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After watching this video, we will discuss about it with a brain storming of what can we do to avoid these consequences.

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This video explains very insightfully how heat capacity of oceans changes according to the sea level rising. This is keenly associated to climate change, as climate patterns get affected as well as living things.
The activity could be focused on a causes and consequences chart and also a discussion of the major endeavours humans have to face so as to reverse the current situation.

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As mentioned on a previous Padlet, I'd probably ask students to come up with a musical creation of some sort. It could be a song, or it could be an 'instrumental'  piece, played with musical instruments, 'trash' and also some natural materials, like tree leaves, tree sticks, rocks and so on...

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I would use an article to reflect on the situation and discuss the speaking topics while working on reading and vocabulary. I would then ask them to fo some research about some more places which are likely to disappear and create an ingographic.

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Download this mini-lesson

The reading

Rising sea levels could see the demise of half of the world's beaches by the end of this century. Climate scientists predict that 50 per cent of sandy beaches along the world's coastlines could vanish over the next eight decades if climate change continues on its current path. The scientists are from the European Commission's Joint Research Centre. They warned that the shorelines of many highly-populated areas and tourist hot-spots are threatened by erosion from climate change and surging sea levels. Areas at risk of disappearing forever include well-known, popular beaches in Australia's Surfers' Paradise, the islands of Hawaii, Brazil's Copacabana Beach, and the Costa del Sol in Spain.
Make sure you try all of the online activities for this reading and listening - There are dictations, multiple choice, drag and drop activities, crosswords, hangman, flash cards, matching activities and a whole lot more. Please enjoy :-)
The scientists reported that countries like The Gambia and Guinea-Bissau in Africa are predicted to lose over 60% of their beaches. The country to be worst affected is Australia, where 12,000km of coastline could end up underwater forever. The researchers wrote that: "A substantial proportion of the world's sandy coastline is already eroding, a situation that could be exacerbated by climate change. [This]...could result in the near extinction of the world's sandy beaches by the end of the century." Research co-author Dr Michalis Vousdoukas said there were two important ways we could reduce this trend and save the beaches. He said we had to, "reduce emissions and manage our coastline in a more sustainable way".

https://www.thesun.co.uk/tech/11079158/half-of-worlds-beaches-lost-climate-change/

https://www.dailymail.co.uk/sciencetech/article-8065697/Half-worlds-beaches-disappear-end-century-climate-change.html

https://time.com/5793668/sandy-beaches-climate-change/

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Half of world's beaches could disappear by 2100

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Download this mini-lesson The reading Rising sea levels could see the demise of half of the world's beaches by the end of this century. Climate scientists predict that 50 per cent of sandy beaches along the world's coastlines could vanish over the next eight decades if climate change continues on its current path.

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https://t.co/hB4wAAL8fJ

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In this edition of STEM ED Magazine, we have some extraordinary guests joining the magazine, including Trevor Mackenzie, as well as exclusive interviews with Kath Murdoch and Philip Bunting. This issue also includes insights into STEM in the Early Years, the role of Women in STEM (Past and Present), and the stories of educators doing incredible things worldwide to enhance STEM Education.

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Eco- literature
As I teach language and literature, I would use the Romantic writers who were so respectful and in love with nature, analysing The Ballad of the Ancient Mariner by Samuel Taylor Coleridge and some passages of Mary Shelley . In the first poem we can see the result of killing an albatross, representing the force of nature, in"The Last man", the writer imagines the negative effects of natural elements, included flood on men. It could be amazing reflecting with students how environmental issues were in the heart of nineteenth century authors too.

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The See level rise can have great impact on Biodiversity, especilly on seecoasts and Islands, some of which are considered to be Biodiversity hotspots.
Portugal has more than 800 Kms of coastline and two archipelagoes with unique biodiversity.
I propose the activity: "Can I make a difference against climate and Ocean change?"

The project goal is to learn about see level rise and ocean acidification in classroom  while developing a good understanding of climate change dynamic.
It will involve Chemistry, Biology, Geography, English...
In Biology classes students will learn about the causes and consequences of ocean acidification in marine life.
In chemistry classes students will learn about the acidification process.
In geography classes students will learn about the location of the most endangered marine Ecosystems in Portugal, in europe and in the world.
The english teacher will provide language support.

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This year I participated in course AI Basic forSchools and afther that I wrote the blog for STEM Discovery Campaign.. I done this with my students and it was very creative,educational but with lots of fun. I puts all together, STEM, art, music,math in one small project about melting the ice.

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Preparing for classes started by reading the All Basic for School seminar and learning about AI resources because I met some of them for the first time, and I realized the importance of using them in class. Since March 21 is Water Day, I decided to connect STEM, NBL and PBL through integrative teaching.

Classes were conducted through the following subjects: Mathematics, Croatian language, Nature and society (science), Art and Music culture. We started the activity by showing videos and listening carefully.

The pictures are the author's own -(Attribution CC-BY)

Students tried the same. After announcing to them that we are going to talk about water today and the importance of water I asked them a riddle. They played in pairs on tablets.

This is followed by a reading of the poem "A Drop of Water" by Johann Wolfgang von Goethe and an analysis of the questions in the digital book on the Mozaik education platform. I give the students the task to imagine that they are a drop of water and live in a cloud. In the form of a composition, they have to tell what has been going on on the trip. In the end, students reading their essays.

I asked to imagine how the sound of water, the gurgling of water in the mill, the falling rain would sound. The students work in pairs then and use the applications to create "water" music.

The pictures are the author's own -(Attribution CC-BY)

I talked to students about the importance of water, where all the water is, what we use it for, how we have to treat water and in what all forms we may see water.

Since students know how ice is formed, we performed a joint experiment of melting ice at room temperature and warming it up. We discuss what happened and which ice melted faster. I ask them the question: " Where is all the ice on earth? Is that ice melting too, what melts, where does the dissolved water go? I explained that we would learn how to measure the level of dissolved water on land and at sea. We were watching, reading, and discussing.

The pictures are the author's own -(Attribution CC-BY)

How Do We Measure Sea Level? | NASA Climate Kids
I divided the students into groups and give them worksheets with instructions for making experiments. After the experiment, students read the data and drew a conclusion on diagrams.
They used the Meta-Chart app and then we talked about the results.

The pictures are the author's own -(Attribution CC-BY)

'What is coding and the binary system', students learned in October during the coding week. I handed out worksheets with binary code. Students made encrypted eco messages and give another group to decrypt them.

The last activity was planned for art. Students made a poster about water in nature with watercolours and wrote an eco message. At the end of the activity, we made a class exhibition of their works. All this we will upload to padlet on eTwinning platform events Water is life to show the others how we can use AI in the classroom and also we will upload the activity on EU code week.

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The importance of water in our life - The STEM Discovery Campaign Blog

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Preparing for classes started by reading the All Basic for School seminar and learning about AI resources because I met some of them for the first time, and I realized the importance of using them in class. Since March 21 ... Continue reading →

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I teach geography and sea level change could be treated in correlation with rising temperatures and consequent melting of ice.

I would propose to students this image that shows what the Po Valley will be like in 2100

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None of the subjects listed are subjects that I teach. However I use music a lot during my lessons. One of the topics that I teach is about Relationships. I would find a song which speaks about love and relationships and my question would be: Apart having good relationships with humans, with what else can we have positive relationships? Students will definitely mention their favourite pet and hopefully someone comes up with relationship with nature and how important this is for us and for our wellbeing.

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https://climate.nasa.gov/vital-signs/sea-level/
Students can analyze a graphical reprezentation of sea level change, investigate the causes of sea level rise, explane the impact of observed changes on species in shallow and coastal areas and suggest procedure that can themselves contribute to reducing the observed trend.

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Climate Change: Vital Signs of the Planet

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101 (± 4.0) mm

This is the "uncertainty margin," or the range from the mean (average) within which there is a high probability that the true number resides. For example, when we say global sea level has risen 101 mm +/- 4 mm, the true value has a high probability of being between 97 and 105 mm. The uncertainty margin exists both because of sea level variability (sea level above the first point in the time series) in the ocean and the accuracy with which we measure the individual values.

Key Takeaway:

Global sea levels are rising as a result of human-caused global warming, with recent rates being unprecedented over the past 2,500-plus years.

Sea level rise is caused primarily by two factors related to global warming: the added water from melting ice sheets and glaciers, and the expansion of seawater as it warms. The first graph tracks the change in global sea level since 1993, as observed by satellites.

The second graph, which is from coastal tide gauge and satellite data, shows how much sea level changed from about 1900 to 2018. Items with pluses (+) are factors that cause global sea level to increase, while minuses (-) are what cause sea level to decrease. These items are displayed at the time they were affecting sea level.

The data shown are the latest available, with a four- to five-month delay needed for processing.

* You now need to create an Earthdata account to access NASA's sea level data. Register here for free. Once logged in, click the "download data" button on this page to access the data.
NASA Sea Level Change

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Vital Signs of the Planet: Global Climate Change and Global Warming. Current news and data streams about global warming and climate change from NASA.

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Tomorrow is the national day of the sea in Portugal. Our students will participate in a beach cleaning campaign and during the week they will use the collected plastic waste (and others) to create a sustainable city with waste. Likewise, a toy exchange campaign is being carried out, this activity being based on the theme of the Circular Community.

