Our Pale Blue Dot
DetailsPermalink to Details
- Added to the Catalog
- Available for
- People: History
- Space: Satellites, Exploration
- Global Change
DescriptionPermalink to Description
This short film serves as an introduction into looking at Earth from space and it inspires us to consider the value of doing so in light of our changing climate.
As the film opens we imagine the sense of wonder and astonishment that, decades ago, occurred each time a ground-breaking image of Earth was returned from off-world. Humanity has always gazed upward to the stars. Now, we are finally looking back. This new perspective seems to rekindle a deeper appreciation for our living and breathing planet. It is beautiful and fragile. It is home.
In 1990, thanks to a suggestion from Carl Sagan, we have the famous Voyager 1 image of Earth; an image he later dubbed the "Pale Blue Dot". This image often gets visually intertwined with the Apollo 17 image from 1972, the "Blue Marble". Our story examines each of these images, among other famous early images of Earth from space. Ultimately we are connected to the present as we study global climate and its changes. While Our Pale Blue Dot offers a stroll down memory lane - yes, there are the voices of the Apollo 8 astronauts taking in their first Earth rise - there is more than sentimentality at work. We truly hope to build an appreciation for looking at the Earth from space-something many in modern society take for granted.
And so our film moves from single images of Earth to today's extraordinary satellite imagery. We rely daily on accurate weather forecasts via the legacy of the TIROS program. But there's more. Earth observing satellites and their continuously streaming data have provided us with decades of information about our planet's vital signs: sea ice cover, ocean temperature, greenhouse gases and vegetation - to name just a few. And what do we see?
We see much more than a snap shot of our beloved home. We see amazing details. We see all those seemingly insignificant little things adding up to a big picture. And that big picture is of us...we humans...and our Earth. The only planet we've ever called home is changing before our eyes.
While our film was truly independent and not funded by NASA or NOAA, it makes significant use of many public domain photographs and data visualizations. As filmmakers, we are indebted to the scores of people and years of hard work which make these images possible.
In the related dataset section below, we are able to highlight the Science On a Sphere datasets that we used as source material to create this movie. These could serve as a starting point to format a longer docent-led script and discussion. Source materials courtesy: NASA Goddard Space Flight Center, NASA Scientific Visualization Studio, NOAA Science On a Sphere and NOAA Visualization Lab. ISS video courtesy of the Earth Science and Remote Sensing Unit, NASA Johnson Space Center. Launch and historical footage by NASA & NOAA & JAXA.
Please visit our website, where we will showcase much of the NASA and NOAA source content used; as well as a collection of resources to in-depth material regarding the science of climate change.
Movie length: 7:38
NOTE: This film is freely available to the entire Science On a Sphere network, however it is not in the public domain. No segment of the film may be repurposed, re-edited or distributed in any way other than its original format, and must be shown in its entirety. This version of the film is not for internet distribution.
Next Generation Science StandardsPermalink to Next Generation Science Standards
Cross-cutting ConceptsPermalink to Cross-cutting Concepts
C1 Patterns. Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.
C4 Systems and System Models. Students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.
C7 Stability and Change. Students measure change in terms of differences over time, and observe that change may occur at different rates. Students learn some systems appear stable, but over long periods of time they will eventually change.
C1 Patterns. Students recognize that macroscopic patterns are related to the nature of microscopic and atomic-level structure. They identify patterns in rates of change and other numerical relationships that provide information about natural and human designed systems. They use patterns to identify cause and effect relationships, and use graphs and charts to identify patterns in data.
C3 Scale Proportion and Quantity. Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. They understand phenomena observed at one scale may not be observable at another scale, and the function of natural and designed systems may change with scale. They use proportional relationships (e.g., speed as the ratio of distance traveled to time taken) to gather information about the magnitude of properties and processes. They represent scientific relationships through the use of algebraic expressions and equations
C5 Energy and Matter. Students learn matter is conserved because atoms are conserved in physical and chemical processes. They also learn within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). The transfer of energy can be tracked as energy flows through a designed or natural system.
C7 Stability and Change. Students explain stability and change in natural or designed systems by examining changes over time, and considering forces at different scales, including the atomic scale. Students learn changes in one part of a system might cause large changes in another part, systems in dynamic equilibrium are stable due to a balance of feedback mechanisms, and stability might be disturbed by either sudden events or gradual changes that accumulate over time
C1 Patterns. Students observe patterns in systems at different scales and cite patterns as empirical evidence for causality in supporting their explanations of phenomena. They recognize classifications or explanations used at one scale may not be useful or need revision using a different scale; thus requiring improved investigations and experiments. They use mathematical representations to identify certain patterns and analyze patterns of performance in order to re-engineer and improve a designed system.
