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If the Sea Ice Disappears... How will climate change affect the fertile Bering Sea?
http://www.whoi.edu/oceanus/viewArticle.do?id=63566

Chris Linder, Tim Silva, Lonny Lippsett, Woods Hole Oceanographic Institution

This audio slideshow examines the changes in the ecosystem that will occur to the Arctic due to increasing temperatures and disappearing sea ice.

Video length: 7:16 minutes.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Video supports the Next Generation Science Standards»
Middle School: 6 Disciplinary Core Ideas
High School: 7 Disciplinary Core Ideas

Climate Literacy
About Teaching Climate Literacy

Climate's role in habitats ranges and adaptation of species to climate changes
About Teaching Principle 3
Other materials addressing 3a
Climate impacts ecosystems and past species extinctions
About Teaching Principle 3
Other materials addressing 3c
Observations are the foundation for understanding the climate system
About Teaching Principle 5
Other materials addressing 5b
Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change
About Teaching Principle 7
Other materials addressing 7e

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • This audio slideshow would be a good fit with an Arctic ecosystem unit or lesson.

About the Science

  • WHOI Scientists describe ecosystem research in the southern Bering Sea and discuss why this research is important in light of predicted sea ice and ocean temperature changes.
  • Comments from expert scientist: It's very interesting and it covers all trophic levels in the Bering Sea (sea ice biota, plankton, marine mammals etc.). It is well explained with comments by world-renowned scientists such as Carin Ashjian.

About the Pedagogy

  • This is an audio slideshow with both static images and video.
  • There are links to related articles.

Technical Details/Ease of Use

  • Good graphics and a pleasing narrative voice and tone.

Next Generation Science Standards See how this Video supports:

Middle School

Disciplinary Core Ideas: 6

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.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.

MS-LS2.C1:Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.

MS-LS2.C2:Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health

MS-LS4.D1:Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.

High School

Disciplinary Core Ideas: 7

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.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.

HS-ESS2.D4:Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.

HS-ESS3.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

HS-LS2.C1:A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.

HS-LS2.C2:Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.

HS-LS4.D2:Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).


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