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The map of submerged Spain: the cities that we will see 'devoured' by the sea in 60 years
The latest IPCC report on climate change warns that we are facing an "irreversible" phenomenon. An increase of only 20 centimeters, in the kindest scenario, could mean that the waves penetrate up to 30 meters inland from the coast.
August 22, 2021 01:37 AM SAVE
CLIMATE CHANGE CARBON DIOXIDE (CO2) EMISSIONS OCEAN COASTAL LAW
Irene Asiaín
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The beaches of Barceloneta, Matalascañas or La Manga could have their days numbered. But they are not the only ones. The next 60 years, the more than 8,000 kilometers of coastline that Spain has will be at risk, and it is because they have become one of the main attack flanks of climate change. The rise in sea level is already irreversible and, what is worse, unstoppable. At least for several centuries.

These are conclusions of the Intergovernmental Group of Experts on Climate Change (IPCC) of the United Nations in the draft of the Sixth Assessment Report (AR6). The rise in sea level each year will hardly be noticeable, but it will continue to rise millimeter by millimeter.

Whether it does so more or less quickly will depend on how capable the global population is of reducing greenhouse gas emissions, an anthropogenic aspect closely linked to global warming. The five scenarios proposed by the IPCC range from an increase in temperature of 1.5 degrees in the middle of the century to a low emission rate (SSP1-1.9), passing through an intermediate scenario (SSP2-4.5) to reaching more high and - it is expected - less likely with 2.6 degrees (SSP3-7.0).

NASA map showing the points on the planet that will suffer from rising sea levels.

NASA map showing the points on the planet that will suffer from rising sea levels. POT

Acronyms, numbers and data that can get lost between the multiple sheets of a report, but that NASA has rescued to translate them on a map. In it, based on information from the IPCC, it includes 15 points on the Spanish coast that will suffer from rising sea levels.

In Spain, according to data from the United Nations report, the rise in sea level will be especially noticeable in Santa Cruz de Tenerife, Cádiz and Barcelona. In any emissions scenario, these points -extendable to neighboring geographical areas- will be the most sensitive of the Spanish coasts during the next 60 years. The Canary Island of Tenerife, only in 30 years, can experience a rise in sea level in the best scenario (SSP1-1.9) of up to 26 cm, and by the year 2080, the flood will be almost half a meter (40 cm ).

Points on the coasts of Cádiz and Barcelona present somewhat lower figures, but nothing flattering. The models predicted by scientists place sea level rise in these areas, and in the best possible scenario, at 24 cm in 2050 and 39 cm in 2080.

Flourish logoA Flourish chart
Very similar figures can be observed in an intermediate emissions scenario (SSP2-4.5), where by the year 2050, the sea level in the different cities would barely grow a few centimeters more. Not so in 2080, when a more notable flood is expected, since 80% of the cities analyzed would see sea level rise above 40 cm.

The worst part would be taken by the coasts of Santa Cruz de Tenerife, Barcelona, ​​Cádiz, La Coruña and Santander, with floods exceeding 45 cm.

Flourish logoA Flourish chart
However, the IPCC report also considers much worse scenarios that it includes as the least probable. The models foresee that with very high gas emissions (SSP3-7.0), in just 30 years, the Spanish coasts may experience a sea level rise of close to 30 cm. In 2080, none of the points on the Spanish coast included in the IPCC analysis would fall below 40 cm.

Flourish logoA Flourish chart
Rises in sea level that, as explained by Francisco J. Doblas-Reyes, one of the scientists who participated in the preparation of the IPCC report, are due to two processes. On the one hand, the heat from the atmosphere penetrates the ocean, causing it to expand.

The second process would be the melting of the continental ice, which is that it is in the polar areas, in particular, in Greenland and Antarctica, but also in the glaciers in North or South America. That ice, which used to be on the continents, "melts and ends up reaching the sea," says the expert, so the volume of water increases.

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change of coastline if the sea level rises "just" 1 metre (http://flood.firetree.net/)

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As Austria is not located at any sea, I’d introduce the topic of rising sea levels with the help of a brief video produced by a German broadcasting station (Klimawandel: Der steigende Meeresspiegel - ZDFmediathek). It reveals how Cuxhaven, a city at the North Sea, as well as Hamburg are affected by rising sea levels. Then I’d ask the students to look up their favourite summer holiday destinations (North Sea, the Netherlands, Italy, Greek islands, New York, …) in the flood maps (Flood Maps (firetree.net)) to see how the coastlines change if the sea levels rose one, two, three, … or even 60 metres.

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Since I teach Renewable energy sources, I would talk to my students about Preventing Sea Level Rise through Clean Energy Use, such wind energy, geothermal energy, solar energy etc. Sourcing clean renewable energy from wind and solar infrastructure can mitigate the consequences of the fossil fuels used to produce electricity. In accordance with that, we can reduce our Bill and our carbon-Footprint. So, we can calculate our carbon-footprint using Carbon Footprint Calculator. Please refer this url: https://www.carbonfootprint.com/calculator.aspx

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I teach biology and I can implement this topic in many activities. One of the activities is to show students this video showing the melting of a Manhattan-sized glacier. They are quite shocked by what they saw and that is where the debate begins. Students suggest ways we can prevent further melting of glaciers and stop the crisis we are in. We talk about renewable energy, recycling and how we can contribute to it.

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"CHASING ICE" captures largest glacier calving ever filmed - OFFICIAL VIDEO

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Climate How does Ice Melting impact sea level rise? Will global Warming cause the sea to rise? Or will the world’s ice melting mChange: Sea Level Rise Explained

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Climate Change: Sea Level Rise Explained

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I would start the lesson by making my students watch this video to arouse their curiosity about the rise in sea level. Then I would form 4 study groups with my students. Group 1 does research on sea level rise. The second group conducts research on the causes of the rise in sea level. The third group conducts research on the consequences of sea level rise. The 4th group collects all the data and prepares a presentation. Thus, they learn the subject in a collaborative way in the classroom.

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I teach both Biology and Ecology as facultative subject. First I would talk to my students about the topic. Then I would divide them in groups and each group would have one assignement- the learn more about climate change, to find out on the internet more, one group would have to follow the news about rising sea levels is some cities both in Croatia and in neraby countries… We could meet after the group work is over and discuss our results.

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I would organize a concert in the park next to the school, with themes related to nature (Vivaldi-Seasons, for example) where we could then talk about nature and environmental protection.

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I would address the issue of sea level change in civic education, a transversal subject, through: the use of multimedia resources; direct personal experience; the use of drawings; the identification of more correct attitudes for a greener lifestyle.

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After watching this video we will discuss all the questions they have and we will start looking for photos of specific coastal places before and after the sea level rise. We will gather them and talk about the history of places and the effects of changes

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I will move from the NASA website where I can find lots of different resources

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The global average sea level has risen over 7 inches in the past 100 years. A few inches may not seem like much, but every inch of sea level rise covers 50-100 inches of beach. If the ice keeps melting, global sea level could rise more than 20 feet.

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My students are young, 5th and 6th grade. Maybe as a starting point, I could use this map to show costal areas in Portugal that will be under water in 2050 if nothing is done. Then, could ask the causes of rising sea levels and what can we do.

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Sea level rise and coastal flood risk maps -- a global screening tool by Climate Central

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Interactive global map showing areas threatened by sea level rise and coastal flooding.

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Teaching English as a foreign language and living in an island I would make them practice the Conditionals. If the sea levels rise...- type 1 or even type 2. After having an open discussion about global warming and consequences

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An excellent lesson to increase awareness of the effects of climate change including a rise in sea levels. Students should first investigate, carry out an experiment and write a speech.

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Find out about school and teacher resources.

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Yes, it is very good for students to be involved in such actions. Students can work on interdisciplinary projects.

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Yes, it is very good for students to be involved in such actions. Students can work on interdisciplinary projects.

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Yes, it is very good for students to be involved in such actions. Students can work on interdisciplinary projects.

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Yes, it is very good for students to be involved in such actions. Students can work on interdisciplinary projects.

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We can start our lesson by watching such a video and discuss on it with the participation of whole class.

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Rising Tides: Understanding Sea Level Rise

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A reading and comprehension activity, discussing the text, answering questions.
Maybe a vocabulary exercise.
And I also found this great activity on the British Council website.

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Why is it so important that we limit the rise in temperature to 1.5°C? Watch this video to find out.

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I would propose students to see this picture and, after they would have to research information of causes and consequences

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I proposed to my students the Kiribati islands case, introducing an interview to some dwellers already forced to move away in order to escape from rising sea level

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I would talk to my students about sea levels in terms of discussing the cause of it. They would brainstorm the causes, I would make a vocabulary activity (for example- match expressions to photos), they would make a video to warn others about the issue and the rest of the school would watch it on our TV in the school hallway.

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I would initiate a discussion in class about the factors of sea-level rise. I would form a discussion circle with these questions:
-How does thermal expansion occur?
-What are the problems that we will encounter as a result of the melting of the glaciers?
-Ice Loss in Greenland and West Antarctica! What are the resulting dangers?

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I would start with this video and while watching it, students would have to do some exercises so that I could check their understanding both of the video and the matter. After watching the video and correcting the exercises done, students would be given an article about the topic and would have to answer some questions and give their personal opinions on the matter. Eventually, I would ask them to do some research work on how Portugal is being affected by the problem and I would challenge them to do a podcast to raise awareness.

