Video Mash-Up

Learning Resource Type

Classroom Resource

Subject Area

Science
Arts Education

Grade(s)

9, 10, 11, 12

Overview

Students will create a video mash-up that illustrates climate change.  A video mash-up includes images, text, narration, and music to convey a message.  They will present the video to the class. The lesson has a student hand-out that can be downloaded and attached to a digital classroom assignment.

Science (2015) Grade(s): 09-12 - Earth and Space Science

SC15.ESS.14

Construct explanations from evidence to describe how changes in the flow of energy through Earth’s systems (e.g., volcanic eruptions, solar output, ocean circulation, surface temperatures, precipitation patterns, glacial ice volumes, sea levels, Coriolis effect) impact the climate.

UP:SC15.ESS.14

Vocabulary

  • volcanic eruption
  • solar output
  • ocean circulation
  • surface temperature
  • precipitation patterns
  • glacial ice volumes
  • sea levels
  • Coriolis effect
  • jet stream

Knowledge

Students know:
  • Climate changes can occur if any of Earth's systems change.
  • Some climate changes were rapid shifts (volcanic eruptions, meteoric impacts, changes in ocean currents), other were gradual and longer term-due, for example to the rise of plants and other life forms that modified the atmosphere via photosynthesis.

Skills

Students are able to:
  • Analyze data to explain aspects of how energy flow impacts climate.

Understanding

Students understand that:
  • Natural factors that cause climate changes over human time scales include variations in the sun's energy output, ocean circulation patterns, atmospheric composition, and volcanic activity.

Scientific and Engineering Practices

Constructing Explanations and Designing Solutions

Crosscutting Concepts

Cause and Effect
Science (2015) Grade(s): 09-12 - Environmental Science

SC15.ES.12

Analyze and interpret data and climate models to predict how global or regional climate change can affect Earth’s systems (e.g., precipitation and temperature and their associated impacts on sea level, glacial ice volumes, and atmosphere and ocean composition).

UP:SC15.ES.12

Vocabulary

  • global climate change
  • abiotic reservoirs
  • biotic reservoirs
  • photosynthesis
  • cellular respiration
  • Greenhouse Effect
  • Industrial Revolution
  • carbon sequestration
  • non-fossil fuel energy sources
  • carbon footprint
  • sea level variations
  • temperature
  • precipitation
  • chlorofluorocarbons (CFCs) = refrigerants, aerosols, foams, propellants, solvents
  • methane
  • nitrous oxide
  • water vapor
  • Kyoto Protocol
  • IPCC
  • The Paris Agreement
  • UNFCCC

Knowledge

Students know:
  • Gases that absorb and radiate heat in the atmosphere are greenhouse gases.
  • Increasing greenhouse gases increases global temperature that may result in climate change.
  • Climate change can produce potentially serious environmental problems that affect Earth's systems.
  • Global awareness and policies have been established in response to the potential threats caused by global climate change.
  • Examples of evidence for climate change (such as precipitation and temperature) and their associated impacts (e.g., affects on sea level, glacial ice volumes, and atmospheric and oceanic composition).
  • The outcomes predicted by climate models depend on the amounts of greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the hydrosphere and biosphere.

Skills

Students are able to:
  • Compare and contrast greenhouse gas production in developed and developing countries.
  • Analyze the data and identify and describe relationships within the datasets, including changes over time on multiple scales and relationships between quantities in the given data.
  • Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims about global climate change.
  • Analyze the data to describe a selected aspect of present or past climate and the associated physical parameters (e.g., temperature, precipitation, sea level) or chemical composition.
  • Analyze the data to predict the future effect of a selected aspect of climate change on the physical parameters (e.g., temperature, precipitation, sea level) or chemical composition (e.g., ocean pH) of the atmosphere, geosphere, hydrosphere, or cryosphere.
  • Describe whether the predicted effect on the system is reversible or irreversible.
  • Identify sources of uncertainty in the prediction of the effect in the future of a selected aspect of climate change.
  • Identify limitations of the models that provided the data and ranges used to make the predictions.

Understanding

Students understand that:
  • Important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to changing climate conditions.
  • Scientific knowledge is based on empirical evidence, and scientific arguments are strengthened by multiple lines of evidence supporting a single explanation.
  • The magnitudes of human impact are greater than they have ever been, and so too are human abilities to model, predict, and manage current and future impacts .
  • Change and rates of change to systems can be quantified over short or long periods of time, and some system changes are irreversible.

Scientific and Engineering Practices

Analyzing and Interpreting Data

Crosscutting Concepts

Cause and Effect
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.AC.5

Connect varied art forms, media arts forms, and academic content into unified media arts productions that retain thematic integrity and stylistic continuity.

UP:AE17.MED.AC.5

Vocabulary

Message
  • Thematic Integrity
  • Unity
  • Interactivity
  • Curate a series
Creativity
  • Stylistic Continuity
  • Responsiveness to Failure
  • Resisting Closure

Essential Questions

EU: Media artists integrate various forms and contents to develop complex, unified artworks.
EQ: How are complex media arts experiences constructed?

Skills Examples

  • Create a series of three media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for teacher and peer review.
  • Conceptualize an original idea for a series of three media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to an audience.
  • Create an original media arts series that use a combination of tools, styles, and techniques that interact in a unified theme to serve a single purpose and message and meet personal expressive goals.
  • Select, organize, and present a collection of media artworks to educate first graders, fifth graders, and peers about the history of media arts.
  • Attend and evaluate classmates' curations of media artworks. In the spirit of experimentation and growth, implement changes that improve the presentations.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

CR Resource Type

Learning Activity

Resource Provider

Other

License Type

CUSTOM

Resource Provider other

Climate Education in an Age of Media
https://cleanet.org/cced_media/your_classroom/activities/75746.html

Custom License Type (URL)

https://serc.carleton.edu/serc/terms_of_use.html

Comments or Notes

This lesson focuses on climate change but a video mash-up could be created on any topic.  

Approved Date

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