We always hear about glaciers melting due to global warming, but where is all this ice? There are different types of ice: glaciers and ice caps, ice shelves and the well-known icebergs.
The melting of which ice on the planet causes the sea level to rise? An experiment of about half an hour with water, tape and a permanent marker to answer this question..
Instructions for use:
Use the document online or in paper format, as a recreational activity at home or during a lesson at school.
Materials needed:
Tap water, 2 identical transparent rectangular containers, 2 identical plastic containers, a marker or permanent marker, tape, 12 ice cubes.
Procedure:
- For this experiment we need to prepare the two containers to simulate two different situations. In both of them we fix the plastic container upside down inside, using some tape. This base will simulate our “dry land”.
- In both containers we pour the same amount of water. For example two cups, the important thing is that the water does not submerge the upside down containers, whose surface must remain dry.
- Now we take 12 ice cubes: we place 6 of them on the dry land of a container, and we leave the other 6 to float in the water of the second container.
- Now we use the marker to mark the level reached by the water on the walls of the containers, and wait for the ice to melt.
- Try to make a hypothesis: what do you think will happen to the water level in both containers once all the ice cubes have completely melted?
Cognitive learning objectives:
- The student understands the basic concepts of different densities of ocean water.
- The student understands the physical and chemical properties of ocean water.
- The student understands the role of the ocean in life on land.
- The student gains insight into possible solutions aimed at mitigating ocean problems.
Social-emotional learning goals:
- The student is able to express their personal relationship with the sea.
- The student is able to investigate the dependence of his/her country on the sea.
- The student is able to understand the importance of protecting the ocean.
- The student is able to make informed decisions regarding the ocean.
- The student is able to understand different perspectives of the impact of daily life on the ocean.
- The student is able to perceive the human connection between climate change and human health.
- The student is able to associate and assimilate problems such as coastal erosion to sea level rise, linking it to climate change.
- The student is able to understand and propose existing examples of coastal areas strongly affected by sea level rise.
- The student is able to reflect and propose possible alternatives and solutions in response to sea level rise.
- The student is able to associate causes, consequences and possible solutions to mitigate the different problems related to the ocean and climate.
Behavioral learning objectives:
- The student is able to talk about the ocean and climate change issues with knowledge.
- The student is able to understand the importance of reducing carbon dioxide emissions to slow down climate change.
- The student is able to reflect on the issues related to sea level rise and the need for new technologies to combat it.
- The student is able to participate in debates on coastal area development and discuss related issues (e.g. urban and coastal development)
- The student is able to organize campaigns to raise awareness of sustainable ocean planning.
- The student is able to organize awareness campaigns aimed at reducing carbon dioxide emissions to reduce climate change.
- The student is able to investigate the relationship of dependence of life on the sea.
- The student is able to understand the importance of protecting the ocean.
UNESCO Education for Sustainable Development Approaches:
Geographical perspective, scientific perspective.
Connection between subjects:
Marine ecology, natural sciences, physics, chemistry, computer science, technology.