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Kiribati: Battling for Survival (Rising Sea Levels)

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I teach maths and science and I could introduce a maths activity related to volume.
We can calculate the volume of ice that is melting every year and evaluate the corresponding sea level rise, considering thermal expansion aswell.

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Natacha C.    FRANCE

I would choose a group of 13-14 year old pupils.

I would use Ayse's video on sea level rising as an introduction to explain this complex issue. It would explain it easily and elicit vocabulary. They would have to take notes.

I would choose a few articles (British council teens or kids ) and pupils in teams of 4 have to read the article and answer questions with a  vocabulary activity to help as well.

A coordinator in each group presents the article and what they have understood (country, place, causes, difficulties , consequences on local people's life).

The class concludes on what they have discovered through their peers ' presentations. Notes taken to summarize as a whole class.

I would choose a web tool to make them see what will happen in their region if the sea level keeps rising. They would have to write their reactions and what would the consequences be. I could also take photos of our coasts . We live next to the sea and the coast erosion is visible. The local areas try to make barriers with boulders or they prevent people from going too close to the crumbling cliffs.
They would realize how our coasts are at risk as well.

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Visit the following site with your students:
https://www.climate.gov/maps-data/dataset/sea-level-rise-map-viewer. Explore the data together.
"Then create an online survey (with Google Drive, etc.) about concerns over climate change. Students write their responses anonymously. Compile the responses and discuss them in class."
Source of this task: https://teachers-climate-guide.fi/geography/#tehtavia

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NOAA's Sea Level Rise map viewer gives users a way to visualize community-level impacts from coastal flooding or sea level rise (up to 10 feet above average high tides). Photo simulations of how future flooding might impact local landmarks are also provided, as well as data related to water depth, connectivity, flood frequency, socio-economic vulnerability, wetland loss and migration, and mapping confidence. The viewer shows areas along the contiguous United States coast, except for the Great Lakes.

Where do these data come from?

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NOAA's Sea Level Rise map viewer gives users a way to visualize community-level impacts from coastal flooding or sea level rise (up to 10 feet above average high tides). Photo simulations of how future flooding might impact local landmarks are also provided, as well as data related to water depth, connectivity, flood frequency, socio-economic vulnerability, wetland loss and migration, and mapping confidence.

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Learning from our mistakes is always crucial.
Choose a natural disaster from our history eg.  https://www.history.com/this-day-in-history/yangtze-river-peaks-in-china
Let them analyze the source and answer questions like when, where, what, how many and why.

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On August 18, 1931, the Yangtze River in China peaks during a horrible flood that kills 3.7 million people directly and indirectly over the next several months. This was perhaps the worst natural disaster of the 20th century.

The Yangtze River runs through southern China, one of the most populated areas on Earth. The region's people, most of whom lived at subsistence level, depended on the river for water for their personal and farming needs. In April, the river-basin area received far-above-average rainfall. When torrential rains came again in July, the stage was set for disaster. The Yangtze flooded over a 500-square-mile area. The rising waters drove 500,000 people from their homes by the beginning of August.

As the waters continued to rise in the first half of August and even more rain fell, the rice fields that dominated the landscape were swamped, destroying the crop. Major cities such as Wuhan and Nanjing depended on this rice and, without it, people in the cities starved to death. In addition, typhoid and dysentery were rampant due to the polluted river. The millions who died from this flood perished from starvation and disease, many after the flood waters had receded.

Much of the disaster may have been averted if flood-control measures had been followed closely. The Yangtze carries large amounts of sediment, which accumulates in certain areas of the river and must be cleared regularly. However, with much of the area's resources devoted to civil war at the time, the river was neglected.
READ MORE: China: A Timeline

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On August 18, 1931, the Yangtze River in China peaks during a horrible flood that kills 3.7 million people directly and indirectly over the next several months. This was perhaps the worst natural disaster of the 20th century. The Yangtze River runs through southern China, one of the most populated areas on Earth.

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"Music also encourages intellectual processes by evoking ideas and images in listeners." source: https://teachers-climate-guide.fi/music/#musiikista-apua-ilmastoahdistukseen
Accordingly I would play some music( I wouldn't change here the curriculum) and give them the task to listen and brainstorm ideas of how people could adapt to the rising sea levels.

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Climate change affects humans and natural environments today and particularly in the future. Like any art form, music can change our approach to the changing world, communicate insight on climate change and help to process emotions. Therefore, music plays an important part in understanding climate change in-depth and building a climate-friendly world.

The Role of Music in Climate Change Action

Art can be seen as an activity that aims to critically observe and change our situation and fixed ideas about reality. Thus it's not surprising that environmental issues embedded in our society have become popular in socially and culturally engaged contemporary art. Art also discusses topics, values and meanings through emotions, unlike fact-driven natural sciences and engineering. Therefore, art has great potential to change our worldviews.

Like music in general, songs about climate change affect their listeners in many ways. In addition to the tune and lyrics, even the title may have an impact on the listening experience. Since environmental issues are collective basic experiences of modern times and constantly present in human consciousness and activities in one way or another, even subtle references to environmental themes may trigger thoughts and emotions in the listener. Experiencing lyrics or music doesn't happen in a vacuum but in the wider cultural and communal context. A critical approach to environmental issues can be activated and consciously adopted when listening or making music. Also the following facts may help to realize the role of music in raising active citizens taking action against climate change:

Music provides pleasure and meaningful experiences without high emissions.

Music encourages creativity and coping.

Music encourages cooperation

Improving musical skills increases perseverance and resilience which are also important in climate change mitigation.

Musicians as Environmentalists

Over many decades, musicians have communicated climate problems in their songs. Among famous songs inspired by environmental degradation are Joni Mitchell's Big Yellow Taxi and Michael Jackson's Earth Song. Climate change has inspired some songwriters, but there have not been huge hits about the topic, perhaps due to its complexity.

Musicians can inspire their fans to become active citizens by speaking out on climate change. For instance, Paul McCartney, Katy Perry and Pharrel Williams have discussed climate issues in interviews, blog posts and climate campaigns.

Music has also been used to communicate the latest climate science. In 2013, a cello piece entitled, A Song of Our Warming Planet, came out which illustrates changes in global temperature over 133 years. In 2015, it was followed by a composition for a string quartet that highlights the rapidly changing climate on different continents.

How Music Helps to Process Emotions

Music is a language of emotions, something humans have always used to express joys and sorrows. Like other art forms, music can affect us on an unconscious level and evoke unexpected emotions. Music can also help to process and solve complex emotions. Playing and improvising music transform emotions into tangible form. Playing and singing can be cathartic, a therapeutic experience.

There is no need to create a division between art and science subjects or the emotional and rational realms. In fact, art can be considered a branch of science - it can be, for instance, mathematical - and it's good to keep in mind that emotions and value judgements have impact on scientific research. However, it is an incontrovertible fact that art education promotes emotional intelligence, which also is needed in combat against climate change.[/su_spoiler]

Exercises

1. CLIMATE CHANGE SONG
Write a song about climate change.

2. CACOPHONY ORCHESTRA
Each student is given an instrument. Read aloud the following sentences while students explore emotional and musical responses to them. Here are some examples:

It is likely that the sea level will rise due to climate change.

All human beings have equal opportunities for taking action against climate change at work and home, and in politics.

Climate change shortens the winter snow season in cold countries.

Wind power has been growing fast in recent years around the world.

Climate change often triggers negative emotions, such as anxiety, fear and helplessness.

Grey herons have become a common species in Finland due to climate change.

Image Gallery

Singing in the Rain
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Paleface
Paleface | Photo: Saara Autere

Ihmistulva 05092009
kuva: Mikael Ahlfors

Hurricane Earl
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Sources and additional information

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Climate Change and Music Climate change affects humans and natural environments today and particularly in the future. Like any art form, music can change our approach to the changing world, communicate insight on climate change and help to process emotions. Therefore, music plays an important part in understanding climate change in-depth and building a climate-friendly [Read more...]

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Did you know that the genre climate fiction exists? Choose one  and read with your students: https://www.dw.com/en/11-novels-that-focus-on-climate-change/g-58574567
What to do with it? Discuss with them the image of a positive utopian world.
"You might want to contemplate how the positive utopian world you would like to live in looks like and what should we do to achieve it." source: https://teachers-climate-guide.fi/mother-tongue-and-literature/#kaunokirjallisuus-muutosvoimana

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11 novels that focus on climate change | DW | 09.08.2021

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The climate fiction genre has at times eerily presaged the future. Yet it also reflects our present reality. Here are some titles to check out.

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Present your students this collection of adaptation techniques.

1. https://www.dw.com/en/floating-homes-in-amsterdam/av-50379661

2. https://sealevelrise.org/solutions/

: Check here the local solutions.

Let them analyze the building engineering solutions. Tell them to create one solution using natural materials like stone, paper, wood.

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5. SEA LEVEL RISE
A series of activities about the average rise of sea levels for secondary school and high school students: http://spacemath.gsfc.nasa.gov/Modules/6Mod10Prob5.pdf
source: https://teachers-climate-guide.fi/mathematics/

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Climate Change and Mathematics Climate change affects humans and natural environments today and particularly in the future. Mathematical knowhow is necessary in producing knowledge about climate change, understanding it as a phenomenon and contributing to the climate debate. Therefore, learning math…

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https://aroundersenseofpurpose.eu/
Follow the steps of IVAC:
First phase : Investigation

STEM, geography and history

look at the what, where, when, how, who questions – and most importantly, why?