C3 Scale Proportion and Quantity. Students understand the significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. They recognize patterns observable at one scale may not be observable or exist at other scales, and some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly. Students use orders of magnitude to understand how a model at one scale relates to a model at another scale. They use algebraic thinking to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).
C5 Energy and Matter. Students learn that the total amount of energy and matter in closed systems is conserved. They can describe changes of energy and matter in a system in terms of energy and matter flows into, out of, and within that system. They also learn that energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
C7 Stability and Change. Students understand much of science deals with constructing explanations of how things change and how they remain stable. They quantify and model changes in systems over very short or very long periods of time. They see some changes are irreversible, and negative feedback can stabilize a system, while positive feedback can destabilize it. They recognize systems can be designed for greater or lesser stability
Disciplinary Core IdeasPermalink to Disciplinary Core Ideas
ESS1.A The Universe and its Stars. Stars range greatly in size and distance from Earth and this can explain their relative brightness.
ESS1.B Earth and the Solar System. The Earth’s orbit and rotation, and the orbit of the moon around the Earth cause observable patterns.
ESS2.A Earth Materials and Systems. Four major Earth systems interact. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around
ESS2.C The Roles of Water in Earth's Processes. Most of Earth’s water is in the ocean and much of the Earth’s fresh water is in glaciers or underground.
ESS2.D Weather & Climate. Climate describes patterns of typical weather conditions over different scales and variations. Historical weather patterns can be analyzed so that they can make predictions about what kind of weather might happen next.
ESS3.C Human Impact on Earth systems. Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth’s resources and environments.
ESS3.D Global Climate Change. If Earth’s global mean temperature continues to rise, the lives of humans and other organisms will be affected in many different ways.
PS4.C Information Technologies and Instrumentation. Patterns can encode, send, receive and decode information.
ESS1.A The Universe and its Stars. The universe began with a period of extreme and rapid expansion known as the Big Bang. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe.
ESS1.B Earth and the Solar System. The solar system contains many varied objects held together by gravity. Solar system models explain and predict eclipses, tides, lunar phases, and seasons.
ESS2.A Earth Materials and Systems. Energy flows and matter cycles within and among Earth’s systems, including the sun and Earth’s interior as primary energy sources. Plate tectonics is one result of these processes.
ESS2.C The Roles of Water in Earth's Processes. Water cycles among land, ocean, and atmosphere, and is propelled by sunlight and gravity. Density variations of sea water drive interconnected ocean currents. Water movement causes weathering and erosion, changing landscape features.
ESS2.D Weather & Climate. Complex interactions determine local weather patterns and influence climate, including the role of the ocean.
ESS3.C Human Impact on Earth systems. Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different impacts for different living things. Activities and technologies can be engineered to reduce people’s impacts on Earth.
ESS3.D Global Climate Change. Human activities affect global warming. Decisions to reduce the impact of global warming depend on understanding climate science, engineering capabilities, and social dynamics.
PS4.C Information Technologies and Instrumentation. Waves can be used to transmit digital information. Digitized information is comprised of a pattern of 1s and 0s.
ESS1.A The Universe and its Stars. The sun is just one of more than 200 billion stars in the Milky Way galaxy, and the Milky Way is just one of hundreds of billions of galaxies in the universe. The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.
ESS1.B Earth and the Solar System. Kepler’s laws describe common features of the motions of orbiting objects. Observations from astronomy and space probes provide evidence for explanations of solar system formation. Changes in Earth’s tilt and orbit cause climate changes such as Ice Ages
ESS2.A Earth Materials and Systems. Feedback effects exist within and among Earth’s systems.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.
ESS2.C The Roles of Water in Earth's Processes. The planet’s dynamics are greatly influenced by water’s unique chemical and physical properties.
ESS2.D Weather & Climate. The role of radiation from the sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. Global climate models are used to predict future changes, including changes influenced by human behavior and natural factors
ESS3.C Human Impact on Earth systems. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies that produce less pollution and waste and that preclude ecosystem degradation.
ESS3.D Global Climate Change. Global climate models used to predict changes continue to be improved, although discoveries about the global climate system are ongoing and continually needed.
PS4.A Wave Properties. The wavelength and frequency of a wave are related to one another by the speed of the wave, which depends on the type of wave and the medium through which it is passing. Waves can be used to transmit information and energy.
PS4.C Information Technologies and Instrumentation. Large amounts of information can be stored and shipped around as a result of being digitized.