2: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
MS-C4.3:Models are limited in that they only represent certain aspects of the system under study.
Disciplinary Core Ideas: 1
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.
Cross Cutting Concepts: 4
HS-C4.1:Systems can be designed to do specific tasks.
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.
HS-C4.4:Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.