Daniel Grossman, Sea Change / Pliomax
Video length is 10:27 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
High School: 7 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 4e
Other materials addressing 7a
2.1 Changes in energy flow over time.
2.7 Effects of changes in Earth's energy system .
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Consider focusing on the sections about the scientists in Australia and skipping through the stock footage about current SLR.
- Snapshots of climate change through geological records could be used to link this video piece. Educators could also have students research the Pliocene era and its relation to sea level rise - increases in CO2 and glacial melt.
- Website is helpful to supplement videos and tells the whole story in a manageable time: http://sealevelstudy.org/sea-change-science/whats-sea-change-science/digging-into-the-pliocene
About the Science
- Video combines 1) footage of paleogeologists searching for fossil shorelines in the Australian outback in an effort to establish evidence (by fossils of marine organisms) for higher sea levels in the Pliocene era with 2) stock footage of impacts of sea level rise in the current era if humans continue to burn fossil fuels.
- The portrayal of scientists' work is real and substantive; the footage of current impacts of SLR is melodramatic and doom-and-gloom.
- Comments from expert scientist: This resource teaches about how past climate information may be professionally researched so that useful conclusions may be drawn about the future of our planet. In addition, the video introduces you to scientists that have made major contributions to the climate discipline and allows you to see them working in the field.
About the Pedagogy
- Video is long for classroom use (10+ minutes), and the combination of real science with scary impacts is somewhat jarring. Educator might need to balance this effect.
- Transcript is provided.
- Sea Change website has some background information on sea level: http://sealevelstudy.org/climate-basics/sea-level/past,-present-and-future
Technical Details/Ease of Use
- Video is also available at this location: http://sealevelstudy.org.
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.C3:Global movements of water and its changes in form are propelled by sunlight and gravity.
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-ESS2.D3:The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
Disciplinary Core Ideas: 7
HS-ESS2.A1:Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
HS-ESS2.C1:The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.
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.