Video length: 5:48 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 6 Disciplinary Core Ideas
High School: 8 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing GPf
Other materials addressing 5b
Other materials addressing 6d
About Teaching Climate Literacy
Other materials addressing Climate change has consequences
7.3 Environmental quality.
7.6 Vulnerable populations.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- May be used to spark discussion of how we know climate is changing and how it is already affecting humans.
- Showing this video could serve as an introduction into current warming trends, impacts on a vulnerable community, and discussing environmental justice issues.
- Can easily be part of a unit on climate, ecology
- Could be used as an homework assignment and have students put observations on a worksheet or do in class.
About the Science
- Video includes interviews from the Arctic Inuit community of Sachs Harbour, Northwest Territories, Canada about observed changes in Arctic climate.
- Focus on collaboration between community and scientists studying climate change.
- Strengths: first-person accounts of observed changes and dramatic visuals of changes.
- Comments from expert scientist: This video does a good job of highlighting the role of local native knowledge and how this can form an important "dataset" in understanding changes in the Arctic.
About the Pedagogy
- Teachers need to place this video in a context, possibly showing geographical map of Sachs Harbour and polar amplification of surface air temperature warming.
- Complements other CLEAN selected resources about the Arctic.
- Accompanying background essay and discussion questions are found at this teacher's domain site.
Technical Details/Ease of Use
- Video is well produced and is formatted for web use.
- Background essay and discussion questions provided for teachers.
- Original video from the International Institute for Sustainable Development and Hunters and Trappers Committee of Sachs Harbor
- Grainy if viewed in on-line full screen mode.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 6
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.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-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.
Disciplinary Core Ideas: 8
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.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.
HS-ESS3.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
HS-ESS3.D2:Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
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.
HS-LS4.D2:Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).