Video length 6:15 min.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
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- Several CLEAN resources can accompany this video to supplement it or be used to elaborate on the topic. For example, http://cleanet.org/resources/42848.html
About the Science
- This detailed video describes how ice cores from the Eemian period illuminate what may happen to atmospheric temperatures in the next few hundred years.
- The video shows how scientists use a continuous sampling technique to analyze ice core samples in the field.
- Sophisticated correlations between increasing temperatures and levels of carbon dioxide reveal a historical record that confirms carbon dioxide is causing warming.
- Comments from expert scientist: The scientists interviewed are eminently experts in the field. The video does not provide references as such, but the experts giving comments are definitely of high caliber.
About the Pedagogy
- The web page associated with the video contains important background material.
- Ties in National Guard air pilots - can be used to demonstrate that careers other than scientists can have an impact on science.
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.C1:Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
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.
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.C1:The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.
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.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.