Rebuild by Design Task Force, An Initiative of the President's Hurricane Sandy Rebuild
Video length is 7:02 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
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Presents a real-world example of using an interdisciplinary approach to solutions to the effects of Superstorm Sandy and predicted future climate change.
- Teachers and students could use this video to develop powerful essential questions and investigations. For example, students can take on roles of stakeholders and evaluate the top proposals in a mock scenario.
- Note that the original video and project (described here) date from 2015; the current state of each of the funded projects is presented on this website Rebuild By Design 2 years Later http://www.rebuildbydesign.org/resources/videos.
About the Science
- Rebuild by Design began as a competition seeking to address the structural and social vulnerabilities exposed by Superstorm Sandy by proposing innovative and implementable large-scale, design-driven infrastructure solutions.
- Presents solutions to the effects of climate change as interdisciplinary, using science and local knowledge to build resilience.
- Passed initial science review - expert science review pending.
About the Pedagogy
- The video discusses the importance of incorporating the local knowledge of vulnerable communities into solutions.
- Lacks teacher guide for a guided discussion or further questions.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANhttp://www.rebuildbydesign.org/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-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.
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-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-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.