Learn More About Climate, University of Colorado Boulder
Video length is 10:31 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: 4 Disciplinary Core Ideas
About Teaching Climate Literacy
5.1 Energy decisions are made at many levels.
6.5 Social and technological innovation.
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Teaching Tips | Science | Pedagogy |
- Nice conversation starter at the end of of a unit on climate change, to begin discussion about solutions and how to communicate the issue. Also some career pathway examples in the STEM fields. Video is on the long side - teacher may want to chunk it up for classroom use.
About the Science
- An overview of how population growth, consumption of natural resources, and climate change are intertwined and what choices we can make as citizens to reduce our impact on our ecosystem. Also stresses the importance of educating people about climate change.
- Passed initial science review - expert science review pending.
About the Pedagogy
- Features students and scientists discussing choices one can make to reduce their carbon footprint.
- Engagement aspect good - inspiring to see students appealing to students. But all students are Caucasian. May not appeal to diverse student bodies.
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: 4
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.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
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