ALEX Classroom Resources

   View Standards     Standard(s): [SC2015] ESS (9-12) 14 :

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.

[SC2015] ENVS (9-12) 12 :

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).

[ARTS] MEDA (9-12) 5 :

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

Example: Create transmedia productions by using a single thematic storyline in at least three different media projects such as a blog, video, and radio.

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.

   View Standards     Standard(s): [SC2015] ENVS (9-12) 12 :

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).

[SC2015] ENVS (9-12) 13 :

13 ) Obtain, evaluate, and communicate information based on evidence to explain how key natural resources (e.g., water sources, fertile soils, concentrations of minerals and fossil fuels), natural hazards, and climate changes influence human activity (e.g., mass migrations).

Students explore the human effects of climate change and global strategies for mitigation and adaptation. Next, they track their own carbon footprint and interview school community members to identify key carbon-emitting behaviors. Finally, students design and present a Climate Change Challenge Pledge to help others in the school community commit to reducing their climate impact. This lesson is part of the Climate Change Challenge unit.