http://www.arcticclimatemodeling.org/lessons/acmp/acmp_912_ClimateChange_MappingSeaLevelRise.pdf
Geophysical Institute of University of Fairbanks
Activity takes 2 to 3 class periods. Additional materials are needed including access to a freezer and water.
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity
supports the Next Generation Science Standards»Middle School: 1 Disciplinary Core Idea, 4 Cross Cutting Concepts, 2 Science and Engineering Practices
Topics
Grade Level
A few adjustments should be made to use in a middle school setting.
Regional Focus
Climate Literacy
About Teaching Climate Literacy
7a 
7aOther materials addressing 7a
Excellence in Environmental Education Guidelines
Other materials addressing:
A) Processes that shape the Earth.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
Technical Details
Teaching Tips
- Resource involves different activities. Connections between activities have to be made clear by teacher.
- Activity requires access to water and a freezer.
- Assessment strategies are provided outside of this website. Unit information can be found at: http://www.arcticclimatemodeling.com/.
- Educators in other parts of the country might want to introduce their local setting.
- Students should be made aware of the effects of climate change on native populations along the coast of Alaska.
About the Science
- Activity takes the classic lesson of melting sea ice vs. continental ice a step further and explains sea level rise and the representation in contour lines along the shore.
- Google Earth offers some animations that can be used to simulate sea level rise http://services.google.com/earth/kmz/changing_sea_level_n.kmz.
- Comment from the scientist: Sea level rise is a very complex issue, which is heavily based on Earth’s gravity field. The ocean will, therefore, not rise equally in all locations. This should not be the highlight but may be noted by the educator.
- Comment from the scientist: Activity combines all the significant attributes that are important to understanding climate change at this grade level.
About the Pedagogy
- Lesson on how to read a topographic map seamlessly integrates with sea level rise. Students then interpret the topographic map for their assessment.
- Discussion questions are well guided.
- Well-described and thoughtfully-designed handout.
- Working in teams and class discussions help students with different learning styles.
Technical Details/Ease of Use
- Well organized and laid out for easy use by teachers and students. Lesson flows very smoothly through the different activities.
- The DVD maps and photos of activity are provided. DVD is not embedded in lesson; it is included at: http://www.arcticclimatemodeling.com/multimedia.html or can be purchased for about $20.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN
- The activity is from the University of Alaska Fairbanks (UAF) as part of the Alaskan Climate Modeling Program curriculum (ACMP) http://www.arcticclimatemodeling.org/index.html.
Next Generation Science Standards See how this Activity supports:
Middle School
Disciplinary Core Ideas: 1
MS-ESS3.B1:Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.
Cross Cutting Concepts: 4
MS-C1.2: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems
MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
MS-C3.1:Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
Science and Engineering Practices: 2
MS-P2.2:Develop or modify a model— based on evidence – to match what happens if a variable or component of a system is changed.
MS-P2.4:Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.
