Climate Change Education Resources
Video length is 10:29 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: 8 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 4f
Other materials addressing 6c
Other materials addressing 7a
Other materials addressing 7c
Other materials addressing 7f
7.3 Environmental quality.
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 |
- Could be used as an introductory video on global warming.
- Might be better for older students or have students take notes of the information and facts that are being discussed as they watch.
- The National Climate Assessment would be a great tool to use to help make these topics more meaningful to students' community.
About the Science
- Scientists discuss how humans have caused the increase of carbon dioxide in the atmosphere that have led to climate change, the rise in storm damage due to sea level rise, the need to adjust the sources of energy away from fossil fuels to renewable sources, and the problems with health that a warming world will cause.
- Comments from expert scientist: I think the strengths of this resource are the big picture and systems approach it takes. The video is well populated with scientists describing many aspects of the climate system and potential affects of climate change including health, weather, and overall well-being. I also appreciated the discussion of past climates and future projections. Finally, I think it's very good that they focused not only on the effects and consequences of climate change, but also on potential solutions. Ending the video with the positive outlook that we can switch to renewable energy in a cost-effective way really helps to add a message of hope instead of just doom and gloom. It does not discuss many of these things in depth or in much detail. So while the science is sound, it would mostly be a good introduction to a lesson or unit on the topic, rather than a stand alone resource.
About the Pedagogy
- There is no teacher's guide included yet, but the site does suggest that one is in the works (as of summer 2015).
- This video would be a good inclusion for teachers who are discussing global warming, carbon emissions, or renewable energy with their students.
- The scientists briefly discuss a number of subjects regarding global warming that could lead into further lessons or discussions.
- Shows an ethnically (and gender) diverse scientists narrating the video.
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: 8
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-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.
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.
HS-ESS3.D2:Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
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.