ALEX Classroom Resource

  

Video Mash-Up

  Classroom Resource Information  

Title:

Video Mash-Up

URL:

https://cleanet.org/cced_media/your_classroom/activities/75746.html

Content Source:

Other
Climate Education in an Age of Media
Type: Learning Activity

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.

Content Standard(s):
Science
SC2015 (2015)
Grade: 9-12
Earth and Space Science
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.


NAEP Framework
NAEP Statement::
E12.10a: Climate is determined by energy transfer from the Sun at and near Earth's surface.

NAEP Statement::
E12.10b: This energy transfer is influenced by dynamic processes such as cloud cover, atmospheric gases, and Earth's rotation, as well as static conditions such as the positions of mountain ranges, oceans, seas, and lakes.


Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth's Systems
Teacher 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.
Science
SC2015 (2015)
Grade: 9-12
Environmental Science
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).

Unpacked Content
Scientific And Engineering Practices:
Analyzing and Interpreting Data
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth and Human Activity
Evidence Of Student Attainment:
Students:
  • Analyze and interpret data (e.g., graphs) from global climate models (e.g., computational simulations) and regional climate observations to predict how any changes may affect the physical parameters or chemical composition of the atmosphere, geosphere, hydrosphere, cryosphere, and/or biosphere.
Teacher 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.
AMSTI Resources:
ASIM Activities include:
Global Carbon; Global Climate Change: Human Impact
Arts Education
ARTS (2017)
Grade: 9-12
Media Arts: Accomplished
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.

Unpacked Content
Artistic Process: Producing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Integrate
Essential Questions:
EU: Media artists integrate various forms and contents to develop complex, unified artworks.
EQ: How are complex media arts experiences constructed?
Concepts & Vocabulary:
Message
  • Thematic Integrity
  • Unity
  • Interactivity
  • Curate a series
Creativity
  • Stylistic Continuity
  • Responsiveness to Failure
  • Resisting Closure
Skill 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.
Tags: climate change, images, music, narration, rain forest, text, video mashup
License Type: Custom Permission Type
See Terms: https://serc.carleton.edu/serc/terms_of_use.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments

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

  This resource provided by:  
Author: Tiffani Stricklin