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Description
This interactive module provides learning at five different levels of student interaction identified as Entry, Adoption, Adaptation, Interactivity and Invention. Levels 1 and 2 are teacher directed. Levels 3-5 are structured to allow for student inquiry. Each lesson addresses math, science, technology and engineering concepts through a range of engaging classroom activities which students then further explore using real data provided by through an interactive online tool.
1. ENTRY. Calculating the Mean Sea Level: Students learn how to calculate a mean from a series of measurements related to sea level as well as the deviation from the mean.
2. ADOPTION. Measuring Sea Level From Space: Students analyze real data from satellite altimetry maps to provide evidence for global variations in sea level. Students construct an explanation for sea level variations across the equatorial Pacific Ocean.
3. ADAPTATION. Tides and Local Sea Level: Students analyze local tide data and apply their skills of calculating a mean to describe the cyclical patterns of tides.
4. INTERACTIVITY. Measuring Storm Effects: Using what they learned about typical tide measurements, students will use NOAA tide data to analyze the effect of storms on coastal sea level.
5. INVENTION. Designing Your Own Investigation: Students design a plan to answer their own research question. They describe how they will use data and consider the limitations of the data
The resource features a detailed teacher’s guide and student workbook. Both of these tools are linked to an on-line module and data sets to support the leaning activities.
General Assessment
What skills does this resource explicitly teach?
- How to apply the concepts of mean and deviation to answer questions and solve a problems.
- How to present, interpret and analyze data in various formats.
- How to interpret tide charts & moon phases.
Strengths
- range of excellent tools to support the learning (video, data sets, hands-on activities, on-line exercises, background information) all linked to the teacher resource and student workbook.
- students apply learning to solving real problems
- well structured inquiry opportunities
- features interdisciplinary learning
Recommendation of how and where to use it
This module will be of particular interest to middle level teachers looking to implement a multi-disciplinary teaching unit that incorporates skills and concepts from science, engineering, mathematics, technology and geography. The lessons provide authentic learning experiences that promote critical thinking.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- Grade 7
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and Probality
- Grade 8
- British Columbia
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Earth and its climate have changed over geological time
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret
- Manitoba
- New Brunswick
- Newfoundland & Labrador
- Northwest Territories
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
- Statistics and Probability
- Grade 7
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and Probability
- Grade 8
- Nova Scotia
- Nunavut
- Ontario
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Data
- Science & Technology
- Step 4Relevant matches
- STEM Skills and Connections
- Grade 7
- Grade 8
- Step 3Select a subject
- Math
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- Data
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Water Systems
- Prince Edward Island
- Quebec
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and Probability
- Science & Technology
- Step 4Relevant matches
- Earth and Space
- Grade 7
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and probability
- Saskatchewan
- Yukon Territory
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Earth and its climate have changed over geological time
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Ecosystems (1)
- Interdependence
Science and Technology (1)
- Analysing Conventional Science
Water (1)
- Marine Environments
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Satisfactory | Students take on the role of scientists. They ask questions, conduct research and analyze data provided by a number of reliable sources compiled by NOAA to come up with answers. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Satisfactory | While the focus of the unit is on calculating sea level rise and understanding the variables that are at play, students are encouraged in their inquiries to explore the potential impacts of rising seas. This should bring to the light economic and social dimensions of the issue. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | Through these lessons the complex interaction of temperature, moon phase, tides, storm surges and sea level is made clear. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Poor/Not considered | While students apply what they are learning to investigate and answer important questions regarding the causes and consequences of sea level rise, action does not extend beyond the classroom. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Satisfactory | The focus is on scientific inquiry. Students are given the opportunity to raise questions they wish to investigate and follow their own design to reach an answer. The intent is that the process be objective and data driven. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Satisfactory | The differences in current sea levels and potential impacts among various parts of the world are revealed in the data analysis exercises. |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Satisfactory | Students are encouraged to examine the impacts of sea level rise and severe coastal damage to both built and natural environments. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | The inquiry nature of the lessons and the authentic data provided allow students to apply their learning to a location of their choice and in a real time context. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | The activities and supporting data allow students to examine sea level changes over time and to consider the factors involved. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Very Good | Students are given the opportunity to raise their own questions and base their findings on data. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Very Good | Students will explore concepts and use skills in science,mathematics, engineering and technology while conducting their inquiry. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Very Good | Students are challenged to engage in a number of scientific practices, including asking questions, analyzing data and constructing explanations using data. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | The learning involves both teacher and student directed activities. The variety of instructional tools employed (hands-on activities, on-line interactive lessons, student worksheets, video and slide presentations, classroom demonstrations and discussions) will help to address the needs of different learning styles. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | The activities feature hands-on learning and rely heavily on students investigating an authentic issue (sea level rise) using real data. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Students conduct their inquiries in small groups. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Good | While evaluation techniques/suggestions are not specifically identified, the student workbooks feature questions that allow students (& teachers) a continuing check for understanding. Instructions also require students to provide written summaries and reports during their inquiries. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Satisfactory | After students complete their research, they present their |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Very Good | This is a definite strength. The inquiry is based on real events and real data. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Good | While students do not choose elements of content, they use the scientific data provided to raise their own questions, design a plan for investigation and analyze and present their findings. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
