Video length: 11:47 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, 1 Science and Engineering Practice
High School: 3 Disciplinary Core Ideas, 1 Science and Engineering Practice
About Teaching Climate Literacy
Other materials addressing 4e
Other materials addressing 5b
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 |
- There are links on this web page to other videos for students to explore.
- Additionally teachers might want to link to the CLEAN collection to find activities on ice cores that this video can be paired with.
About the Science
- The use of the video should be supported by additional science information.
- To study past climate, it is important to obtain ice cores from the equatorial regions as soon as possible because warming temperatures are causing the equatorial glaciers to melt away.
- This is a profile of the tropical glaciologist Lonnie Thompson and his work on ice core analysis.
- Comments from expert scientist: This material is very interesting and is an excellent presentation of the history of Thompson's work, but it doesn't really present any results of his work.
About the Pedagogy
- Teachers can pair this with activities on ice cores, such as these CLEAN selected resources: http://cleanet.org/clean/educational_resources/index.html?search_text=ice+core&Search=search
- By profiling the scientist and how he came to be a scientist, students interested in science can start to see the possibilities for themselves.
- There is a transcript included, providing an alternate avenue for accessing the material.
- The scientist career profile provides a good role model for students, particularly for those interested in science.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 4
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.C2:The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.
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-PS4.B1:When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.
Disciplinary Core Ideas: 3
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.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.