NOVA scienceNOW, PBS Online
Video length: 13:16 minutes.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 4 Disciplinary Core Ideas
High School: 6 Disciplinary Core Ideas
About Teaching Climate Literacy
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Teaching Tips | Science | Pedagogy |
- In an evolution unit, use of this video will allow students to make the connection between climate change and species extinction.
- Educator should soften the threat of another mass extinction in our lifetime that is hinted at in the end of the video. Instead, solutions should be woven into the lesson.
About the Science
- A current hypothesis on the causes of the Permian Extinction is explored in this video. Scientists describe the methods they use to reconstruct the events that led to the mass extinction.
- The end of the video nurtures a gloom and doom scenario that is not scientifically proven and might scare students. The claims at the end have to be softened by the educator.
- Comments from expert scientist: This short video is very engaging and entertaining, and presents a novel hypothesis for how mas extinctions occur. The links between Permian processes and present-day environments are fascinating and clearly laid out. There are no references to peer-reviewed scientific journal articles.
Technical Details/Ease of Use
- This video comes in a longer form, 13:16 minutes, and a shorter form, 4:47 minutes http://www.teachersdomain.org/asset/oer09_vid_massextinct/
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 4
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-LS4.A1:The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth.
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.B1:Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.
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-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-LS4.D2:Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).
HS-LS4.C4:Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.
HS-LS4.C5:Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.