Ocean glittering under the sun with submerged trees poking out.

This resource is part of all Climate Kids Traveling Trunks

Sea Level Rise Viewer

Overview

By running through a class demonstration of NOAA’s Sea Level Rise viewer, students will explore predictive data related to Sea Level Rise, Local Scenarios, and Flood Frequencies in San Diego.

Activity Type:

Lesson

Target Grade Level:

K-2, 3-5, 6-8, 9-12

Estimated Duration:

Varies

Topics:

Climate 101

Possible Connections to NGSS

Performance Expectations

K-ESS3-1: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

2-PS1-4: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

2-ESS1-1: Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.

4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

5-ESS3-1: Combine and obtain information about ways individual communities use science ideas to protect Earth’s resources and environment.

MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.