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Our Coast, Our Future Interactive Sea Level Map
http://data.pointblue.org/apps/ocof/cms/

Our Coast Our Future

Our Coast, Our Future (OCOF) is a collaborative, user-driven project focused on providing coastal California resource managers and land use planners locally relevant, online maps and tools to help understand, visualize, and anticipate vulnerabilities to sea level rise and storms.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Simulation/Interactive supports the Next Generation Science Standards»
Middle School: 1 Disciplinary Core Idea, 2 Cross Cutting Concepts, 4 Science and Engineering Practices
High School: 1 Disciplinary Core Idea, 2 Cross Cutting Concepts, 3 Science and Engineering Practices

Climate Literacy
About Teaching Climate Literacy

About Teaching the Guiding Principle
Other materials addressing GPg
Climate models are robust enough to be used for guiding decision and actions as response to climate change
About Teaching Principle 5
Other materials addressing 5e
Sea level rise and resulting impacts is due to melting ice and thermal expansion and increases the risk
About Teaching Principle 7
Other materials addressing 7a

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

  • Have students watch the flood map tutorials first. http://data.pointblue.org/apps/ocof/cms/index.php?page=tutorials.
  • Go through an example, using the steps in the left menu bar on the flood map page, to walk through with students to familiarize them with the tool's capabilities.
  • For use in high school for students with a background in GIS. May be a challenge for middle school students.

About the Science

  • The primary tool of this resource is an Interactive flood map for coastal California (flooding due to sea level rise, waves, and storm surge) with multiple flooding, sea level rise, and storm surge scenarios at a given location chosen by user.
  • Passed initial science review - expert science review pending.

About the Pedagogy

  • Extent of area covered by this resource is intended to be expanded to the entire California coast.
  • Zoom capability enables close examination to details of areas that are vulnerable to flooding.
  • Scale can be in feet or cm.
  • Many other layers can be added (digital elevation, protected area, cliff and shoreline retreat, etc.).
  • Resource includes the following features: 1) Seamless Digital Elevation Model (DEM) at 2-meter horizontal resolution; 2)Combination of 40 different sea level rise and storm scenarios, plus a King Tide scenario for San Francisco Bay, using the USGS CoastalStorm Modeling System (CoSMoS).
  • Online and downloadable data access tailored to users.

Technical Details/Ease of Use

  • Technical quality excellent.
  • Currently the tool includes outputs for the north-central California coast (from approximately Half Moon Bay north to Point Arena) and the San Francisco Bay. Southern California (from Point Conception south to the Mexican border) will be coming online in Winter 2016 (as of May 2017).

Next Generation Science Standards See how this Simulation/Interactive 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: 2

Stability and Change, Cause and effect

MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.

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

Science and Engineering Practices: 4

Developing and Using Models, Analyzing and Interpreting Data, Asking Questions and Defining Problems

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-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.

MS-P4.4:Analyze and interpret data to provide evidence for phenomena.

High School

Disciplinary Core Ideas: 1

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.

Cross Cutting Concepts: 2

Systems and System Models, Stability and Change

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-C7.1:Much of science deals with constructing explanations of how things change and how they remain stable.

Science and Engineering Practices: 3

Asking Questions and Defining Problems, Developing and Using Models, Analyzing and Interpreting Data

HS-P1.2:ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.

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.


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