NSF Science Nation, Jim White Arctic and Alpine Research Institute
Video length is 5:00 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, 3 Cross Cutting Concepts
High School: 7 Disciplinary Core Ideas, 3 Cross Cutting Concepts
About Teaching Climate Literacy
Other materials addressing 4d
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2.1 Changes in energy flow over time.
2.6 Greenhouse gases affect energy flow.
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Teaching Tips | Science | Pedagogy |
- This video would complement a lesson on students investigating ice cores, such as this one: http://serc.carleton.edu/earthlabs/cryosphere/7.html
About the Science
- Video features the lab and work of geoscientist Jim White.
- The video provides excellent insight into ice core research with an explanation of how ice cores are extracted and analyzed to learn about past climate. The video explains the most recent research on abrupt climate change and a straightforward explanation of what scientists can learn from past climate.
- Comments from expert scientist: Provides the viewer with a good sense of how ice cores inform our understanding of climate. Engaging visuals provide the viewer with a sense of how data are collected and analyzed to determine past climate variables. Educator should explain how the isotopes of hydrogen relate to temperature because it is not covered in the video.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 2
MS-ESS2.C1:Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
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.
Cross Cutting Concepts: 3
MS-C1.1:Macroscopic patterns are related to the nature of microscopic and atomic-level structure.
MS-C1.2: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Disciplinary Core Ideas: 7
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.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.D2:Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
HS-ESS2.E1:The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.
HS-ESS2.D4:Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
Cross Cutting Concepts: 3
HS-C1.1:Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
HS-C2.2:Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.