1. Access and collect data on sea level rise from a public website.

2. Identify the type of function (e.g., linear, quadratic, exponential) by plotting data using a calculator or spreadsheet.

3. Use the sea level data to model a function using a calculator or spreadsheet.

4. Use the slope of a linear regression equation to determine the rate of sea level rise.

5. Use an equation from a modeled function to make predictions.

6. Describe the disproportionate climate impact of melting glaciers and sea level rise in vulnerable communities.

7. Practice mathematical communication and build math literacy skills through a civic engagement assignment.

8. Describe how impacted communities are adapting to and addressing the problem of sea level rise.

9. Recognize that mathematical models are uncertain and give reasons why they are uncertain.

I implement this activity over a time period of three weeks, starting in the fourth week of a 10-week-long quarter (term), in a 10-credit co-requisite math course at a two-year college with a class size of 22 students. The activity requires about 20 to 30 minutes of class time to get students oriented to the project and five to seven hours of work by students outside the classroom over the course of this three-week-long project. The class is in-person and meets every day, Monday through Friday, for two hours per class session. Students who take this "co-requisite" course get credit for two 5-credit math courses at the same time, in one quarter (term): intermediate pre-college algebra and the first quarter of pre-calculus.

The activity could be implemented in a similar class, or in either class on its own. Intermediate pre-college algebra is typically taken before the first quarter of pre-calculus, but teaching them together is a strategy for helping students succeed, as they often struggle more with algebra concepts than those in pre-calculus, perhaps because algebra seems more abstract to them. When the two courses are taken together, students learn immediately how the knowledge and skills they are learning in algebra relate and apply to what they are learning in pre-calculus, which helps them understand the purpose and applications of algebra. Prior to encountering this activity, students should know how to identify a function (e.g., linear, quadratic, exponential) using a graph or plot of data, be familiar with how to use a calculator or Excel to plot data, and know how to evaluate a function using the equation from a linear regression to calculate x, given y, and vice versa (the algebra part).

Special equipment needed for this activity includes a graphing calculator or computer software that can be used to create graphs (e.g., Microsoft Excel), as well as a computer and internet connection. I use Canvas as my Learning Management System (LMS) for distributing assignments to students, receiving and offering feedback on their work, and as a means for students to post their video presentations and peer review each other's video presentations (Step 4 below), but the use of an LMS is not necessary, as you could print out handouts to distribute during class, collect written student work, and use a different online forum for sharing videos and peer reviewing (or even have students do their presentations during class time, although this would take up a significant amount of class time). This activity could be adapted to a high school math course, but it may be difficult to implement a four-year college or university with a larger class size if there is not a weekly discussion or breakout or recitation session where students could get support for the NASA Data Analysis Tool from the professor or a teaching assistant (although, I do provide a tutorial that walks students through the steps and this might work).

Instructor Preparation: Check video and article links, check NASA Data Analysis Tool for updates and revise "NASA Site Data Tutorial.docx" file to include updates if the process for accessing and collecting data from this website has changed, set up any links in your LMS that students use to access and submit assignments (or print out handouts to distribute to students during class if you do not use an LMS).

Here is the project document: Climate Justice Project.docx (Microsoft Word 2007 (.docx) 89kB Jun17 24)

Step 1: Introduction to the Melting Glacier, Sea Level Rise, and Human Impacts (45 to 60 minutes). This step occurs during the first week of the project. Before class, I ask students to complete Task 1 (see "Climate Justice Project.docx" Word file). The purpose of this part of the activity is to introduce them to the project, specifically how climate change is causing glaciers to melt and sea levels to rise, as well as the challenges this creates for people and how they are adapting to and addressing the challenges. Students watch a seven-minute-long CBS Newscast about how melting glaciers are affecting people: Melting Himalayan glaciers pose serious dangers to humans, report finds(CBS is Columbia Broadcasting System, an American recording and broadcasting company that produces records, television programmes, etc.) Then they watch a 14-minute-long video that is part of PBS's Adaptation series, Floating Gardens of Bangladesh, which describes how communities in Bangladesh are responding to rising sea level and increased flooding. Finally, students read a few articles to learn more about melting glaciers around the world (Climate Change Indicators: Glaciers | US EPA) as well as sea level rise and what Bangladesh is doing to address it (The Looming Threat of Sea Level Rise in Bangladeshand What is Causing Sea Level Rise?) After exploring all of these resources, I ask students to write a one-pagereportabout how melting glaciers contribute to sea level rise, as well as how communities are affected and how they are responding to or address these problems.

