University of Florida, National Science Foundation
Each of the 3 videos is about 1 minute long.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: 6 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 2d
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Teaching Tips | Science | Pedagogy |
- Appropriate for environmental science biology or Earth science courses, grades 6 - 14.
- Supporting materials more appropriate for upper high school and undergrad students.
- The pieces provide rich materials for an in-depth unit of curriculum on carbon balance, which may include the Nature paper.
- Illustrations can be made larger and downloaded or used as handouts.
- Younger students could be encouraged to create a concept map illustrating the mechanisms, inputs, and outputs of this carbon cycle and how it contributes to climate change naturally.
About the Science
- A review of Arctic ecologist Ted Schuur's research using radiocarbon dating to track current metabolism of old carbon in an area where permafrost thaw is increasing.
- Comments from expert scientist: The study is based on the direct measurements of carbon using instruments and thus provides direct evidence of terrestrial carbon release following permafrost thaw.
About the Pedagogy
- Accompanying the slideshow are two video clips and a wonderful background article along with two visual illustrations depicting the carbon cycle and changes in the carbon balance over time. All provide ample scaffolding.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 3
MS-ESS2.A2:The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.
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.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.
Disciplinary Core Ideas: 6
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.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-PS1.C2:Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials.