Video length is 4:01 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, 4 Cross Cutting Concepts
High School: 4 Disciplinary Core Ideas, 3 Cross Cutting Concepts
About Teaching Climate Literacy
Other materials addressing 7c
2.4 Water stores and transfers energy.
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Teaching Tips | Science | Pedagogy |
- The video could be used to begin a larger discussion about the relationship between weather and climate, potentially using the main points to create further questions.
- Could be a good introduction to any unit of instruction dealing with the effects of climate change on Earth systems.
- Be aware that some concepts may need elaboration for younger students, for example: circling storms are a result of rotating Earth; storms decrease in intensity when they hit land, weakening due to lack of water and heat.
About the Science
- Uses very simple and straightforward visualizations to explain the relationship between weather and climate and how current and projected trends may affect human life.
- Comments from expert scientist: The page is well-organized with a very effective overview, 'about the dataset,' and 'the science and impact' summaries. The scientific content is of extreme interest and timeliness. The video is attractive; the intended audience should enjoy it.
About the Pedagogy
- The video brings up important and often overlooked misconceptions about climate and weather. The resource needs to be supplemented with specific materials for a guided conversation.
- Transcript and summary of main points is provided.
- Explanatory diagrams, while simplistic to some degree, are effective in describing how changes in climate affect the genesis and severity of severe storms.
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-ESS2.D2:Because these patterns are so complex, weather can only be predicted probabilistically.
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.
Cross Cutting Concepts: 4
MS-C1.3: Patterns can be used to identify cause and effect relationships.
MS-C2.1:Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
MS-C2.3:Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
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-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-ESS3.B1:Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.
Cross Cutting Concepts: 3
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
HS-C2.2:Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
HS-C2.4:Changes in systems may have various causes that may not have equal effects.