Step 2: Overview of Project and Data Analysis Tool (20 to 30 minutes). I begin by spending about 20 to 30 minutes of class time introducing students to the project and showing them how to access and collect data from the Data Analysis Tool (an interactive map) on NASA's Sea Level Portal, which is a website and project that tracks sea level around the world using data collected by satellites. Students use their laptops to work along with me during class time. (NASA is the National Aeronautics and Space Administration and their Data Analysis Tool provides historical information about sea surface height as determined using satellite data.) I encourage students to use data from this interactive map, and most choose to do this, but I also provide three additional websites where they can find data on sea level rise (see "Climate Justice Project.docx" Word file). During class, students work along with me on their laptops to learn how to access and collect data, as well as choose a location somewhere in the world that they want to study and navigate to this location on the map. Each student chooses their own location, and completes their own assignment, but I encourage them to collaborate with one or two other students for the project, so they can help each other outside class time, and they are welcome to seek help from me outside class as well. During class, when students choose their location, I ask each student to write their name and location on the board, so that I can ensure that a broad range of locations are selected and students can be exposed to a variety of examples when they review other students' project presentations (Step 3). If two students choose the same locations, I ask them to work together to find slightly different locations in the same region (if they are both very interested) or completely different locations. Because students' work on this project is independent and outside class, after this class session, I provide students with tutorial resources that help them remember how to access and collect data from the map (see "NASA Site Data Tutorial.docx" Word file) as well as for creating their model with a graphing calculator or using Excel. If they choose to use their graphing calculator (students use the TI83/84 calculator in this class), they can get detailed guidance on how to model mathematical functions in a written tutorial that I made for this purpose (see "Guidance for Modeling Functions With Calculator.docx" Word file) or, if they choose to use Excel, I refer them to this 14-minute-long YouTube video tutorial: How To Perform Simple Linear Regression In Excel.

NASA Site Data Tutorial.docx (Microsoft Word 2007 (.docx) 10.8MB Jun5 24)

Guidance for Modeling Functions With Calculator.docx (Microsoft Word 2007 (.docx) 278kB Jun5 24)

Step 3: Modeling Activity (1 to 1.5 hours). Students complete this part (Task 2 in the "Climate Justice Project.docx" Word file) outside class during the second week of this project and this assignment is due at the end of that week. I encourage them to work with other students, but emphasize that each student must use their own data set and create their own model. For this part of the activity, students go to NASA's Data Analysis Tool map and collect nine different data points. (I describe the process and criteria for collecting these data during class, in Step 1, and students also have access to the "NASA Site Data Tutorial.docx" Word file, as a tutorial, in case they need a reminder or extra support.) Students collect sea level data for nine different years, for the same month each year, and include the earliest year for which data exist, the latest year for which data exist, and seven data points in between. I ask them to space out data points as evenly as possible, depending on the length of the data set. They enter their data in a table and create a scatter plot of eight of the nine data points using their calculator or Excel (as described in Step 1). They then use the least squares regression method to find a model for their data set and identify what type of function (e.g. linear, quadratic, exponential). Finally, I ask them to evaluate the accuracy of their model using the ninth data point, which they did not use to create their plot and model. They do this by calculating sea level for the ninth data point using the equation of their regression line and then comparing their calculated sea level with the actual sea level from the data set. I ask them to reflect on how well they think the data point agrees with the model they created, whether they would conclude that their model is accurate or inaccurate, and what could make it more accurate. I also ask students to use their model to predict (calculate) sea level rise for the year 2035, reflect on the accuracy of that number, and provide at least one idea about how they could change their model to make their prediction more accurate.

Step 4: Create and Provide Feedback on a Presentation (2 hours). During the third week of this project, students practice mathematical communication skills by creating and recording a 7- to 10-minute presentation of their model, and then provide positive and constructive feedback on the presentations of two other students. This is Task 3 in the "Climate Justice Project.docx" Word file. Students work in groups of two to make a recording of a presentation that describes both of their sea level rise models in a way that the general public could understand, and explains why their mathematical model is not 100% accurate as well as why the mathematical models used to predict future climate change (including sea level rise) are not 100% accurate. I ask them to describe and explain as if presenting to someone who is not a mathematician. I provide them with these articles so that they can learn more about climate models and why they are uncertain: Climate Modeling by the UCAR Center for Science Education, What Uncertainties Remain in Climate Science by the Columbia Climate School State of the Planet, and The Tricky Thing About Predicting Coronavirus and Climate Change: Human Behavior (Grist). Students post their presentation to a Canvas discussion board so that they can watch the presentations of two other students and provide feedback using criteria from a grading rubric that I provide (in "Climate Justice Project.docx" Word file).

