Finn Ryan, Threehouse Media, Wisconsin Educational Communications Board
Video length 2:38 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 2 Disciplinary Core Ideas
High School: 2 Disciplinary Core Ideas
About Teaching Climate Literacy
7.3 Environmental quality.
4.1 Humans transfer and transform energy.
4.3 Fossil and bio fuels contain energy captured from sunlight.
Various sources of energy are used to power human activities .
6.2 Conserving energy.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
About the Science
- Video contrasts short-term adaptation strategies (e.g., infrastructure changes, different tree and plant selections, heat emergency plans) with long-term mitigation strategies that reduce energy consumption and hence carbon dioxide emissions on individual to global scales. Its points are made quickly and clearly.
- Globe 'rotates' wrong way in animation.
- Comments from expert scientist: There are a number of tips for teaching techniques which would be particularly useful for K12 educators, and in fact the Wisconsin Academic Model Standards for Science are linked at the bottom of the page. The top of the page has an engaging animation on climate adaptation which is just under three minutes long.
About the Pedagogy
- The very engaging cartoon format of this video makes it very approachable for younger viewers.
Technical Details/Ease of Use
- The webpage includes both a background essay and a number of teaching tips.
- Produced by Climate Wisconsin but is a good resource for anyone.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANhttp://climatewisconsin.org/
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 2
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: 2
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-ETS1.A2:Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities