Climate Solutions, Solution Stories
Video length is 2:18 min.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
4.7 Different sources of energy have different benefits and drawbacks.
5.1 Energy decisions are made at many levels.
6.6 Behavior and design.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Real stories of sustainability in local communities are powerful examples of the actions that humans can take to make a difference.
- Very useful in a discussion of sustainable agribusiness and humans taking action to reduce their contribution to climate change.
- Great tool and story to begin sustainable practices and/or energy conservation and/or renewable energy discussions. Provokes further research.
About the Science
- Jock and Buzz Gibson are the managers of Lochmead Dairy Farm, a fourth-generation, family-owned dairy farm in central Oregon. For the past 50 years, the dairy has demonstrated wisdom in thinking locally and reducing its carbon footprint in an industry that is typically a heavy emitter of greenhouse gases.
- The video briefly discusses the business decisions they've made to reduce their impact on the environment.
- Comments from expert scientist:
- the link to the more information is really helpful
- lists several ways in which the dairy farm is sustainable (solar panels, locally sold, methane digester)
- Doesn't really explain how a methane digester works, but easy to look up online for more information
About the Pedagogy
- Video can also be viewed at Climate Solutions website http://climatesolutions.org/solution-stories/four-generations-of-green, which gives a more thorough description of the conservation efforts the family has made.
- Engaging story told by 2 members of the family; it is illustrated with scenes from their production and waste management facilities.
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-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
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.