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Notes for Teachers

Ask cafeteria for ice, an electric water kettle works great to heat water in an instant.
Phenomenon: data shows an increase in sea level. Introduce the data and guide students to make their claims based on data interpreted.
Part 1: Based on one of the conclusions drawn from the data analysis, students will investigate sea ice vs. land ice melt to determine which impacts sea level rise more.
Part 2: Based on one of the conclusions drawn from the data analysis, students investigate the effects of temperature on the sea.
Emphasis on math integration when interpreting data and communicating results.
Engineering integration ends at the design level of this lesson, but continuing the process to a build is worth pursuing. My students also use their understanding from this lesson and apply it to Urban Heat Island Project.

List of Materials

Each group of 3-5:

wood blocks
clay
lg resealable bags
clear container
ice
hot water
red food coloring
clear tape
glass bottle
rubber stopper w/hole
glass tube

Resources:

Presentation & Data Handout

Investigation Doc & Procedures

Reading: Exploring Thermal Expansion and Sea Level Rise

Reading:Rising Coastal Waters: Challenges and Solutions

Engineering Project: Building Resilient Coastal Structures

Engineer Project::

recycled material such as paper, cardboard, plastics
plastic bins
water
sand
water bottle

(alternative option)

plastic water bottle
with a sports spout
thick plastic straw
hot glue & gun

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Standards

Science:

E1: The composition of the Earth and its atmosphere and the natural and human processes occurring within them shape the Earth’s surface and its climate.

U1: Scientists explain phenomena using evidence obtained from observations and or

scientific investigations. Evidence may lead to developing models and or theories to make

sense of phenomena. As new evidence is discovered, models and theories can be revised.

U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

7.E1U1.5

Construct a model that shows the cycling of matter and flow of energy in the atmosphere, hydrosphere, and geosphere.

Mathematics:

7.RP.A.3 Use proportional relationships to solve multi-step ratio and percent problems (percent increase and decrease)

Technology:

Indicator 3.b.

6-8.3.b. Students practice evaluating the accuracy, perspective, credibility, and relevance of information, media, data or other resources.

6-8.3.d. Students explore real-world problems and issues and actively pursue solutions for them.

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Objectives:

I will use evidence from my investigation to model and explain how thermal expansion of land and sea ice impact sea level.

I will quantify the impact of land ice melt and thermal expansion on sea level using mathematical reasoning to communicate the significance of ice melt percent change and through graphical analysis.

I will design and build a structure that will be able to withstand increasing sea level within the constraints provided.

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Agenda (90-120 minutes)

45 minutes	Investigate sheet ice vs. sea ice Model understanding Sensemaking
45 minutes	Investigate thermal expansion of water Sensemaking: using evidence from investigation and reading. Model understanding
45 minutes	Present problem and research Design and build coastal structure Test, revise and communicate

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Intro/Driving Question/Opening

How Do Melting Ice and Temperature Variations Drive the Rise of Sea Levels?

How does the relationship between thermal expansion, ice melt, and sea level rise contribute to our understanding of the impacts of climate change, and how can we communicate these complex interactions to raise awareness in our community?

How can your team design and construct a coastal structure that not only protects against rising sea levels and wave impact but also minimizes environmental impact and can be implemented within a limited budget?

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Introducing the Phenomenon

Introduce the phenomenon in chunks using slow reveal graph technique. This gets students involved and interested.
With each additional graphical analysis, students annotate key observations on the graph handout.
As students identify key factors list on the board. Guide students covertly to identify ice melt and thermal expansion.
Create a focus testable questions to guide the investigation(s) along the lines of…

How does the type of ice melt affect sea level?
How does thermal expansion of water affect sea level?

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Hands-on Activity Instructions Part 1

In this investigation, students will investigate how ice melting in the ocean will impact sea level and how sheet (land) ice will impact sea level.

By the end of this investigation, students will have evidence indicating which type of ice melt has a greater impact on sea level. They will model the difference each melt makes from solid water to liquid.

Students will use mathematical reasoning by calculating the percent change between the initial measurement of “sea level” and the final melt. Students will also use graphical analysis to make sense of the data and communicate results. They will need this clear evidence in their scientific argument (final conclusions)

Lead students into the next level of the investigation by asking: If the thermal expansion is occuring shifting the ice into liquid, what is happening to the liquid water already existing in the ocean in the meantime?

Part 1: Land Ice and Sea Ice

Press equal amounts of clay into one side of each plastic tub, making a smooth, flat surface representing land rising out of the ocean.
In one tub, place as many ice cubes as possible on the flat clay surface. This represents land ice.
In the other tub, place the same number of ice cubes on the bottom of the tub, next to the clay. This represents sea ice.
Pour water into the sea-ice container until the ice floats. Be sure no ice is resting on the bottom of the tub. The water shouldn’t be higher than the land level.
Without disturbing the ice cubes, pour water into the land-ice container until the water level is about equal to the water level in the sea-ice container.
Using the ruler, measure the water level (in millimeters) in each tub and record your data in your science notebook.
You can mark the water level with a marker on the outside of the tub, but if the containers are reused, they will have the marks from the previous group. Another way to mark the water level is to mark a line in the clay using a pencil or other object.
At regular intervals, measure the water level and record it on the student investigation sheet. Compare the water level with the marked line in the clay. Allow the ice in both tubs to melt completely.
Once the ice in both tubs has melted, check the water levels. Observe and record.
Use the measurements recorded in your notebook to create a line graph representing the water level in each tub.

