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Transcript

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Oceans & Seas

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Investigating Climate Change

Grades: 4-5

Duration: 250 minutes

Standards: NGSS 4-ESS2-1; 5-PS1-2;

CCSS.ELA-LITERACY.RI.4.9

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Objective:

Analyze the differences between land-based and water-based melting of ice and, more broadly, its effects on rising sea levels. After doing an experiment and gathering more information, the students create infographics that synthesize their learning.

Objective

This Prezi presentation was based on resources and a lesson plan from NASA and PBS. A guide and materials list can be found by clicking the URL.

Click here for the lesson: https://www.jpl.nasa.gov/edu/teach/activity/whats-causing-sea-level-rise-land-ice-vs-sea-ice/

Let’s start with a question.

What melts faster:

ice in water or

ice on land?

Let's Start

Make a guess based on what you know. Write it on a sticky note or index card. Hold onto it.

Talk with two of your partners about what they think and why.

Let’s investigate!

Here is an experiment from NASA’s Jet Propulsion Lab and California Institute of Technology.

Let's Investigate

But first, we have some background information.

Greenland and Antarctica contain giant ice sheets that are also considered glaciers.

As temperatures increase, glaciers melt faster than they get new snow.

When glaciers melt, the water runs into the ocean, which makes sea levels rise.

Glaciers, which are very large masses of ice and snow, are adding water to Earth’s oceans.

Background

Sea level is rising because of melting polar ice.

Sea ice and icebergs also melt as temperatures increase.

Where is there a lot of ice on Earth?

Is the ice on land or at sea?

BOTH

Question

Question

Which type of ice, if any, contributes more to sea-level rise? Explain your thinking on the data sheet.

Question

The data sheet can be found here:

https://www.jpl.nasa.gov/edu/teach/activity/whats-causing-sea-level-rise-land-ice-vs-sea-ice/

Materials

Let’s get our materials and build our model in groups of 2-3.

Your will need:

Materials

2 6x6 plastic storage containers

2 equal amounts of clay,

enough to fill a side of the container with 1-2 inches of clay

Ice cubes

once your model is assembled

Ruler and water

Directions

In both containers, press the clay into the short side making clay “shelves” in both contains. Try to make each container look the same.

Label them Container 1

and Container 2.

In Container 1,

put the ice on top of the clay shelf.

In Container 2,

put the ice on the plastic, and fill the plastic area with water until

the ice cubes float.

No ice should be touching the bottom.

Mark the water level on each container.

Pour an equal amount of water into Container 1, making sure the water doesn’t touch the ice sitting on top of the clay shelf. An equal number of ice cubes should be in each container as well.

And the water in both containers should be room temperature, so fill several pitchers with water and let them sit overnight before the experiment.

Testing

Test

Measure the water level and record it on the data sheet.

Compare the water level with the marked line in the clay.

Allow the ice in both tubs to melt completely.

Graph

Use the measurements recorded on the data sheet to create a two-line graph representing the water level in each tub.

Graph

On the X axis, track the depth over 10-minute increments.

On the Y axis, mark the depth of the water per each measurement.

You will create two lines - one for ice in the water, the other for ice on the clay.

Let’s discuss

Discuss

Did the water in Container 1 or 2 rise more?

Does this match your prediction?

Why do you think this happened?

How does this connect to the

rise in global sea levels?

How does the melting of Earth’s glaciers influence sea-level rise?

How about the melting of icebergs?

Video

Here is a time lapse video of both sea and land ice melting in Antarctica.

What do you notice?

Does it confirm your findings?

Video

https://sealevel.nasa.gov/resources/101/video-25-years-of-antarctic-land-ice-elevation-change-anomalies-west-coast-fly-over

Now, let’s watch this video that further discusses the rising seas levels.

During and after you watch, record on two separate sticky notes or index cards:

Video

  • Three takeaways that you think are important or surprising
  • Two questions you have about rising sea levels

Hang onto your takeaways and questions.

Let’s investigate!

Let's Investigate

Click here for the reading: https://www.nationalgeographic.com/magazine/2013/09/rising-seas-ice-melt-new-shoreline-maps/

Now, let’s consult two reading sources. Working in pairs, one person reads a paragraph while the other forms a question about what was read.

Ask the question of the reader and talk about the answer. Shift roles every paragraph. Record all questions on paper. Hold onto your questions.

Click here for the reading: https://energyeducation.ca/encyclopedia/Land_vs_sea_ice

Here's how:

Let’s share

Share

Get started with Prezi Next

With what you've learned and the questions that you likely still have, team up with another pair and share your takeaways from the videos and readings.

Using Prezi or Prezi Video:

1. Report on the top 10 things we need to know about the melting ice and rising seas.

2. List three questions you still have about rising oceans.

Get started with Prezi Video

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Credit: NASA/Goddard Space Flight Center Scientific Visualization Studio

By CIA - CIA World Factbook (https://www.cia.gov/library/publications/the-world-factbook/geos/xq.html), Public Domain, https://commons.wikimedia.org/w/index.php?curid=7627324

Public Domain, https://commons.wikimedia.org/w/index.php?curid=660496

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