Planet Nutshell, Utah Education Network
Video length: 2:17 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: 4 Disciplinary Core Ideas
About Teaching Climate Literacy
7.3 Environmental quality.
5.6 Environmental factors.
6.8 Calculating and monitoring energy use.
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Teaching Tips | Science | Pedagogy |
- Suggest that this video be used as part of a larger discussion abut energy use/carbon footprint. Use as a motivating film to get kids thinking about ways they can make a difference in their own lives. Following the video, have students document ways in which energy is used in their homes and what they could do in their own homes, school, and community. For example, have them make short video clips of evidence of change in their schools.
About the Science
- This short video describes components of a carbon footprint and some examples of how individuals can reduce their carbon footprint.
- Comment from expert scientist: It's a consumer piece on simple energy efficiency measures to take at home. The recommendations are reasonable.
About the Pedagogy
- Use as an introduction to get students to identify where they can make a difference themselves. Definitely geared toward a younger audience, but effective due to animation approach. Lacks teaching materials to effectively integrate video into curriculum.
Technical Details/Ease of Use
- Also available on YouTube
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.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.
Disciplinary Core Ideas: 4
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-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-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.