Young Voices for the Planet
Video length: 6:25 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
High School: 3 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing GPd
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Other materials addressing GPg
5.4 Economic factors.
6.2 Conserving energy.
6.5 Social and technological innovation.
6.8 Calculating and monitoring energy use.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Video can be used as a hook before teaching about energy efficiency, carbon footprints, or before an energy audit assignment is given to the students.
- This is an example of an action project that involves mathematics, science, and technology.
About the Science
- Students present their actions to reduce the energy use of their school and show that in addition to saving money, their efforts also reduced the school's carbon footprint and gave the students a sense that they can personally make a difference in conserving energy and reducing waste.
Comments from expert scientist:
- Motivates students to take action in their own schools to combat climate change with realistic options: turning off the lights/AC, creating an energy audit, putting weather tape in doors
- shows the financial benefits
About the Pedagogy
- Seeing peers do energy audits and engage in energy savings for their schools will engage other students; it directly shows how "kids have power."
Technical Details/Ease of Use
- Video is well staged and produced for web use. It has closed-captioned text that can be turned on and off.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANYoung Voices for the Planet: http://youngvoicesonclimatechange.com/
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 2
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.
Disciplinary Core Ideas: 3
HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
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.