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The Second Solution: Riparian Restoration
http://vimeo.com/27906513

Northwest Biocarbon Initiative, Climate Solutions

This video illustrates how one community developed and implemented a sustainable solution to rising temperature in a stream.

Video length is 4:57 min.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Video supports the Next Generation Science Standards»
Middle School: 9 Disciplinary Core Ideas
High School: 6 Disciplinary Core Ideas

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

  • Video is a great example of the benefits of community solutions to solve sustainability conflicts.
  • Other fact sheets related to this type of restoration work can be found here: http://climatesolutions.org/programs/NBI

About the Science

  • Video provides an example of how creative planning (planting trees and shrubs) can reduce carbon dioxide in the atmosphere, help protect species, filter agricultural runoff, and reduce monetary costs.
  • Data sources not provided.
  • Passed initial science review - expert science review pending.

About the Pedagogy

  • Video describes an interesting and motivating restoration project.
  • No guidance provided for educator.

Next Generation Science Standards See how this Video supports:

Middle School

Disciplinary Core Ideas: 9

MS-LS2.A1:Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.

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-LS2.C2:Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health

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.

MS-LS1.C1:Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.

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.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.C2:Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.

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.

High School

Disciplinary Core Ideas: 6

HS-ESS3.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

HS-LS2.B1:Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.

HS-LS2.B2:Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.

HS-LS2.B3:Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

HS-LS2.C1:A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.

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.


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