Embedded Files
Standards:
Standards:
Disciplinary Core Ideas
Conservation of Energy and Energy Transfer (PS3B)
Relationship Between Energy and Forces (PS3C)
Energy in Chemical Processes and Everyday Life (PS3D)
Performance Expectations
Energy (HS-PS3-4)
Science & Engineering Practices
Asking Questions and Defining Problems
Developing and Using Models
Analyzing and Interpreting Data
Cross Cutting Concepts
Energy & Matter
Cause & Effect
Patterns
Explore
Explore
Sea Level Rise (Locate which areas will be most affected by sea level rise)
Which cities closest to you will be affected?
Locate the tide gauge closest to your city. What does the historical data tell us about future events?
What do you notice in the data?
Why do you think communities respond in different ways?
What could be causing sea level rise to happen in so many different places?
Do you think your scenario is idealistic, realistic, or pessimistic? Explain.
Add a picture of your scenario
Graph your data using the sea level projection tool
Come to a consensus on a chosen scenario
Select any city (make sure there are no duplicates)
Plot the "Rate of sea level rise (mm/yr)" for each decade for the next 100 years.
Explain
Explain
Plan and develop an initial model to explain sea level rise
Elaborate / Extend
Elaborate / Extend
Click on "States".
Explore through the various atoms and molecules, making note of each of their basic states.
Answer the following questions:
In terms of particle arrangement, what are some key differences between a solid, a liquid and a gas?
Are the molecules ever motionless? Which molecules are moving the least? The most? Why might this be?
Does temperature play a role in the state of matter a substance is in? Do all particles change states at one specific temperature? Why or why not?
Why might the solid state of water be so different from other solid states?
Evaluate
Evaluate
Revise your model
Reflection
Reflection
This activity covers an entire unit of work that was completed within the month of March. The unit has students analyze various forms of data that relates to sea level rise and eventually gets the students to create models to explain thermodynamics. It utilizes various data projection tools as well as collaborative Google Sheets, collaborative Google Slides, and a variety of PHET simulations. Students are assessed throughout the unit with small formative assessments dispersed in each assignment. This culminates with students being able to revise their initial models to explain sea level rise in terms of thermodynamic principles. Students seemed to be very engaged when it came to exploring data projections, they found it very interesting to see how sea level rise will be effected by different green house gas emission scenarios and it seemed to get students to want to learn more as the unit progressed. This was also a great start to get students into developing models to explain scientific phenomenon as many students seemed to struggle on what to focus on in their models. If I were to reteach this unit, I would focus more on how to develop models and spend more time going over good models vs. bad models.
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