Eg. Collect place that are facing the problem.

Eg. Analyse the reasons: STEM and geography

Eg. Look at examples of natural disaster in the history

Second phase: vision

STEM, Art and design

How might this situation be improved/solved/resolved?

Eg. Collect ways of resolving the problem

Eg. Collect adaptation techniques

Third phase: Action

Music and Second language

Engage with others people/organisations as necessary to put your ideas into action

Eg. Write a leaflet, post, email to demand action: second language

Eg. Create chants urging to take actions-music

Eg. How to be an effective communicator- second language https://www.teachingenglish.org.uk/article/asking-change

Fourth phase: Change

ART and design, Second Language

Reflect on what has been achieved. What has actually changed? This can be physical change or a change within the students and/or others.

Eg. Build the scenario before and after resolving the problem-art and design

Eg. Write a report about the changes made- second language

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A Rounder Sense of Purpose (RSP) is a framework that has been designed for all educators, working at any level, who wish to provide an education for sustainable development.

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https://www.ted.com/talks/climate_action_tracker_the_state_of_the_climate_crisis_in_2021

First, i introduce the thematic by showing the following video. Then, we do a brainstorm regarding climate change and sum up in a word cloud the most discussed topics.

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Climate Action Tracker: The state of the climate crisis in 2021 | TED Talk

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2021 is a critical year for climate change. According to the Paris Climate Agreement, governments must decide now on how to reduce the amount of carbon they pump into the atmosphere in order to avoid the most devastating consequences of global warming. So, are we on track to limit global warming to…

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We can show some remarkable images about climate change to raise students' curiosity and we can discuss effects of it on both humans and animals.

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Our school is located near the sea so we often stay on the beach. Students collect natural materials that the sea throws out. There are wooden twigs, shells, interesting stones. From these materials, students make something new. For example frames for your drawings. They put all the plastic packaging they find in plastic containers. Thus, from an early age, they live responsibly by the sea, which they adore.

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I could integrate it into my speaking class. I can make them watch a video on changing sea levels or just hear them and want them to share their feelings about what they watch or feel.

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Our arrea has very beautiful beaches.All of my students go the beach every summer and they collect little peaces of wood,shales,ect.Children will bring natural materials they have collected from the beach during their summer holidays and we will create frames and other creations using them.

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We will watch the video and talk about the sea pollution and what we can do to change it.

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psts.gr: Προστατέψτε τις θάλασσες και τις ακτές μας

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I would show the speech "We are sinking" given by the Tuvalu foreign minister in Cop26.
This would arise awareness and discussion. Students could work in groups to write the speech they would like to give in Cop26 and present it to the class (developing writing and speaking skills).

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Tuvalu's foreign minister has recorded a speech for the United Nations climate conference in Glasgow standing knee-deep in seawater to highlight how his low-lying Pacific Island nation is on the frontline of climate change.

Images of Simon Kofe standing in a suit and tie at a lectern set up in the sea, with his trouser legs rolled up, have been shared widely on social media, drawing attention to Tuvalu's struggle against rising sea levels.

"The statement juxtaposes the Cop26 setting with the real-life situations faced in Tuvalu due to the impacts of climate change and sea level rise and highlights the bold action Tuvalu is taking to address the very pressing issues of human mobility under climate change," Kofe said in his video message.

Tuvalu's foreign affairs Simon Kofe gives a Cop26 statement while standing in the ocean in Funafuti, Tuvalu. Photograph: Tuvalu Foreign Ministry/Reuters

The video was shot by public broadcaster TVBC at the far end of Fongafale, the main islet of the capital Funafuti, a government official said. It is due to be shown at the climate summit on Tuesday and comes as regional leaders push for more aggressive action to limit the impact of climate change.

Many big polluters have vowed to intensify their carbon cuts over coming decades with some aiming for net zero carbon emissions by 2050. But Pacific Island leaders have demanded immediate action, pointing out that the very survival of their low-lying countries is at stake.

Before Cop26, it emerged that one-third of Pacific small island states and territories would be unable to send any government figures to the summit in Glasgow due to Covid-19 travel restrictions.

The lack of high-level representation of Pacific nations at the meeting led to fears that the concerns of these countries, which are among those most at risk due to the climate crisis, would not be appropriately represented at the summit.

In October, a World Bank report said that projected sea level rise could cost the Marshall Islands, a country in the north Pacific halfway between Hawaii and Australia, its status as a nation.

It has a population of 59,000 and a land mass of just 180sq km, consisting of 1,156 individual islands. It is one of the countries considered most at risk of disappearing due to sea level rise.
With Reuters

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Tuvalu minister to address Cop26 knee deep in water to highlight climate crisis and sea level rise

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'We are sinking': foreign minister Simon Kofe hopes the speech will demonstrate the reality of sea levels rising for countries on the frontline

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Watch the video and talk about the problem.Ask questions and give answers about what we have to do and what we have to change in our actions so this phenomenon will stop.

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Εκπαιδευτικά βίντεο – Triton

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Ανακαλύψτε τα εκπαιδευτικά βίντεο Interreg Triton Ελλάδας-Ιταλίας!

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I teach Biology. So, I would talk with students about this topic, about causes and consequences of changing sea levels. Then I would show them graph and data of changing sea levels last hundred years. I would give them a task to calculate sea level in 2060 year if humans shouldn't change their behaviour and sea levels continue to rise at the same rate. They should investigate what should be an impact of this sea level in 2060 to our country and particular them. Students should after that discuss about their results.

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Sea level has risen 8-9 inches since 1880, and the rate is accelerating thanks to glacier and ice sheet melt.

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Climate Change Threatens World Heritage Sites, such the historical city of Venice. In History class we can study the impact of climate change to the world's heritage, because natural and man-made heritage sites throughout the world are in danger of being fundamentally altered, damaged or destroyed by climate change.

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Venice underwater as historically high tides continue to rise l ABC News

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I would choose a book or an article to explore this topic and at the same time expand the students' vocabulary on the subject. Next, I would motivate them to participate on a debate where they had to suggest some possible solutions and come up with a «TO CHANGE LIST».

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I will show this video to students first.Then I plan to discuss the subject with the second foreign language, which is our lesson.While developing their speaking skills, they will also learn about the climate crisis.

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Causes and Effects of Climate Change | National Geographic

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1. The connection between population density and coasts.
"Where do most people in the world live - along the coasts or further inland?" You can start with the question. After students answer, view the MapMaker Interactive: World—Population Density map. The map shows that the most densely populated areas are along the coastline.

2. Brainstorm and discuss the pros of coastal living.
Create the Pros and Cons of Coastal Living worksheet. Distribute a copy to each student group and have students list the benefits of living near the ocean in the Pros column. Then discuss their ideas as a class. Ask "Why are so many people settling near the coasts?"

3. Brainstorm and discuss the cons of coastal living.
In the Cons column of the worksheet, ask students to brainstorm reasons why living near the shore might be difficult. Then discuss as a class. "What are the possible disadvantages of living near the beach?" ask. Explain to students that coastal communities are often adversely affected by severe storms, hurricanes, and tsunamis and are prone to coastal flooding. Pollution and waste disposal from so many people is also a problem. Future global climate change will be a major concern as a projected rise in sea level could mean more flooding and warmer oceans could generate more storms. Review vocabulary terms such as tsunami and climate change if necessary. Ask: Can you think of examples of disaster-stricken coastal areas? Discuss how tsunamis and floods affect the regions, both globally and locally.

4. Compare today's coastline with projected changes due to climate change and discuss how climate change will affect coastal cities.
Review the causes of sea level change with students and discuss concepts that will help them understand. Then watch the video https://sealevel.nasa.gov/resources/103/video-rising-tides-understanding-sea-level-rise. What could happen to people living along the coastline if sea levels rise, as shown in the animation? Students should see that many coastal communities can be flooded. Explain that such sea-level rises will occur for many years to come.

5. Ask students to create a three-minute news report on coastal issues.
The report may be in written, audio or video format, depending on the time and equipment you have. Divide students into small groups to research, write reports, and present in class. Each group should prepare a report on a different coastal area. Select a variety of coastal communities that are geographically unique.

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1. Make connections between population density and coasts.
Ask: Where do most of the world's people live-along coasts or farther inland? After students answer, display the MapMaker Interactive: World-Population Density map. Explain to students that darker areas indicate greater population density, which measures how many people live in a square mile. A square mile is a space that is one mile long and one mile wide. The map shows that the most densely populated areas are along coastlines. According to the U.S. Census Bureau, nearly one-third of the population in the United States lives in a coastline city or county. Tell students that this doesn't happen just in the United States. Scientists at Columbia University's Earth Institute estimate that, worldwide, the number of people living within 60 miles of a coast will rise 35 percent by the year 2025 compared to 1995 levels.

2. Brainstorm and discuss the pros of coastal living.
Distribute a copy of the worksheet Pros and Cons of Coastal Living to each student and have students work independently to list the benefits of living near the ocean in the Pros column. Then discuss their ideas as a class. Ask: Why do so many people settle near coasts? Students' responses will vary, but may include that people like living near the water. Tell students that many of the world's largest cities are located on the coast. Throughout history, cities were built around ports because ports provided opportunities for trade, jobs, and transportation. People chose to move to coastal cities for these reasons. Two of the biggest cities in the United States, New York City and Boston, developed around ports. Today the area from Boston to Washington, D.C. is called a megalopolis-one huge city. Emphasize the relationship between coasts and large cities by referring back to the MapMaker Interactive. Point out large cities such as Shanghai, Mumbai, and Los Angeles to show how most of the world's largest cities are on a coast.

