Kevin Theissen, SERC, On the Cutting Edge
Activity takes two 3-hour labs plus out-of-class time over a multi-week span. It also requires access to GeoMap App and Adobe Photoshop and Illustrator software.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
High School: 1 Performance Expectation, 2 Disciplinary Core Ideas, 1 Cross Cutting Concept, 2 Science and Engineering Practices
About Teaching Climate Literacy
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2.7 Effects of changes in Earth's energy system .
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Teaching Tips | Science | Pedagogy |
- The Paleocene-Eocene Thermal Maximum (PETM) can be an engaging topic for students because it is an example of warming that is comparable to what we are experiencing today. The comparison of these two phases of warming can yield a fruitful exploration on the mechanics, rate, and impacts of climate change. Addressing the topic in this way can show the value of using paleoclimate to understand today's climate.
- A summary of the comparison of the PETM and today can be found on the Skeptical Science website: http://www.skepticalscience.com/co2-rising-ten-times-faster-than-petm-extinction.html.
- Teaching tips are included in the activity overview.
About the Science
- This is a capstone project in an intermediate-level college course and contains in-depth science and analysis. Students work with original data from marine sediment cores to interpret the paleoclimate during the the Paleocene-Eocene Thermal Maximum. This event (also called the PETM) is used as an analog to today's climate change because there was large-scale, rapid addition of CO2 to the atmosphere and significant atmospheric warming.
- Geochemical data for the PETM project date to 2005.
- Passed initial science review - expert science review pending.
About the Pedagogy
- Students compile and correlate data from five drilling sites in the South Atlantic Ocean. They examine the percentage of calcium carbonate, magnetic susceptibility, and carbon isotopes, along with core photos and the lithology from the core log. Using the information and techniques they have learned in class, they construct a paleoclimate history and create a professional-quality poster to display their results.
- This activity serves as a capstone project and sets high expectations for students. Students work in pairs or small groups and are expected to work through real data sets, which can be complex and tedious at times.
- This project also develops graphical analysis skills and students work with GeoMapApp, Adobe Photoshop, and Adobe Illustrator. Students could also use PowerPoint to make their posters, which is simpler to learn and use.
- A detailed assessment rubric is included.
- This resource engages students in using scientific data.
See other data-rich activities
Technical Details/Ease of Use
- As this activity involves real data and a complex topic, significant support from the educator would likely be necessary. Activity provides helpful advice and insight for coaching students through the difficult parts of the process.
- Educator works closely with students at the beginning of the project to clarify expectations for project outcomes and poster creation, and to work with required software and datasets.
Next Generation Science Standards See how this Activity supports:
Performance Expectations: 1
HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
Disciplinary Core Ideas: 2
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.
Cross Cutting Concepts: 1
HS-C7.1:Much of science deals with constructing explanations of how things change and how they remain stable.
Science and Engineering Practices: 2
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.
HS-P8.5:Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).