Intergovernmental Panel on Climate Change (IPCC)
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Static Visualization supports the Next Generation Science Standards»
High School: 7 Disciplinary Core Ideas, 2 Cross Cutting Concepts, 4 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing 2d
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Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Graphic needs to be paired with the proper background for higher-level student conceptual understanding. Supporting background information found from this working group in a report http://www.ipcc.ch/publications_and_data/ar4/wg1/en/contents.html more specifically with background relevant to this graphic http://www.ipcc.ch/publications_and_data/ar4/wg1/en/ch6s6-3-3.html and available for download.
- Course could use this data to discuss climate change at a higher level.
About the Science
- How carbon and oxygen isotope ratios, temperature, and carbonate sediments changed during the Paleocene-Eocene Thermal Maximum in the Southern, Central Pacific, and South Atlantic oceans.
- Comments from expert scientist: Could be paired with any lesson plan on paleoclimate, paleoceanography, and global change. A good complementary resource.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANhttp://www.ipcc.ch/publications_and_data/ar4/wg1/en/contents.html
Next Generation Science Standards See how this Static Visualization supports:
Disciplinary Core Ideas: 7
HS-PS1.C1:Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.
HS-ESS1.B2:Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes.
HS-ESS2.A1:Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
HS-ESS2.A3:The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.
HS-ESS2.B1:The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection.
HS-ESS2.D2:Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
HS-LS4.D1:Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.
Cross Cutting Concepts: 2
HS-C1.5:Empirical evidence is needed to identify patterns.
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Science and Engineering Practices: 4
HS-P1.1:ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.
HS-P1.2:ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.
HS-P1.3:ask questions to determine relationships, including quantitative relationships, between independent and dependent variables
HS-P4.2:Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.