Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 5 Disciplinary Core Ideas
High School: 9 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 5b
Other materials addressing 6a
Other materials addressing 6c
2.6 Greenhouse gases affect energy flow.
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Teaching Tips | Science | Pedagogy |
- Best used as an opener or introduction in conjunction with other information or activities.
- Helpful resource to use when discussing how we know that Earth's climate is changing.
- This is a useful visual presentation of quantitative information. For example, students would have a harder time viewing this information as static graphs.
About the Science
- This pair of animations describes the essence of the climate change problem: carbon dioxide emissions.
- The first animation is especially helpful to show the strong correlation among fossil fuel burning and CO2 emissions, atmospheric CO2 concentrations, and temperature.
- The two different time scales (1000 years to present and 800,000,000 years to present) illustrate processes at different time scales.
- The data ends in 2012. Current data can be accessed from http://www.esrl.noaa.gov/gmd/ccgg/trends/.
Comments from expert scientist:
- Excellent visual resources, showing land-use change, CO2 atmospheric increase, and temperature increase (one visual) and overall CO2 concentrations from past 800,000 years to demonstrate the effect of land use on the "natural" CO2 cycle.
About the Pedagogy
- Short animated videos help to introduce the changes of atmospheric CO2 concentration, the increased burning of fossil fuels, and the rise of global temperatures.
- Overlaps the three sets of data so viewers can see the correlation among them. This is the most interesting aspect of the visualizations.
- The pace of the presentation is just right; free of overly technical terms.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 5
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.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.
MS-LS1.C1:Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
MS-PS3.D1:The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.
MS-PS3.D2:Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.
Disciplinary Core Ideas: 9
HS-ESS2.A1:Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
HS-ESS2.A3:The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.
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-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-ESS2.E1:The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.
HS-LS1.C1:The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
HS-PS3.D2:The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.