3. Brainstorm and discuss the cons of coastal living.
Ask students to independently brainstorm reasons it might be challenging to live near the coast in the Cons column of the worksheet. Then discuss as a class. Ask: What are possible drawbacks to living near a coast? Explain to students that coastal communities are often negatively affected by severe storms, hurricanes, and tsunamis, and they are prone to coastal flooding. Pollution and waste disposal from so many people is also a problem. In the future, global climate change will be a big concern, as a projected rise in sea level may mean more flooding, and warmer oceans may generate more storms. Review vocabulary terms such as tsunami and climate change if needed. Ask: Can you think of examples of coastal areas that have experienced disasters? Refer to how flooding from the Japanese Tsunami in 2011 affected Japan, and how Hurricane Katrina and the 2010 oil spill affected areas along the Gulf Coast, including the city of New Orleans.

4. Compare the coastline of today with projected changes due to climate change and discuss how climate change will impact coastal cities.
Display the following web pages: NOAA: Sea Levels Online, which shows trends in sea level change in the United States; and NOAA: Regional Mean Sea Level Trends, which explains why levels are rising along the majority of the coast and falling in other areas. Review the reasons for sea level change with students and discuss any concepts they need help understanding. Then show the University of Kansas: Sea Level Rise animation. Students can view sea level changes for the entire planet, but you can view the results more clearly if you zoom in on a particular region. Playing the movie in loop mode shows changes from one- to six-meter rises in sea level. Ask: What might happen to people living along coastlines if sea levels rise as shown in the animation? Students should see that many coastal communities could end up underwater. Explain that such rises in sea level would happen over many years. Estimates are for rises of about one meter over the next 100 years in the most affected areas.

5. Ask students to create a three-minute news report about coastal concerns.
The report can be in written, audio, or video format depending on the time and equipment you have available. Divide students into small groups to conduct research, write the report, and present it to the class. Each group should prepare a report about a different coastal area. Choose a variety of coastal communities that are geographically unique. Some possibilities include Cape Cod, the Outer Banks, the south Florida coast, New Orleans and the Gulf Coast, San Diego, and coastal Alaska. If you live on or near a coast, be sure to have a group prepare a report on your own community.

Informal Assessment

Check students' comprehension by asking them the following questions:

Why do people live near coastlines?

What are the main threats to coastal communities?

What are ways people can help protect coasts?

Where would people have to move as a result of sea level rise caused by climate change? Where would you want to move if you lived on the coast and were forced to leave because of the rising ocean? Why?

Extending the Learning

Use figures and statistics surrounding coastal populations to do some math extensions. For example, look at a United States map and count the states bordering the ocean (23). Make a fraction using the number of the coastline states and all states (23/50). Calculate the percentage of coastline states by dividing by 50. Use population data to calculate the percentage of people living on U.S. coasts; for example, the total U.S. population in 2008 was 304 million and 87 million lived on the coasts (29 percent).

Subjects & Disciplines

Biology

Earth Science

English Language Arts

Geography

Learning Objectives

Students will:

explain why many of the world's people live near coastlines

list drawbacks to living on a coastline

gather, organize, and interpret scientific and geographic data from maps, videos, and online sources

produce a news report on coastal concerns

evaluate the pros and cons of coastal living

Teaching Methods

Brainstorming

Cooperative learning

Discussions

Research

Visual instruction

Writing

Skills Summary

This activity targets the following skills:

21st Century Themes

Critical Thinking Skills

Analyzing

Evaluating

Remembering

Understanding

Geographic Skills

Connections to National Standards, Principles, and Practices

IRA/NCTE Standards for the English Language Arts

Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Standard 8: Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

National Council for Social Studies Curriculum Standards

Theme 2: Time, Continuity, and Change

Theme 3: People, Places, and Environments

National Geography Standards

Standard 1: How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information

Standard 12: The processes, patterns, and functions of human settlement

Standard 15: How physical systems affect human systems

Standard 17: How to apply geography to interpret the past

Standard 9: The characteristics, distribution, and migration of human populations on Earth's surface

Ocean Literacy Essential Principles and Fundamental Concepts

Principle 1d: Sea level is the average height of the ocean relative to the land, taking into account the differences caused by tides. Sea level changes as plate tectonics cause the volume of ocean basins and the height of the land to change. It changes as ice caps on land melt or grow. It also changes as sea water expands and contracts when ocean water warms and cools.

Principle 6d: Much of the world's population lives in coastal areas.

Principle 6f: Coastal regions are susceptible to natural hazards (such as tsunamis, hurricanes, cyclones, sea level change, and storm surges).

ISTE Standards for Students (ISTE Standards*S)

Required Technology

Internet Access: Required

Tech Setup: 1 computer per small group, Projector

Plug-Ins: Quicktime

Physical Space

Classroom

Media Center/Library

Grouping

Other Notes

Ideally, students will complete this project over the course of 2-3 hour-long sessions.

Before starting the activity, decide what coastal areas you would like students to research for their news reports. Gather library resources on those areas, or choose appropriate Internet resources for students.

Background Information

Worldwide, approximately 40 percent of the population lives on or near a coastline. People choose to live on coasts for many beneficial reasons, but coastal living also has drawbacks. Climate change, rising population, and other factors will increasingly affect those who live on coasts.

Recommended Prior Activities

Vocabulary

Term

Part of Speech

Definition

Encyclopedic Entry

Articles & Profiles

Websites

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Writer

Rhonda Lucas Donald

Educator Reviewer

Lydia Lewis, M.Ed., Grade 5 U.S. History/Geography Educator; National Cathedral School, Washington, D.C.

Expert Reviewer

Julie Brown, National Geographic Society

Sources

Wilson, Steven G. and Thomas R. Fischetti. Coastline Population Trends in the United States: 1960-2008. U.S. Census Bureau, May 2010. Web. 22 Feb. 2011.

Population Action International. It's 2025. Where Do Most People Live? The Earth Institute Columbia University, July 11, 2006. Web. 22 Feb. 2011.

Percentage of Population Living in Coastal Areas. Socioeconomic Data and Applications Center. Columbia University. Web. 22 Feb. 2011.

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1. Make connections between population density and coasts. Ask: Where do most of the world's people live-along coasts or farther inland? After students answer, display the MapMaker Interactive: World-Population Density map. Explain to students that darker areas indicate greater population density, which measures how many people live in a square mile.

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Discussions or debates about climate change and human factor.

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Rising Tides: Understanding Sea Level Rise – Climate Change: Vital Signs of the Planet (nasa.gov)
After watching this video, I want them to write a text about "What if don't care about this?" Then ı would like them to think and discuss about "what are the solutions?" At the end we take notes on the padlet to use it on our school website.

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Climate Change: Vital Signs of the Planet

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March 10, 2020

As human activity warms our planet, the ocean absorbs over 90% of the excess heat. This increases water volume and melts ice sheets and glaciers, contributing to sea level rise. Watch the video to learn how much global sea level is rising each year, what that looks like in everyday terms, and why it matters.

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national aeronautics and space administration

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Rising Tides: Understanding Sea Level Rise - Climate Change: Vital Signs of the Planet

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The basics of sea level rise, expressed in everyday terms, and what it means for those on the coast.

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Modeling of the solar system from plasticine.

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Examination of the greenhouse effect.

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Examination of the historical frame.

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Listening songs.

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Reading books

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Creating our art works.

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As a Biologist I am particularly interested in issues related to biodiversity. Rising sea levels, due to climate change, threatens with extinction numerous species around the globe that will not be able to adapt to the environment. Therefore, first I would highlight to my students the risks for the organisms of changing sea levels showing them a relevant video and afterwards I would try to engage them in a debate about climate crisis via an interactive role-play situation by assigning various roles to them (e.g. scientist, politician, citizen etc).

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Children can create toys from recyclable materials, such as waste that pollutes the sea (glasses and plastic bottles, bags, plastic sticks ...). This way we can do something fun, useful and help reduce pollution. I work with kindergarten children.

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As an EFL teacher in high school, I would probably start with the KWL chart into which my students would have to write all the things they already know about the sea level rise as a result of climate change. Next, we would watch this TED talk and see if there are any misconceptions about what we already know about this topic and if we can add new information to the KWL chart. Students would then, create a quiz based on all the information they got from the video and we could round everything up with a debate lesson covering the facts and vocabulary we have acquired.

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Sea level rise - fact & fiction: John Englander at TEDxBocaRaton

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With students, I would watch a video about the decomposition of plastic waste that is thrown into the sea or rivers. We would then calculate how much filament we could make from the plastic waste thrown into the sea.

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I can use google earth-timelapse to show the sea level change over time.If I have a place to choose, I will try to choose it from the environment I live in or from a region in my country.After the coastal change examples in my country, I can give examples from around the world.We can brainstorm with my students on the causes and consequences of coastal change

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here.

Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

Learn more about Google Earth.

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here. Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

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I would give this web address to students
https://climatekids.nasa.gov/menu/water/
and first they should study the page , find key words and information and then in groups of four make a collaborative infographic about water and climate change. They should group the information in the following categories: Interesting things about water, sea levels , glaciers, sea acidification. In the end, each group would present their infograpfic.

