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Rising Seas and Cities

Elementary

Description

As global temperatures increase, the levels of our oceans are also rising causing environmental degradation and threatening many of the world's coastal cities and communities.  This resource introduces students to the causes and consequences of sea level rise and describes how coastal locations like Miami Beach and the Ganges Delta are already experiencing impacts, while highlighting the city of Venice as a model of historic ingenuity in creating flood-proof buildings. Unfortunately even Venice is now faced with sinking under the ocean without the the giant tidal barriers which are designed to hold back the ocean; but these disturb marine habitats every time they are used. This lesson provides students with an opportunity to actively explore the problem of sea-level rise with a solutions-based approach that facilitates discovery and creativity as they complete the following learning tasks:

 

  • Listen and view a read-aloud informational text that describes how coastal communities around the world might be affected by sea level rise

  • View and respond to a video about the causes of sea level rise and how the “Floating City” of Venice is dealing with higher water levels

  • Examine and complete interactive drawings of global architectural home designs built on or near water

  • Describe how natural barriers like coral reefs or green spaces can help reduce flooding

  • Imagine, design and create a model of a flood-proof home

General Assessment

What skills does this resource explicitly teach?

  • Problem solving
  • Analysis of cause and effect
  • Critical thinking
  • Project planning and design

Strengths

  • Includes an authentic diagram and model building project that builds STEM skills
  • Uses real-world examples of sea level rise impacts on humans, infrastructure and the environment
  • Describes authentic architectural solutions to mitigate flood risk
  • Provides an online forum for student sharing of ideas

Weaknesses

  • The read-aloud of the book, "Rising Seas: Flooding, Climate Change and Our New World" contains some complicated, number heavy information that may be difficult for younger students
  • Does not include any assessment tools
  • STEM process skills are not well described in the teacher support materials

Recommendation of how and where to use it

This lesson reinforces Grade 1-5 Science content related to analyzing changes in the environment, ocean systems, coastal erosion, land-based ice melt and climate impacts.  Science curriculum exploring sustainable development, structural design and properties of materials is supported by the "Build Your Own Flood-Proof House" activity, which also builds proficiencies in project conception, self-direction and creativity. 

An extension idea in the "Teacher's Guide" for this lesson suggests students explore a modern art installation by Olafur Eliasson and Minik Rosing of 12 blocks of Greenland Arctic ice in a clock formation designed to provide a touchable melting ice experience that raised awareness of climate change.  To promote climate awareness within their community, a class could recreate this experience on a smaller scale and invite peers and their families to a public viewing.

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Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (1)

  • Community-Building and Participation

Water (1)

  • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Students will understand that climate induced sea level rise also escalates extreme weather events, coastal erosion and habitat loss which supports an awareness of how ocean changes are causing many direct and indirect impacts.   

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The uneven effects of sea level rise are highlighted in the read-aloud that describes how a region like Bangladesh is already experiencing excessive saltwater flooding that is affecting homes, freshwater supplies and destroying farmland.  This environmental degradation is causing economic losses and forcing people away from their land, worsening inequality in communities that have the least resources to adapt.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

Flood prevention measures such as the huge sea walls built to protect Venice come at a tremendous cost and impact natural ecosystems.  It is important that students understand that the best flood defence mechanisms are natural solutions such as protecting coral reefs, coastal wetland and dunes.  The lesson illustrates this concept by describing how architectural designs should include features such as green spaces that benefit nature and support long-term resiliency.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

Although no specific action projects are included in the lesson, students learn that it is vital that we limit further warming of our planet by drastically reducing emissions as soon as possible, which encourages environmental citizenship. 

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

Learners are able to apply their learning in a format that encourages them to share their thoughts about climate action and sustainability.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good

The resource describes how wealthy, developed countries are better able to withstand and adapt to climate change, whereas poorer countries with limited resources are less able to do so.  The unfairness of the fact that populations who are least responsible for climate change are suffering the most impacts, increases student understanding of global inequality and fosters concern for marginalized humans.

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

The lesson primarily focuses on the social implications of sea level rise but students will be more aware of how ecosystems are also impacted which will build concern for nature.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

Coastal flooding is an issue along the Pacific and Atlantic coasts, the St. Lawrence and the Great Lakes and it is likely that many students either live near, or have visited some of these areas.  Knowing how Canadian regions could be severely impacted by rising sea levels will build connections between the lesson and students lives.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

Venice represents a transition from a historic, innovative city built on water to a region that is now experiencing the consequences of climate change and is deeply concerned about the future implications of increased sea levels.  The lesson explores this city and others from the perspective of creating solutions, which is reinforced when students design and create their own model flood-proof home.

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

Pupils are able to demonstrate evidence-based reasoning and creative problem-solving by applying their learning to plan, create and explain their flood-proof home design.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

This lesson encompasses Science outcomes related to climate change, weather, ocean systems and structural design.  The "Build Your Flood-proof House" activity supports STEM skills like problem-solving, design, and critical thinking.  Social Studies content exploring global communities and their interactions with the environment are also supported by the lesson.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

The young target age of the lesson necessitates some guided instruction from the teacher, but in the design activity students use their new learning and creativity to independently plan and build a model of their flood-proof home.  

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

No specific differentiation strategies are included in the resource, but the hands-on approach will appeal to a broad range of students.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

An authentic engineering problem forms the basis of the lesson and the hands-on approach involves students in a meaningful task that is applicable and relevant to a current world issue.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Group discussions and planning build communication skills.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

No specific assessment strategies are included in the lesson, but idea sharing and the model building activity can be used to provide some formative assessment of student understanding.

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 Good

Teachers are encouraged to share student house designs through the Architecture Playshop website which provides an online peer exhibition of their models.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

Venice, Bangladesh and Miami Beach are all featured in the lesson by describing how these sites are currently struggling with rising sea levels, and what their future could look like if oceans continue expanding.

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

The student-centred approach empowers participants to apply their learning in an engaging context by developing and creating a home design based on their own house or an imagined structure.

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.

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