Goddard Media Studios, NASA
Video length is 3:11 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Animation supports the Next Generation Science Standards»
Middle School: 4 Disciplinary Core Ideas, 3 Cross Cutting Concepts, 3 Science and Engineering Practices
High School: 4 Disciplinary Core Ideas, 2 Cross Cutting Concepts, 3 Science and Engineering Practices
About Teaching Climate Literacy
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Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Use the video after an introduction to greenhouse gases or atmospheric CO2 for a good visual follow up or reinforcement of what's happening. Close-up short clips help to focus in on areas that could be of interest to students - including one over North America.
- Ask students to consider emissions standards or current global emissions agreements and how those are or are not relevant to other nations.
- Use this video when discussing the carbon cycle or before considering how the high levels of CO2 in the atmosphere affect oceans, temperature, and other environmental processes.
- Visualizations can be used to have students point out where the primary centers of excess CO2 emissions are.
About the Science
- A narrated video and a series of visualizations that provide ultra-high-resolution NASA computer models to look at how carbon dioxide in the atmosphere travels around the globe. The visualizations also illustrate differences in carbon dioxide levels in the northern and southern hemispheres and distinct swings in global carbon dioxide concentrations as the growth cycle of plants and trees changes with the seasons.
- Passed initial science review - expert science review pending.
About the Pedagogy
- Would work well when discussing greenhouse gases, carbon dioxide, or other emissions. Helps to show how gases like CO2 move in the atmosphere and disperse globally through jet streams, storms, and other forces that are apparent in the visuals. Could fit in with lessons on the atmosphere or seasons.
- The video explains the seasonal variations in the emission and transport of CO2 in the atmosphere. It should be shown before students look at any of the other visualizations.
- Would work great as a formative prompt.
Technical Details/Ease of Use
- High quality and easy to use. Also available at this site http://www.nasa.gov/press/goddard/2014/november/nasa-computer-model-provides-a-new-portrait-of-carbon-dioxide/#.VGqQ1PTF-LG
- Also available in the NASA visualization APP for iPad.
Next Generation Science Standards See how this Animation supports:
Disciplinary Core Ideas: 4
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-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.
Cross Cutting Concepts: 3
MS-C1.3: Patterns can be used to identify cause and effect relationships.
MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Science and Engineering Practices: 3
MS-P1.1:Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.
MS-P1.2:ask questions to identify and/or clarify evidence and/or the premise(s) of an argument.
MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
Disciplinary Core Ideas: 4
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-LS2.B3:Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.
HS-PS3.D2:The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.
Cross Cutting Concepts: 2
HS-C1.5:Empirical evidence is needed to identify patterns.
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Science and Engineering Practices: 3
HS-P1.1:Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.
HS-P1.2:ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.
HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.