WGBH, Teachers' Domain
Video length is 3:05 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 4 Disciplinary Core Ideas
High School: 4 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 3a
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Teaching Tips | Science | Pedagogy |
- Could be included to introduce a unit on the impact of climate change on (west coast) species. More information and another activity may be found at: http://www.globalchange.gov/resources/educators/toolkit/explore/western-coastline.
About the Science
- This video features Native American elders discussing the impact of climate change on salmon populations. A Native educator explains that even a small change in temperature can result in a population decline that could threaten Native peoples and their way of life.
- Comments from expert scientist: This activity presents an alternate perspective of the global warming. The people who are impacted the most are voicing their observations, connections and concerns. This is a great human ecology connection, but from a completely traditional perspective. Such alternative perspective are important for students to learn about how human activities alter the landscapes.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 4
MS-ESS3.C1:Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
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.
MS-LS2.C1:Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
MS-LS4.D1:Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.
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-ESS3.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
HS-LS2.C2:Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.
HS-LS4.D2:Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).