WGBH, Teachers' Domain
Video length 2:15 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 6 Disciplinary Core Ideas
High School: 5 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 5b
Other materials addressing 5c
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- This is a Northern Plains description of the effects of climate change. For viewpoints from other geographical locations, see resources in the CLEAN collection (Intuit, Navajo, and others).
- There is not much content in this video so it would have to be used as a "prompt" to get students thinking about observations by Native Americans and why they would be important in understanding climate change.
About the Science
- Native Americans talk about their observations of a changing climate and the impact on the environment and animals.
- This video is not a rigorous scientific piece, but is more about the cultural perspectives and values–the human connection to climate change effects in the northern plains of the US.
- Passed initial science review - expert science review pending.
About the Pedagogy
- Background essay and discussion questions accompany the video. Also links to other resources.
Next Generation Science Standards See how this Video supports:
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.
Disciplinary Core Ideas: 5
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.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
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).