Data in the Classroom: Understanding Sea Level

Data in the Classroom: Understanding Sea Level
https://dataintheclassroom.noaa.gov/content/sea-level

NOAA Data in the Classroom

This module contains five activities, in increasing complexity, that focus on understanding how to interpret and manipulate sea level data, using real data from NOAA.

Students first need to understand how to access and interpret sea surface height and tide data. To understand how to interpret these data, students will review and practice computing mean values. Along the way, they will learn how different factors, such as storms, affect tide levels and how to measure them. The goal is for students to become experienced with these kinds of data and the tools for accessing them so that, by the end of the module, they can continue to explore data sets driven by their own inquiry.

This activity contains five separate classroom activities that each take a minimum of 1 instructional hour - likely more.

Learn more about Teaching Climate Literacy and Energy Awareness»

See how this Activity supports the Next Generation Science Standards»

hide

Middle School

Disciplinary Core Ideas: 1

MS-ESS2.C3: Global movements of water and its changes in form are propelled by sunlight and gravity.

Cross Cutting Concepts: 9

Systems and System Models, Energy and Matter, Stability and Change, Patterns, Cause and effect, Scale, Proportion and Quantity

See Details »

Systems and System Models, Energy and Matter, Stability and Change, Patterns, Cause and effect, Scale, Proportion and Quantity

MS-C1.3: Patterns can be used to identify cause and effect relationships.

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.

MS-C4.1: Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.

MS-C4.2: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.

MS-C5.2: Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.

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-C7.3: Stability might be disturbed either by sudden events or gradual changes that accumulate over time.

Science and Engineering Practices: 10

Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Obtaining, Evaluating, and Communicating Information, Asking Questions and Defining Problems

See Details »

MS-P1.1: Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

MS-P2.5: Develop and/or use a model to predict and/or describe phenomena.

MS-P3.2: Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation

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.

MS-P5.1: Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.

MS-P6.1: Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.

MS-P6.4: Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real- world phenomena, examples, or events.

MS-P6.5: Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion

MS-P8.5: Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.

hide

High School

Cross Cutting Concepts: 5

Patterns, Cause and effect, Systems and System Models, Stability and Change

See Details »

Patterns, Cause and effect, Systems and System Models, Stability and Change

HS-C1.5: Empirical evidence is needed to identify patterns.

HS-C2.4: Changes in systems may have various causes that may not have equal effects.

HS-C4.3: Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

HS-C4.4: Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.

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.

Science and Engineering Practices: 7

Asking Questions and Defining Problems, Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Obtaining, Evaluating, and Communicating Information

See Details »

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-P3.2: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.

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.

HS-P5.2: Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.

HS-P6.2: Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

HS-P8.5: Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

Grade Level

Middle (6-8)
Find more resources at this grade level.

High School (9-12)
Find more resources at this grade level.

Topics

Ocean and Climate
Find more resources on this topic.

Measurements and Observations
Find more resources on this topic.

Measuring and Modeling Climate
Find more resources on this topic.

Sea Level Rise
Find more resources on this topic.

Climate Literacy

This Activity builds on the following concepts of Climate Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Energy Literacy

This Activity builds on the following concepts of Energy Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Physical processes on Earth are the result of energy flow

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

Working in small groups and class discussions will help students with different learning styles.
Students could be broken into groups to learn about one type of graph and then gather real data. The students could then present their findings and how to read their graphs to the other groups.
Heavy math (map reading/mean calculation). Educator will want to ensure those topics have been covered or time is allotted for review.
While lessons incorporate internet access in the instructions, many of the maps included in the teaching guide are static and any instruction to manipulate data in real time online could be modified to incorporate the static copies.
A curriculum guide and resources support the educators, students, and the website resources.
Academic vocabulary is not always defined (deviation, magnitude, frequency, amplifying) and may need to be provided during instruction.

About the Content

Using NOAA data, activities explore sea level - how it is measured, how it changes when influenced by factors such as tides and storm effects.
Passed initial science review - expert science review pending.

About the Pedagogy

The activities are organized as a pathway, with five levels of increasing sophistication. Various levels could allow for differentiated instruction.
Computer models have a good "check for understanding" quiz.
Includes simple classroom demonstrations to establish baseline knowledge, national education standards for each activity level, and relevant ocean literacy principles.
Teacher download provides sample questions (and possible answers) for leading discussions.

This resource engages students in using scientific data.
See other data-rich activities

Technical Details/Ease of Use

Classroom demonstrations and student hands-on activities use easily accessible materials.
Several components require internet access in order for students to manipulate data in real time.
Online interfaces are easy to use and straightforward.

Entered the Collection: October 2015 Last Reviewed: October 2015

Jump to this Activity »

Middle School (see details)

Middle School

Disciplinary Core Ideas: 1

Cross Cutting Concepts: 9

Science and Engineering Practices: 10

High School (see details)

High School

Cross Cutting Concepts: 5

Science and Engineering Practices: 7

Grade Level

Topics

Climate Literacy

Energy Literacy

Teaching Tips

About the Content

About the Pedagogy

Technical Details/Ease of Use

About

Reuse

Page Text