Board on Atmospheric Science and Climate, The National Research Council and the National Academy of Sciences
Video length is 5:20 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: 3 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 4f
Other materials addressing 6c
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- If video is implemented in middle or high school classrooms, pausing periodically to review and discuss might help students absorb the breadth of the information.
- Prepare handouts with the different graphs and let students take notes directly on them.
- Provide students the opportunity to ask questions and research how the data was collected, limitations of the data sets, and assumptions made in the data analysis.
- The following resources may give students the opportunity to easily analyze the data presented in the video: Mauna Loa CO2 measurements: http://www.esrl.noaa.gov/gmd/ccgg/trends/#mlo_data Concentrations of CO2 from year 0 to 2005: http://www.globalchange.gov/HighResImages/1-Global-pg-14.jpg; Paper written by Revelle and Seuss: http://onlinelibrary.wiley.com/doi/10.1111/j.2153-3490.1957.tb01849.x/pdf; Paper written by Bolin and Eriksson: http://nsdl.org/sites/classic_articles/Article8.htm GlobalView CO2 Map: http://www.esrl.noaa.gov/gmd/ccgg/globalview/co2/co2_documentation.html; Recent Monthly CO2: http://www.esrl.noaa.gov/gmd/ccgg/trends/mlo.html; Ice Age Cycles (800,000 years): http://nas-sites.org/americasclimatechoices/files/2012/10/Figure-14.png; Atmospheric Methane, Nitrous Oxide, and Carbon Dioxide Concentrations and Radiative Forcing: http://www.ipcc.ch/publications_and_data/ar4/wg1/en/spmsspm-human-and.html; Global Methane vs. Time: http://www.noaanews.noaa.gov/stories2006/images/methane-global-average-05-2006b.jpg; Global CFC concentrations vs. Time: http://www.sciencedirect.com/science/article/pii/S0269749199000883; AIRS Mid-Tropospheric Carbon Dioxide animation: http://airs.jpl.nasa.gov/news_archive/2010-03-30-CO2-Movie/; Nations' CO2 production since the Industrial Revolution: http://barryonenergy.wordpress.com/2012/04/17/ghg-on-the-rise/
About the Science
- This video explains why we know that humans have caused greenhouse gas concentrations to increase.
- Evidence includes measuring atmospheric greenhouse gas inputs and uptakes through direct measurements, satellite measurements, and analysis of carbon isotopes.
- Comments from expert scientist: The material goes through the main greenhouse gases and provides a discussion and graphs to indicate that they are increasing in a way that is unprecedented in the records up to now. It highlights the molecules –carbon dioxide, methane, and nitrous oxide and CFCs and states information about their production and states how they are both natural and produced by humans.
About the Pedagogy
- No additional supporting materials.
- Video is methodical in its historical approach to the story, providing records of the scientists contributing to the study of CO2 in our atmosphere and greenhouse gas concentrations. Science-heavy video covering a lot of data.
- Because of the wide variety of data covered in this video, students may need additional support to understand the graphs. URLs for the graphics are listed in the "Related URL" field below.
- Graphs and other visuals may need more time for real understanding.
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: 3
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.