S2N Media, National Science Foundation
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 5 Disciplinary Core Ideas, 3 Cross Cutting Concepts
High School: 11 Disciplinary Core Ideas, 2 Cross Cutting Concepts
About Teaching Climate Literacy
4.1 Humans transfer and transform energy.
4.3 Fossil and bio fuels contain energy captured from sunlight.
4.4 Humans transport energy.
4.5 Electricity generation.
5.4 Economic factors.
6.2 Conserving energy.
6.5 Social and technological innovation.
6.6 Behavior and design.
2.2 Sources of energy on Earth.
2.3 Earth's climate driven by the Sun.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Each video can complement a unit or lesson on climate change, energy and technology, the carbon cycle. Students could choose a video and explore the topic in greater depth.
About the Science
- Topics include: how different kinds of biomass can be used to produce fuel; a specially designed city car; green roofs; hydrogen fuel; microbial fuel cells; solar energy; wind energy.
- Comments from expert scientist: The Green Revolution videos are a good overview of several relevant topics. They provide useful information, highlight ongoing research, present questions that remain to be answered, which encourages new ideas. One concern is the potential misperception on the part of the viewers that the topics presented may be sufficient to solve the energy and emission problems.
About the Pedagogy
- Educator information provided for each video.
- Host for each video is an engaging young woman scientist.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 5
MS-PS1.B3:Some chemical reactions release energy, others store energy.
MS-PS3.A4:The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects.
MS-PS3.A5:The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material.
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.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: 3
MS-C5.2: Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
MS-C5.3:Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.
Disciplinary Core Ideas: 11
HS-PS3.A2:At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
HS-PS3.B2:Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems
HS-PS3.D1:Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.
HS-PS3.D3:Solar cells are human-made devices that likewise capture the sun’s energy and produce electrical energy.
HS-PS4.B1:Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.
HS-PS4.B3:Photoelectric materials emit electrons when they absorb light of a high-enough frequency
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-ETS1.A1:Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
HS-ETS1.A2:Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities
HS-ETS1.B1:When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
HS-ETS1.C1:Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed