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At the Core of Climate Change
http://www.pbslearningmedia.org/resource/kqedcl11.sci.ess.atthcoreofclimatechange/

KQED, Teachers' Domain

This video shows where and how ice cores are extracted from the West Antarctic Ice Sheet (WAIS), cut, packaged, flown to the ice core storage facility in Denver, further sliced into samples, and shipped to labs all over the world where scientists use them to study indicators of climate change from the past.

Video length is 19 min 29 sec.

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Climate Literacy
About Teaching Climate Literacy

Based on evidence from tree rings, other natural records, and scientific observations made around the world, Earth’s average temperature is now warmer than it has been for at least the past 1,300 years. Average temperatures have increased markedly in the past 50 years, especially in the North Polar Region.
About Teaching Principle 4
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Observations, experiments, and theory are used to construct and refine computer models that represent the climate system and make predictions about its future behavior. Results from these models lead to better understanding of the linkages between the atmosphere-ocean system and climate conditions and inspire more observations and experiments. Over time, this iterative process will result in more reliable projections of future climate conditions.
About Teaching Principle 5
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Scientists have conducted extensive research on the fundamental characteristics of the climate system and their understanding will continue to improve. Current climate change projections are reliable enough to help humans evaluate potential decisions and actions in response to climate change.
About Teaching Principle 5
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understanding of the climate system is improved through observations, theoretical studies, and modeling
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Benchmarks for Science Literacy
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In science, the testing, revising, and occasional discarding of theories, new and old, never ends. This ongoing process leads to a better understanding of how things work in the world but not to absolute truth.
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Computer modeling explores the logical consequences of a set of instructions and a set of data. The instructions and data input of a computer model try to represent the real world so the computer can show what would actually happen. In this way, computers assist people in making decisions by simulating the consequences of different possible decisions.
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Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • Because the video is long (19 min) and has a great deal of information, teachers may want to use it in chunks.

About the Science

  • Dr. Kendrick Taylor of the Desert Research Institute and Chief Scientist for the WAIS Divide Ice Core project narrates the video. He takes viewers on a tour around the camp, discusses the process by which ice cores are drilled and extracted from the ice sheet, and explains the importance of ice cores in the overall understanding of Earth's climate history and current climate change. The greenhouse effect and climate models are discussed within the context of ice core data.
  • At the very beginning of the video, scientist refers to heating of the inside of the vehicle cab as an example of the greenhouse effect. This is an oft-used but not a good analogy for the greenhouse effect. The reason for heating a car is due to lack of convection and the heating due to the greenhouse effect is based on absorption and reemission of Earth's infrared energy by greenhouse gases.
  • Comments from expert scientist: It takes students into the places where the research is conducted. It deals with two of the main tools of climate research: paleoclimate data and climate models. It is interesting without pandering to short attention spans.

About the Pedagogy

  • KQED has developed curricula materials to go along with this video, but they are simply watch and answer questions and thus do not represent best pedagogical practice.
  • The video is full of information that can be used in a variety of ways. For example, the video can be the basis of a flipped lesson with some of the better questions culled from the KQED lesson or new ones written by the teacher.

Technical Details/Ease of Use


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