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See how this Simulation/Interactive supports the Next Generation Science Standards»
Middle School: 4 Disciplinary Core Ideas, 2 Cross Cutting Concepts, 5 Science and Engineering Practices
High School: 1 Performance Expectation, 5 Disciplinary Core Ideas, 3 Cross Cutting Concepts, 4 Science and Engineering Practices
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Teaching Tips | Science | Pedagogy |
- Students could explore more on sea level rise found at http://www.opc.ca.gov/2010/07/coastal-and-ocean-climate-action-team-co-cat/.
- Interactive could serve as a launching point for students to investigate and discuss the impacts in this area on other stakeholders.
- Weaving in solutions in a lesson about sea level rise will avoid gloom-and-doom feeling.
About the Science
- Data for this interactive tool was collected from the USGS and Pacific Institute.
- The data does not show the vulnerability of the farmlands of the Sacramento/San Joaquin Delta (only coastal area vulnerability is shown in the map and the Google Earth map implies that the entire western CA is addressed).
- Color scheme: dark blue is 100 year flood and the other colors show sea level rise.
- Comments from expert scientist: It combines several good teaching tools on coastal change. It is a bit misleading, however, to discuss sea-level rise in California without any mention of tide gauge data. The projected rise of sea level that is quoted (up to 140 cm) is from IPCC models that address global average sea level. Due to the California coast being tectonically active, there are many locales where sea level rates are quite different than the global average.
About the Pedagogy
- Sea level interactive tool should be coupled with related stories. Limited background information on sea level rise on this particular site.
- Graph-it feature (tab on right hand side) allows students to explore more data and allow for comparison of map and data.
- User can zoom in on selected areas and towns and then push the graph-it tool to see the percent change in their area.
- User has to zoom in significantly to see the different color-shades.
- Tool fits well in module on sea level rise and 100 year flood events.
Next Generation Science Standards See how this Simulation/Interactive supports:
Disciplinary Core Ideas: 4
MS-ESS2.C2:The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.
MS-ESS2.C5:Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.
MS-ESS2.D1:Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
MS-PS3.B2:The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.
Cross Cutting Concepts: 2
MS-C7.1: Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales, including the atomic scale.
MS-C7.4:Systems in dynamic equilibrium are stable due to a balance of feedback mechanisms.
Science and Engineering Practices: 5
MS-P1.1:Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.
MS-P1.3:Ask questions to determine relationships between independent and dependent variables and relationships in models.
MS-P2.3:Use and/or develop a model of simple systems with uncertain and less predictable factors.
MS-P4.1:Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.
MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
Performance Expectations: 1
HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
Disciplinary Core Ideas: 5
HS-ESS2.C1:The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.
HS-ESS2.D4:Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
HS-ESS3.D2:Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
HS-PS3.B5:Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down)
Cross Cutting Concepts: 3
HS-C7.1:Much of science deals with constructing explanations of how things change and how they remain stable.
HS-C7.2:Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
HS-C7.3:Feedback (negative or positive) can stabilize or destabilize a system.
Science and Engineering Practices: 4
HS-P1.1:Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.
HS-P2.3:Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system
HS-P2.4:Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations.
HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.