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Hands-on Activity Instructions Part 2

In this investigation, students will investigate how varying temperature changes impact the liquid state of water.

By the end of this investigation, students will have evidence indicating how water can respond to temperature changes that can be observed and measured. They will observe thermal expansion as it relates to a single state in addition to the previous state of matter change investigation.

Students will use mathematical reasoning by calculating the percent change between the initial measurement of lowest temperature and the highest temperature. Students will also use graphical analysis to make sense of the data and communicate results. They will need this clear evidence in their scientific argument (final conclusions).

Lead students into the next level of the lesson by posing this engineering project challenge: How might your team create a cost-effective coastal structure that efficiently defends against rising sea levels while being environmentally conscious?

Part 2 Procedures

Cut a straw-size hole in the cap of the water bottle. (Teacher)
Insert the straw into the hole. The straw should extend down approximately 2-3 inches into the bottle when the cap is on. (During this step, students can keep the bottle and cap separate.)
Using hot glue, putty or another sealant, close any gaps around the straw. (Teacher) Safety: Avoid skin contact with the glue and be sure to keep the threads of the cap free of glue, putty or sealant. The bottle won’t close properly if the threads are not clean. As the glue dries, be sure the straw is as close to perpendicular to the top of the lid as possible.
Add several drops of food coloring to the water bottle, fill the bottle with water completely to the rim, then top with the straw and cap assembly and tighten. There may be some overflow when the cap is attached. This is ok. The water in the straw should be above the cap, but low enough that when it rises, measurements can be made that indicate how much the water has risen.
Mark the straw to indicate the base, or zero, level of the water. For each measurement, align the zero mark on the ruler to this mark. Once the line is marked, avoid moving or handling the bottle while the water is warming.
Direct a heat source at the bottle or place the bottle in direct sunlight.
At consistent intervals, measure and record the water level compared with the zero mark drawn on the straw, in millimeters, and make note of what’s happening. Also record the temperature at these intervals.
Create one graph for the height, and another for temperature.
Option- If time permits, conduct this experiment again with water that is as salty as seawater.

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Hands-on Activity Instructions Part 2

In this investigation, students will investigate how varying temperature changes impact the liquid state of water.

By the end of this investigation, students will have evidence indicating how water can respond to temperature changes that can be observed and measured. They will observe thermal expansion as it relates to a single state in addition to the previous state of matter change investigation.

Lead students into the next level of the lesson by posing this engineering project challenge: How might your team create a cost-effective coastal structure that efficiently defends against rising sea levels while being environmentally conscious?

Additional and Alternative Support Ideas Below:

Rising Coastal Waters: Challenges and Solutions

Coastal communities around the world are facing a growing challenge – rising sea levels. As our planet warms, the oceans are expanding, and ice from polar regions is melting, causing coastal waters to rise. This phenomenon poses significant threats to the people and places that call the coast home.

Impact on Coastal Communities:

Rising sea levels can have a range of impacts on coastal communities. It can lead to more frequent and severe flooding during storms, erosion of beaches and shorelines, and even the gradual disappearance of low-lying areas. Many coastal towns and cities are already feeling the effects, making it crucial for us to understand and address these challenges.

Efforts to Mitigate Rising Sea Levels:

Communities around the world are working together to find ways to mitigate the impact of rising sea levels. Some efforts include:

Building Sea Walls and Barriers:

Engineers are constructing seawalls and barriers along coastlines to help protect against storm surges and high tides. These structures act as shields, reducing the impact of rising waters on communities.

Restoring Coastal Ecosystems:

Coastal ecosystems, like mangroves and marshes, act as natural buffers against rising sea levels. Efforts to restore and protect these ecosystems help maintain a balance between land and water, providing a natural defense against coastal erosion.

Adapting Building Designs:

Architects and engineers are designing buildings that can withstand the challenges of rising sea levels. Elevated structures and buildings on stilts are examples of innovative designs that can help communities adapt to changing coastal conditions.

Examples of Structures that Withstand Rising Seas:

Several structures have been designed to withstand the impact of rising seas. One notable example is:

Floating Houses:

In some places, houses are built to float on water during floods. These innovative structures rise and fall with the water level, providing a creative solution to the challenge of coastal flooding.

Conclusion:

While rising sea levels present real challenges to coastal communities, people are coming together to find innovative solutions. Through engineering, ecological restoration, and creative building designs, we are working to adapt and protect our coastal homes. Understanding the impact of rising seas and participating in efforts to address these challenges is crucial for the well-being of our coastal communities and the planet as a whole.

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Assessment

Student create models showing current understanding and make visible the invisible that shows how the particles respond in each scenario:

sheet (land) ice vs. sea ice in regards to thermal expansion
liquid water exposed to different temperatures and thermal expansion

Students build and test a cost-effective coastal structure that efficiently defends against rising sea levels while being environmentally conscious. (assessed using rubric)

Students will present design idea and effectiveness based on evidence (based on reading and testing results).

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Differentiation

Revisit thermal expansion as it occurs between states of matter.
Model how sea ice is solid water occupying space in the in the ocean where it later becomes liquid matter. Use a glass of ice and fill with water. Wait to melt. Now, fill a glass to the rim with water and then fill with ice. Have students to observe and make connections.

Remediation

Extension/Enrichment

Encourage students to blend more than one solution into the engineering project. Through research, students may identify breakers, walls, floating homes, etc.

Video the test and create a play by play of how the structure is a solution to the problem of rising sea level.