Video length: 5 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: 9 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing GPb
Other materials addressing 7e
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- High school science standards such as photosynthesis are covered.
- The video could be used to supplement lessons about the carbon cycle and food web.
- The video could be used to frame discussions about global, social, and environmental justice issues.
About the Science
- This NASA video focuses on how increased carbon dioxide from burning fossil fuels will impact agriculture around the world.
- The video clarifies the the balance between the positive impacts of increased CO2 on plant growth and the negative impacts of a warmer atmosphere on growing seasons, water availability, drought, fire, and flooding.
- The regions where food is grown now will not be the regions where the same crops will be able to grow in the future.
Comments from expert scientist:
- explanation of why there are vulnerable agricultural populations
- presentation of problem with a human population increase
- there is not a lot of in depth information about how climate change affects crops
- definitely would need to be used as an introduction to climate change impacts, not a stand alone activity
About the Pedagogy
- Depending on the intended audience, it may be necessary to clarify the role of CO2 and H2O in photosynthesis, and other biogeochemical cycles, such as nitrogen and phosphorus, as limiting factors for agriculture.
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.A1:Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
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-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-PS3.D1:The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.
MS-PS3.D2:Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.
Disciplinary Core Ideas: 9
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.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-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-ESS3.A1:Resource availability has guided the development of human society.
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-LS1.C1:The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
HS-PS3.D2:The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.