Switch Energy, American Geosciences Institute
Video length is 2:37 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, 1 Cross Cutting Concept
High School: 3 Disciplinary Core Ideas, 2 Cross Cutting Concepts
About Teaching Climate Literacy
About Teaching Climate Literacy
Other materials addressing Humans can take action
4.1 Humans transfer and transform energy.
4.7 Different sources of energy have different benefits and drawbacks.
5.4 Economic factors.
5.6 Environmental factors.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Students could weigh the pros and cons of wind farming then propose a site to build wind farms.
- Other considerations for discussion include social, environmental, economic, policy, noise, ecological impacts, etc.
About the Science
- Building wind turbines is one option to generate power from wind energy. There are challenges of siting, transmission, conversion, and backup generators that play into consideration of the use of wind turbines as a sustainable means of capturing wind energy.
- Comments from expert scientist: This video are appropriate only for introductory material. Although the speakers and their institutions are clearly identified, statistics and quantifiable statements are not backed up with citations.
About the Pedagogy
- This website has great potential for research projects for students.
- Lesson plans are not currently available but the project website projects their availability during late 2013.
Technical Details/Ease of Use
- High-definition video suitable for desktops and large screens.
- Available on Vimeo.
- No transcript or closed captioning available.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANhttp://www.switchenergyproject.com
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 2
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-PS3.A1:Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.
Disciplinary Core Ideas: 3
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-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
HS-PS3.A2:At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
Cross Cutting Concepts: 2
HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.