http://www.insidethegreenhouse.org/shine/assets/shine_wanna_produce_a_musical.pdf
Beth Osnes, Shira Dickler, Inside the Greenhouse
The duration of this learning activity depends on whether teachers choose to do the entire activity or choose specific modules to implement. It could be implemented as a one-day intensive, but it is more likely to be implemented over several weeks or months.
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity
supports the Next Generation Science Standards»Middle School: 2 Disciplinary Core Ideas, 3 Cross Cutting Concepts
High School: 3 Disciplinary Core Ideas, 2 Cross Cutting Concepts, 1 Science and Engineering Practice
Topics
Grade Level
Climate Literacy
About Teaching Climate Literacy
GPg 
GPgOther materials addressing GPg
About Teaching Climate Literacy
Other materials addressing Humans can take action
About Teaching Climate Literacy
Other materials addressing Sun is primary energy
Other materials addressing 2d
Other materials addressing 3d
Other materials addressing 4f
Other materials addressing 6a
Other materials addressing 6c
About Teaching Climate Literacy
Other materials addressing Humans affect climate
Other materials addressing 7f
About Teaching Climate Literacy
Other materials addressing Climate change has consequences
Energy Literacy
7.4 Fossil fuel supplies are limited.
Energy affects quality of life .
4.3 Fossil and bio fuels contain energy captured from sunlight.
6.5 Social and technological innovation.
2.6 Greenhouse gases affect energy flow.
Physical processes on Earth are the result of energy flow .
3.1 The Sun is major source of energy for organisms and ecosystems.
3.6 Humans live within Earth's ecosystems..
Biological processes depend on energy flow.
Notes From Our Reviewers
The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness.
Read what our review team had to say about this resource below or learn more about
how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy |
Technical Details
Teaching Tips
- The flexibility built in to the activity allows teachers to take on the entire musical or pick and choose between modules to implement in their classrooms.
- Watch the trailer (2 min.) and the full performance (22 min.) to get familiar with the project and generate ideas for local application.
- Beth Osnes (beth.osnes@colorado.edu) is a great resource to support educators who want to put on Shine.
About the Science
- This activity allows students to develop and perform a musical about climate change. Students can explore topics such as past climates, the carbon cycle, formation of fossil fuels, photosynthesis, the industrial revolution, modern climate change and solutions to climate change.
- Comments from expert scientist:
Scientific strengths:
This is great exercise for both the actors and audience to demonstrate the overall concept of the changing climate from the start of fossil fuel creation to how humans are influencing the carbon cycle.
- Connects humans, energy and climate over the past 300 million years
- Demonstrates how plants get their energy to grow, what fossil fuels are composed of, explores communal based agricultural processes, what the carbon cycle is and how it can be disrupted
About the Pedagogy
- The goal of this project is to create a performance experience for youth around climate change. This activity further works to inspire and equip youth to create local solutions for inclusion in their city's plan for climate resilience.
- This scripted, modular kinesthetic activity is designed in sections that can be done collectively or independently to engage students in just a particular issue or theme. Each module includes: themes explored, suggested warm up activity, artistic activity (completes with a list of materials needed), description of the movement in that section (along with a link to a video demonstrating that movement), and discussion and research questions
- Beth Osnes at beth.osnes@colorado.edu, the creator of the performance, will support instructors who want to use this resource.
Technical Details/Ease of Use
- The documentation provides detailed instructions for teachers. However, taking on the entire activity (all of the modules) will require a lot of coordination by the educator. Make sure to give enough time and go through the modules and example videos carefully.
- This performance can be done in a single, intensive day, but is better suited to a 1-2 week time frame.
Next Generation Science Standards See how this Activity supports:
Middle School
Disciplinary Core Ideas: 2
MS-ESS2.A1:All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.
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.
Cross Cutting Concepts: 3
MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.
MS-C7.1: Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales, including the atomic scale.
MS-C7.3:Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
High School
Disciplinary Core Ideas: 3
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.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
Cross Cutting Concepts: 2
HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.
HS-C7.2:Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
Science and Engineering Practices: 1
HS-P6.5:Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
