University of Colorado Outreach Office, LearnMoreAboutClimate
Video length is 7:47 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 1 Disciplinary Core Idea, 1 Cross Cutting Concept
High School: 6 Disciplinary Core Ideas, 2 Cross Cutting Concepts
About Teaching Climate Literacy
5.1 Energy decisions are made at many levels.
5.3 Systems-based approach.
5.4 Economic factors.
5.6 Environmental factors.
6.2 Conserving energy.
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Teaching Tips | Science | Pedagogy |
- Educators could use this video as a tool to demonstrate how a state is converting to clean energy.
- Educators or students could conduct their own research into the current status of the Denver Zoo project and others across the nation.
About the Science
- Video highlights a zoo sustainability and energy project that will intrigue students and can be used as a motivational springboard for the class to come up with their own energy plan for their zoo or city or school.
- Video could serve as an example to students in other states about how to reduce emissions by using sustainable forms of energy.
- Passed initial science review - expert science review pending.
About the Pedagogy
- Video can be used as a tool or enhancement to a robust energy or renewable energy unit.
- Video can be slow but the section on the Denver Zoo will engage student minds and peak their interest.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 1
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.
Disciplinary Core Ideas: 6
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-ETS1.A2:Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities
HS-ETS1.B1:When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
HS-PS3.B1:Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
HS-PS3.B2:Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems
Cross Cutting Concepts: 2
HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.