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Water is essential for life on Earth. From oceans to rivers to clouds in the sky, NASA satellites are observing where Earth's water is found--and how that is changing over time.

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I teach biology.
I can implement this topic in many activities.
So, I would talk to my students about the topic (causes and consequences of changing sea levels). I would divide them in teams and each team would have one assignement:
- one team learn more about climate change,   on the internet
- another team follow the news about rising sea levels in Romania (Constanta)
Students should after that discuss about their results.

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A real situation can be studied easily through a text and exercises around it. The example of the Carteret Islands, that have dislodged its inhabitants due to the rise of the sea level. Pictures of the before and after, plus of its inhabitants and their previous life on the islands would give it a more real feeling.

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My students are 8 years old. First, I had them watch the video Nature speaks. Then I would watch an animation about the melting of glaciers and rising sea levels. I used to calculate water footprints at https://www.yarininsuyu.com. I used to divide students into groups. 1.Group Recycling and harvesting of water used in the kitchen.
2.Group Recovery and harvesting of rain water.
Group 3 They used to work on the use of recycled water in agriculture, cleaning, etc.

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https://www.climate.gov/news-features/understanding-climate/climate-change-global-sea-level

https://www.youtube.com/watch?v=QH-KYmRAzOA

I would first explain what sea level rise is and what causes it, using the information on this site.

Using these sites, I would explain how sea level rise would affect which countries. : https://www.climatecentral.org/news/report-flooded-future-global-vulnerability-to-sea-level-rise-worse-than-previously-understood

https://www.downtoearth.org.in/news/climate-change/15-million-in-asia-s-cities-can-be-affected-by-sea-level-rise-by-2030-greenpeace-77684

https://earth.org/sea-level-rise-will-disproportionately-affect-developing-countries/

https://www.youtube.com/watch?v=L-gpHgebunY I had students watch this video so they could empathize with people affected by sea level rise.

Even if we are not affected by sea level rise as a country, I would ask questions to help students understand that our country could indirectly affect it. (For example, might people affected by sea level rise want to migrate? Can we be one of the countries they will migrate to? How will we be affected by this situation?)

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Starting from watching this video will discuss about the meaning of the rising of sea level. Using brainstorming in class we'll find the causes and effects of this.  Then, we'll debate on each of them.

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Cresterea nivelurilor oceanelor, mai grava decat s-a anticipat

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Students see this video to reflect on the different processes that influence the evolution of the sea level and how these are important for defining the vulnerability of a given coastal area in the context of climate change.

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Questa puntata ci introduce alle dinamiche e ai diversi fattori climatici, geologici e antropici che influenzano le variazioni del livello del mare. In particolare vengono presentati i diversi processi che influenzano l'evoluzione del livello marino e come questi siano importanti per definire la vulnerabilità di una determinata area costiera nel contesto del cambiamento climatico.

Esamineremo il ruolo delle variazioni glaciali/interglaciali degli ultimi migliaia di anni e di come l'accrescimento e la fusione delle grandi calotte glaciali ai poli abbiano fortemente influenzato le fasi di discesa e di risalita del livello del mare.

Viene poi ricordato come queste grandi variazioni globali siano fortemente modificabili da fattori locali, come i movimenti della crosta terrestre o la compattazione dei sedimenti nelle piane costiere, e di come questi fattori siano le cause della grande variabilità nelle variazioni del livello del mare che è possibile osservare nelle diverse regioni del globo.

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Oscillazioni climatiche del livello del mare - Scienza - Rai Cultura

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Questa puntata ci introduce alle dinamiche e ai diversi fattori climatici, geologici e antropici che influenzano le variazioni del livello del mare. In particolare vengono presentati i diversi processi che influenzano l'evoluzione del livello marino e come questi siano importanti per definire la vulnerabilità di una determinata area costiera nel contesto del cambiamento climatico.

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Watch the video and discuss the issue

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Sea level rise is an expected result of climate change but few realize how much the sea has already risen in the past few decades. Researchers from NASA's Jet Propulsion Laboratory have compiled satellite data to show how sea level has changed since 1993 and it's alarming.

However, as upsetting as this information is, the future of our seas is even bleaker. As project scientist Josh Willis puts it: "You ain't seen nothing yet."
Video courtesy of NASA Jet Propulsion Laboratory

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This animated map shows an alarming change in sea levels over the last 23 years

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Sea level rise is an expected result of climate change but few realize how much the sea has already risen in the past few decades. Researchers from NASA's Jet Propulsion Laboratory have compiled satellite data to show how sea level has changed since 1993 and it's alarming.

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I teach Geography and we talk a lot about tourism being very important activity for the entire Croatian economy. I would like my students to get the idea of the impact that sea level rise is going to have on our economy.

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With younger kids I like to approach in a multidisciplinary way... and last year I was in a course about AI basic for schools and I discovered this activity and become my favourite.
AI for oceans from Hour of code.

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Learn about AI, machine learning, training data, and bias, while exploring ethical issues and how AI can be used to address world problems. Computer science is about so much more than coding! Enjoy Code.org’s first step in a new journey to teach more about AI throughout our curriculum.

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My students created dolls from recyclable materials. I really love this type of activity. Every year we carry out such activities.

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I teach English as a second language, but I would involve my students in using the English Language to study in depth such a crucial topic.
During my lessons I would ask my student to read, at home this article from National Geographic and jot down the main points of each paragraph.
I would the ask students to report in class, in a kind of circle time activity, to summarize the key elements  present in each paragraph:
- What the Paris agreement stated and what were the resolutions made by the UN climate change summit in 2016 and in 2021.
- I would also ask to refer what are the TOP of the CLASS countries, the ones who SHOW SOME PROMISES, and the ones WHO ARE BARELY TRYING.
- I would divide them in three groups in which they:
1. Should read the articles and watch the following videos: https://www.nationalgeographic.com/environment/article/some-irreversible-changes-to-the-climate-can-still-be-headed-off-report-says
https://www.nationalgeographic.com/environment/article/hurricane-dorian-science-behind-the-storm
https://www.nationalgeographic.com/science/article/climate-change-sea-level-water-will-come-jeff-goodell

2. Should watch this video in which some solution are proposed
https://www.ted.com/talks/skylar_tibbits_a_new_way_to_grow_islands_and_coastlines
https://www.transitiontowntotnes.org/

As a third and last step I would ask them to set up a well prepared and organized debate, using KIALO.com and focusing the attention on the key words: RESILIENCE and adaptation rather than RESISTANCE AND FEAR, in order to go towards natural construction  instead to natural distruction

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It has been a little under four years since 196 countries negotiated the Paris Agreement, under which they committed to taking steps to limit the increase in global average temperature this century to well below 2 degrees Celsius (3.6 degrees Fahrenheit) over preindustrial levels, and ultimately to limit that increase to 1.5 degrees C (2.7 degrees F). Under the agreement, each signatory submits its own national plan, setting targets for emissions reductions and specifying pathways by which it aims to meet those targets.

Despite the 2015 agreement, global carbon emissions increased 1.7 percent in 2017 and a further 2.7 percent in 2018; it has been estimated that the rate of increase in 2019 will be among the highest on record. The last four years have been the hottest on record, with 2019 on track to make it five. But analyses suggest that fast action now can reduce carbon emissions within 12 years and hold global increases below 2 degrees C and perhaps 1.5.

Are countries making progress? What kind? We got together with the Climate Action Tracker to see who's dragging their heels and who is making the best efforts. The CAT covers all the biggest emitters and a representative sample of smaller emitters. Their data covers about 80 percent of global emissions and approximately 70 percent of the global population, and grades countries based on how likely their Paris commitments and actions, if replicated by other nations, would be to achieve a world of 1.5 degrees C of warming.

"Few major emitters are taking the kind of action that will keep warming to 1.5 Celsius, but some, like India, the EU, and China, could step up at the New York climate summit and announce stronger targets," says Bill Hare, CEO of Climate Analytics, one of the CAT's constituent organizations.

"However, if all governments meet their Paris Agreement target, we calculate the world would still see 3 C of warming, but that warming is likely to be even higher given most are not taking enough action to meet their targets. We still have a long way to go," he says.

As countries prepare to revisit their targets at the United Nations Climate Change Summit on September 23, here is a summary of some of the leaders and stragglers so far.

Top of the class

Morocco: According to CAT, Morocco is one of only two countries with a plan to reduce its CO ₂ emissions to a level consistent with limiting warming to 1.5 degrees C. Morocco's National Energy Strategy calls for generating 42 percent of its electricity production from renewables by 2020, and 52 percent by 2030. Already it is at 35 percent, not least because of investment in such projects as the Noor Ouarzazate complex, the largest concentrated solar farm in the world, which covers an area the size of 3,500 football fields, it generates enough electricity to power two cities the size of Marrakesh.

Costa Rica: Costa Rica aims for its electricity production to be 100 percent renewable by 2021. It's already extremely close: in 2018 it generated 98 percent of its electricity from renewable sources-primarily hydropower- for the fourth consecutive year. Two-thirds of its greenhouse gas emissions are from transportation, and the country has made it a national priority to use renewable energy across its roads and rails. The National Plan for Electric Transportation calls for at least five percent of the bus fleet to be replaced by electric buses every two years, and for at least 10 percent of new taxi concessions to be given to electric vehicles. Additionally, in February 2019 Costa Rica extended a moratorium on oil extraction and exploitation from 2021 until the end of 2050.

