Planet Nutshell, Utah Education Network
Video length: 2:49 minutes.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 3 Disciplinary Core Ideas
High School: 4 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 4g
Other materials addressing 6a
7.3 Environmental quality.
4.3 Fossil and bio fuels contain energy captured from sunlight.
5.6 Environmental factors.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- This video provides a short overview of sources of atmospheric carbon dioxide. It needs to be supplemented by more thorough materials and activities.
- Best used in conjunction with the other 10 short videos in the series.
About the Science
- Video uses a very simplified graphic of the greenhouse effect that does not really explain it. Addresses carbon dioxide but not other greenhouse gases.
- The claims made in this video are not supported by references in the video or on its webpage. However, this information is generally consistent with accepted science.
- The video perpetuates a persistent misconception that fossil fuels are made of dinosaur fossils. This is shown in the cartoon but not explicitly stated.
- The video says that atmospheric carbon dioxide is 392 ppm, but it is now over 400 ppm. The video states that most electricity is generated from coal, but that has been changing in favor of natural gas.
- The video gives a rosy projection of how we can lower the concentration of CO2 to 350 ppm. This is somewhat misleading, given the rising emissions and the long residence time of CO2 in the atmosphere.
- Comments from expert scientist: It is presented in a simple way and visually really well prepared, but it is missing references to scientific work/literature.
About the Pedagogy
- Engaging cartoon format.
- The breezy style and playful animations of this video will likely engage most students. It lacks a teacher's guide, background materials, etc. that would support its use in a classroom.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 3
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.
Disciplinary Core Ideas: 4
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-ESS3.A1:Resource availability has guided the development of human society.
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.