European Union:The EU was a comparatively early adopter of climate targets. In 2009, it set a goal of reducing greenhouse gas emissions by 20 percent by 2020; its Paris target increased that to a 40 percent reduction by 2030. Its present policies, if fully enacted, would enable it to exceed that target. In May, the EU formally adopted into law a series of measures that included a binding target for 32 percent of electricity production to come from renewables by 2030. To achieve that figure across the EU, different countries within the bloc have adopted different national targets: For example, for Malta, the goal is 10 percent renewables, while for Sweden it is 49 percent.

CAT calculates that meeting this and other targets contained in the European Commission's "Clean Energy for all Europeans" package would result in a reduction in emissions of 48 percent by 2030; a separate study has concluded that further improving energy efficiency targets and closing coal power plants across the EU by 2030 would increase that figure further, to 58 percent. However, because the EU is collectively the third-largest emitter of CO2 behind China and the United States, such a target would just place the bloc in range of a 2 degrees C-compatible reduction.

( See 49 years of environmental victories, in photos.)

Shows some promise

Norway: Norway's emissions are projected to decrease by only 7 percent by 2030, and its implemented policies are consistent with warming between 3 and 4 degrees C if all others followed a similar level of ambition. However, there are signs of progress. It has set an ambitious target of reducing emissions by 40 percent by 2030; and it has adopted legislation committing the country to reducing emissions by 80-95 percent relative to 1990 levels by 2050. Its parliament agreed in June to (mostly) disinvest its $1 trillion Sovereign Wealth Fund from oil, gas, and coal, dumping $13 billion in stocks related to fossil fuels (though sparing those belonging to ExxonMobil and Royal Dutch Shell) and diverting resources to renewable energy projects. Norway also leads the world in its embrace of electric cars; almost 60 percent of new cars sold in the country in March were electric. Forest cover is increasing. And electricity production is almost entirely from renewables: 96 percent from hydropower and 2 percent from wind farms.

China: The good news: China is on course to meet its Paris targets. The bad news, according to CAT: Those targets are woefully inadequate, and not ambitious enough to limit warming to below 2 degrees C, let alone to 1.5 C as required under the Paris Agreement, unless other countries make much deeper reductions at comparably greater eﬀort. China's CO ₂ emissions-already the largest in the world- grew an estimated 2.3 percent increase in 2018; in fact, with current policies, China's greenhouse gas emissions are projected to rise until at least 2030, although a recent study concluded they may in fact peak a decade earlier. The Chinese government has heavily subsidized the manufacture of electric cars and has sought to reduce the number of gasoline-powered cars on the road; in 2018, Chinese consumers bought 1.1 million electric vehicles- more than the rest of the world combined. China is the largest manufacturer of solar technology in the world, but it is also the largest consumer of coal, and is financing the construction of coal-fired power stations around the world.

United Kingdom: The U.K. is an interesting case. On the one hand, the country reduced its emissions by 44 percent between 1990 and 2018, even as its economy grew by 75 percent. The government has declared a climate emergency, and in June passed legislation codifying a goal of net zero emissions by 2050. (That was under the previous government; new Prime Minister Boris Johnson has shown support for climate deniers.) However, the government's own Committee on Climate Change has advised that the country is lagging far behind many of its stated long-term climate goals, and the nation is roiled with political uncertainty that could directly affect policy in this area. Should Britain leave the European Union with a No-Deal Brexit, it would no longer be able to participate in the EU's Emission Trading Scheme, for example.

Barely trying

Russia is for the first time considering legislation to regulate emissions, and President Vladimir Putin has acknowledged that Russia is experiencing the impacts of climate change. However, he has cautioned against "the complete abandonment of nuclear or hydrocarbon energy," asking metaphorically whether it will be "comfortable for people to live on a planet with a palisade of wind turbines and several layers of solar panels" and claiming that "turbines shake so much that worms come out of the ground."

In March 2018 Saudi Arabia and the SoftBank Group signed a memorandum of understanding to build a 200 GW solar plant, the largest single solar project worldwide; but by December of that year, the project had been canceled. At present, CAT estimates that present plans are likely to result in an increase in emissions by as much as 80 percent on 2015 levels by 2030.

Ukraine: Ukraine appears to be heading in the wrong direction. The most recent data (from 2016) shows that the country's emissions from fossil fuel combustion, industry, agriculture, and waste sources declined by 64 percent below 1990 levels, a function less of efficiency goals than of the fall of the Soviet Union. CAT notes that "Ukraine's current climate target would see its emissions grow substantially from present levels."

In 2018, Ukraine published a 2050 Low Emission Development Strategy, which if fully implemented could enable it to reach its Paris targets. However, the previous government said it would revisit its Paris pledge after "restoration of its territorial integrity and state sovereignty," leading activists to accuse the country of using its conflict with Russia-backed rebels to justify climate inaction.

The administration has been working to actively censor climate science within its own agencies, and has established a climate change review panel tasked with questioning the findings of the country's National Climate Assessment. The leader of that panel is a climate change denier who has stated that "the demonization of carbon dioxide is just like the demonization of the poor Jews under Hitler."

CAT estimates that, if implemented fully, the administration's policies could by 2030 cause an increase in the U.S.'s annual greenhouse gas emissions equivalent to the total annual emissions of the state of California.

The administration has signaled its intent to withdraw from the Paris Agreement in 2020.

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World climate change report card: These countries are meeting goals

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It has been a little under four years since 196 countries negotiated the Paris Agreement, under which they committed to taking steps to limit the increase in global average temperature this century to well below 2 degrees Celsius (3.6 degrees Fahrenheit) over preindustrial levels, and ultimately to limit that increase to 1.5 degrees C (2.7 degrees F).

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I'd ask my students to work in groups and write a fantastic story imaging what their life could be in 2080,living in a sea-side village. They should also imagine what could be the world map in 60 years.
Others could enquire on the real risk and gather info and also links to useful videos on the issue of glaciers melting.
Another group could create slogans in order to take action and organize a campaign to sensibilize citizens and government.A word cloud on related vocabulary would be useful too!

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Since I teach different subjects in the lower grades, the STEM area would be best for me to take the topic of raising the sea level through several subjects. In addition to the mother tongue, they could write a song, eg a seagull (a poem of 5 verses), after watching an educational video and talking about what they had seen, they could try to solve the problem by working in groups

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Climate Change: Vital Signs of the Planet

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March 10, 2020

As human activity warms our planet, the ocean absorbs over 90% of the excess heat. This increases water volume and melts ice sheets and glaciers, contributing to sea level rise. Watch the video to learn how much global sea level is rising each year, what that looks like in everyday terms, and why it matters.

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national aeronautics and space administration

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Rising Tides: Understanding Sea Level Rise - Climate Change: Vital Signs of the Planet

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The basics of sea level rise, expressed in everyday terms, and what it means for those on the coast.

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I didn't know that climate fiction exists, I saw it in one of the posts here and I thought of an idea that my students read the book "The Wall" by John Lanchester. It's about "an island nation builds an enormous concrete wall around its entire border. New "Defender" Joseph Kavanagh is tasked with protecting his section of the Wall from the Others — people fleeing the rising seas outside who attack constantly. Failure will result in death or a perhaps a worse fate: being cast out to sea amongst the Others."

We would talk about the vocabulary and we would talk about future tense or conditional because there things could happen soon.

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11 novels that focus on climate change | DW | 09.08.2021

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The climate fiction genre has at times eerily presaged the future. Yet it also reflects our present reality. Here are some titles to check out.

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I would invite the students to listen to a recording (maybe converting a video into mp3) and complete a gap-fill in activity.

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I teach Physics and Chemistry to students aged 16-17 in a seaside town.
To alert pupils to rising sea levels and their consequences, I would use this article from the Science in Schools journal, which involves Earth Science and Physics.
The article is about Thermal expansion and volumetric coefficient of thermal expansion, in the lab I would divide the students into 2 groups, one for each experiment, later the class would examine the results in the following perspective: how a small change (the coefficient of thermal expansion is small) can cause a significant rise in sea levels - the calculations are in the article.
Homework assignment: take a picture of something in the city by the sea and draw a line of the water level in 2060 if nothing is done to mitigate sea level rise.

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Author(s): Carla Isabel Ribeiro, Ole Ahlgren

Not just melting ice: a simple experiment demonstrates how thermal expansion contributes to rising sea levels as one of the consequences of climate change.

An expanding ocean

The planetary ocean is a mass of water that covers most of our planet and interconnects all parts of the globe. It plays an important role in the Earth's climate and, although a complex system, still obeys the simple laws of physics and chemistry taught in schools. When teaching these laws, teachers can use this example to raise awareness of the dynamics of the ocean and its impact on our lives.

Thermal expansion and volumetric coefficient of thermal expansion

When talking about a rise in sea level due to global heating, many people think only of melting ice sheets and glaciers and do not realise that thermal expansion is actually a significant factor.

Most materials expand when heated. We say 'most materials' because water in the liquid state does not follow this trend between 0 and 4°C. Despite this behaviour, above 4°C, water will expand when heated. This is one of the problems with an increase in the sea-surface temperature - the water dilates and contributes to rising sea levels. Thermal expansion is responsible for about 43% of rising sea levels, which pose a serious threat to populations living along coastlines.

Activity 1: Observing the thermal expansion of water

Students can see first-hand how water behaves with temperature. This simple experiment is suitable for students aged 11-14 and demonstrates how the volume of water changes with temperature. The activity lasts about 15 minutes.

Materials

250 cm³ Erlenmeyer flask

Approx. 300 cm³ water containing food colouring

Graduated pipette

Laboratory rubber stopper

500 cm³ beaker

200 cm³ hot water, approx. 50oC

Procedure

1. Make a hole through the stopper, so it can accommodate the graduated pipette.

2. Fill the Erlenmeyer flask with water containing food colouring.

3. Close the flask with the stopper and add more water until it can be observed on the scale of the pipette.

4. Ask the students to note the water level (the volume of water is not important, but the reading will allow students to detect any changes).

5. Immerse the flask inside a large container like a 500 cm³ beaker containing hot water, allow the water inside the flask to warm up until the expansion stops (this takes several minutes) and then ask students to make a note of the water level.

Activity 2: Measuring the thermal expansion coefficient of water

Older students can expand on Activity 1 to roughly calculate the thermal expansion coefficient of water. This physical quantity, in K⁻¹, can be calculated using the following equation:

where Δ V is the variation (increase) in volume, V is the initial volume, and Δ T is the variation in temperature.

This is a rough calculation because, as proposed, the experiment contains several errors that are difficult to overcome, as we will explain below. However, if this is acknowledged and the main objective is not to determine an exact value for the coefficient of thermal expansion, but rather a value of the same order of magnitude as the actual one, students can still perform measurements and draw some conclusions.

One of the problems with this experiment is that the thermal expansion coefficient of water varies with temperature: for example, at 10°C it is 8.8×10⁻⁵ K⁻¹, at 20°C it is 2.07×10⁻⁴ K⁻¹, and at 30°C it is 3.03×10⁻⁴ K⁻¹. The value is also small; therefore, to allow a measurable variation in water volume, it is best to use a significant initial volume of water and a significant variation in temperature.

The activity is suitable for students aged 14-16 and lasts about 45 minutes.

Materials

250 cm³ Erlenmeyer flask

Approx. 300 cm³ water containing food colouring

Graduated pipette

500 cm³ Graduated cylinder

Laboratory rubber stopper

500 cm³ beaker

200 cm³ hot water, approx. 50oC

Thermometer

Procedure

1. The process is the same as that in Activity 1, but some measurements have to be made.

2. The water's temperature is measured at the beginning of the experiment (T i), when it is at room temperature, and at the end (T f), so we can determine the temperature change (ΔT).

3. The water level inside the graduated pipette is measured at the beginning and end of the experiment to calculate the volume change(ΔV pipette). The total volume of water, V, is measured using a graduated cylinder at the end of the experiment, after the water has cooled to room temperature again. This way displacement resulting from insertion of the stopper will not be measured.

Results

In this experiment, we obtained the following values:

Using equation (1), water's coefficient of thermal expansion can be calculated:

Ask the students for possible sources of error.

As explained previously, the value is not exact and will probably be higher than the actual value for the range of temperature applied in the experiment, but it is still of the same order of magnitude.

Discussion

How can this value be translated into a rise in sea level? After all, the coefficient is very small, the water affected by the rise in temperature of the ocean is mainly that closer to the surface, and even this increase is small compared to the temperature change in the experiment. However, students should not be deceived by this; the ocean is massive, and even a small increase in temperature will cause an expansion of the ocean that contributes to rising sea levels.

Although the ocean does not have a homogeneous temperature, on average, a 700 m deep section of ocean has increased in temperature by 0.1°C from 1961 to 2003. With some simplifications, it is possible to estimate the rise in sea level for the situation described.

Present the following problem to your students: let us assume that the ocean is a column with area A and height h, or volume V = A× h. How much will the water level rise, or the height of a 700 m column of water change, if water heats up by 0.1°C (0.1 K) and it can only expand vertically (in the direction of the height of the column)? Tell the students to assume that the value of α V they calculate is an acceptable approximation.

Using equation (1), students can do the following calculation:

As mentioned, this is a simplification. Thermal expansion is not linear with temperature, and the ocean also expands inland, with the rise in water level depending on the gradient of the coast. Nevertheless, the result highlights the point that this expansion is not negligible.

Conclusion

So, even a small increase in temperature of 0.1°C can translate into a significant rise in sea level. And this is only thermal expansion at play; the rise in temperature of the planet also causes melting of the ice sheets and glaciers, which contributes to the rise in sea levels. On average, and over the last 25 years, the sea level has been rising by about 3 mm a year, as determined from satellite data, and this rise is accelerating.

Questions to ask the students:

1. Why does global heating lead to a rise in sea levels?

2. How will populations living near the coasts be affected by a rise in sea level?

3. With a constant rise of 3.3 mm a year, how much higher will the sea level be in the year 2100?

Download
Download this article as a PDF
References

[1] ESA infographics on the causes of rising sea levels: https://www.esa.int/ESA_Multimedia/Images/2018/09/Causes_of_sea-level_rise

[2] An online calculator to determine volumetric temperature expansion: https://www.engineeringtoolbox.com/volumetric-temperature-expansion-d_315.html

[3] Silver J (2008) Global Warming and Climate Change Demystified, McGraw-Hill. ISBN: 0-07150-240-8

[4] A video from ESA on rising sea levels: https://www.esa.int/ESA_Multimedia/Videos/2018/09/Sea-level_rise/

[5] Satellite data on sea levels: https://climate.nasa.gov/vital-signs/sea-level/

Resources

Author(s)

Carla Isabel Ribeiro teaches chemistry and physics at a secondary school in Portugal, and Ole Ahlgren is a Danish retired teacher of physics, chemistry, and biology. The authors have already collaborated and published other experiments in Science in School.

Review

Everyone thinks that with global heating, ocean levels will rise due to melting ice. This article highlights the connection between this heating and an old physical phenomenon, the liquid thermal expansion.

License

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An ocean in the school lab: rising sea levels - Science in School

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Author(s): Carla Isabel Ribeiro, Ole Ahlgren Not just melting ice: a simple experiment demonstrates how thermal expansion contributes to rising sea levels as one of the consequences of climate change. The planetary ocean is a mass of water that covers most of our planet and interconnects all parts of the globe.

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I would work on the 17 goals. Each group would choose one SDGs  and one video or text related to the goal. They could create a quizz  or a game on Learningapps for example and have other groups do the quizz.We could have a challenge as to which group can answer correctly all the quizzes
or games.

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After watching this video to draw attention in my class, what is a greenhouse gas? What are the effects? How can we reduce greenhouse gas? I brainstorm with questions. Afterwards, I form groups of 5 peers and distribute the resulting problem situations, one to each group. I would like students to determine their own carbon footprints before solving this problem. This work is also a project work that will last at least 3 weeks, and I would like them to produce a product as a result.

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''Sıcaklıklar 4-5 derece artacak, deniz seviyesi 60 metre yükselecek''

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I would show learners pictures about coast towns and cities to comment on them (Characteristics, what they can see, how they imagine their population live, etc.)

Then, I'll show them a video about changeses in see levels and do an oral comprehension activity (T/F and short questions).
We will extract vocabulary and expressions about the consequences that this could have in inhabited areas.

Finally, in pairs they would choose a town and imagine the consequences that a rise in see level would have on them. They will present this task orally to the rest of the class.

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Water is critical for the preservation of the environment and its living creatures. During the project, students will work in teams to learn about the importance of water. Students will conduct in-depth research about sources of water, pollution, water waste and the impact on the environment using observation, investigation, exploration, measurement and data concepts to become aware of the consequences of human activities that affect our water. At the end of their research students set goals and identify strategies to help the community achieve these goals for protecting our water as one of our world’s most valuable resources: “I NEED WATER AND SO DO YOU!”. Students become responsible citizens of the community they belong to by communicating the goals and strategies through an informative letter and by spreading posters. The project will provide meaningful learning experiences by exploring an authentic context, drawing connections to the world outside the school and by valuing everyone’s contribution to a common goal: to understand that water is a vital resource  that needs to be protected and conserved.

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The Water. Looking after our Planet | Educational Video for Kids.

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Although our school is in the mountain area, we are dear to the sea, it reminds us of holiday days. Every year, on the 31st of October we celebrate the Black Sea day, with students discovering the Black Sea ecological problems.

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Although our school is in the mountain area, we are dear to the sea, it reminds us of holiday days. Every year, on the 31st of October we celebrate the Black Sea day, with students discovering the Black Sea ecological problems.

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As a teacher I get involved with students in activities about awareness of the climate effects we really do specific activities according to age particularities. It is a pity that when they become adults they seem to stop taking into account these climate changes.

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As a teacher I get involved with students in activities about awareness of the climate effects we really do specific activities according to age particularities. It is a pity that when they become adults they seem to stop taking into account these climate changes.

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we could watch a video, explaining the current situation, students would then in group work investigate about the causes of situation, and then would create scenarios for every choice - to keep acting the same way, to change the behaviour drastically, and to change human behaviour in a some degree

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It can be calculated and measured or students can search the sea levels and present it in graphics.

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Students can discuss which cities are effected and why

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Students can make a reseacrh about sea levels in history and how cities effected