Step 5: Climate Conversations and (Mis-)Use of Climate Models (1 to 2 hours). For this part of the project (Task 4), students continue to practice mathematical communication skills by talking with a person who is not a mathematician and also learn how some politicians and corporations use the inaccuracy of climate models to delay action. To learn more about the latter, they watch Doubt – How Deniers Win, which is a 5-minute-long video based on the book Merchants of Doubt, which explains how a few respected scientists selected by industry use their credentials and credibility to cast doubt on climate change science by creating the impression that the science about climate change is unsettled and uncertain and, as a result, that it does not make sense to take action on climate change if we do not fully understand it. The second video is a 13-minute-long "debate" about climate change on an NBC newscast, Bill Nye 'The Science Guy' Debates GOP Rep. Marsha Blackburn on Climate Change, which illustrates how the media makes it look like there is a debate about climate science and how some politicians cast doubt on the science of climate change. Students plan for their conversation, during which I ask them to show the video presentation that they made to the person they talk to as well as explain what they learned about how some politicians and corporations use the inaccuracy of climate models to delay action, how people affected by sea level rise today are responding to the challenges they face (using examples from Floating Gardens of Bangladesh), and why sea leave rise is a climate justice issue (using examples from the Floating Gardens of Bangladesh and Melting Himalayan glaciers pose serious dangers to humans, report finds videos). Following their conversation, I ask them to reflect on their conversation and share what was discussed. I also ask students what they think it would be like to have a similar conversation with a legislator, or some other person in a more powerful position than them. They watch the TED talk The Most Important Thing You Can Do To Combat Climate Change: Talk About It (17 minutes) by climate scientist Katharine Hayhoe and share what they would say to someone they encountered who disputed the mathematical models used to predict future climate changes (including sea level rise!), using something new they learned in the video and their knowledge about mathematical models of sea level rise gained during this project. (In the TED talk, Hayhoe suggests connecting climate change to things people care about when having challenging conversations about it.) Finally, students share how they could use what they learned during the project, and the mathematical communication skills they practiced in their presentation and conversation, to contribute to climate justice in their communities.

Some students chose to look at locations in the United States, whereas others chose to look at more impacted areas. I let students pick whatever place they want to study, but I encourage them to choose Bangladesh. If you would like to focus students' attention on areas of the world where sea level rise will disproportionately impact marginalized communities, such as communities in Bangladesh, then you could provide them with a list of options to constrain their search for data.

Students struggle with use of their calculators to create models and they also struggle with downloading data from the NASA site. As a result, I offer tutorials for both of these. However, even with these tutorials, students still need a lot of support, especially when they access and collect data from the NASA site, so having them bring a computer to class is a really important part of this activity. It gives students a chance to go to the site and follow along with me and get hands-on experience with data collection during class time, when I can provide support and they can ask questions. It is also important to encourage students to work with another student in the class so that they can help each other outside class time.

The Question numbers and Tasks that I refer to under each Learning Goal below are found in the "Climate Justice Project.docx" Word file. My assessment is focused on students' answers to specific questions contained in this document.

1. Access and collect data on sea level rise from a public website.

I assess this learning goal by observing the data set students collect from the NASA website and enter into the data table for Question 1 in Task 2. For this learning goal, my criteria for assessment are that students collected the correct data from the map (full credit) or did not collect any of the data (no credit). If students collect an incomplete data set for sea surface height, or they collected data from the map but the data was not the correct data (e.g., there is a "Sea Surface Anomaly" they may have selected accidentally), then I award partial credit for this.

2. Identify the type of function (e.g., linear, quadratic, exponential) by plotting data using a calculator or spreadsheet.

I assess this learning goal using the answers students provide for Questions 3 and 4 in Task 2. Students get full credit if they are able to correctly identify the function and they earn no credit if they do not correctly identify it.

3. Use the sea level data to model a function using a calculator or spreadsheet.

I assess this learning goal using the screenshots and answers students provide for Questions 2 through 5 in Task 2. If students submit screenshots for these questions that show they are correctly using their calculator (or Excel if they choose to use that instead), then they earn full credit. They earn partial credit if some of the screenshots are correct and others are not, and no credit if they did not submit any screenshots.

4. Use the slope of a linear regression equation to determine the rate of sea level rise.

I assess this learning goal using the answer students provide for Question 6(a) in Task 2. For 6(a), students must correctly identify the rate of sea level rise as the slope (m) of their linear regression equation (which is in the form of y=mx+b) for 6(a) for full credit (they provide a screenshot of their linear regression for Question 4, so you can check it) and, if they do not do this, they do not earn any credit.

5. Use an equation from a modeled function to make predictions.

I assess this learning goal using the answers students provide for Questions 7 and 8 in Task 2. For both of these questions, students must use their linear regression equation (which is in the form of y=mx+b) to calculate sea level (y) for two different points for which they know x (e.g., their 9th point that was not plotted and the year 2025). They also know m and b from their linear regression equation. They earn full credit if they do these calculations correctly and, if they do not do this, they do not earn any credit. 

6. Describe the disproportionate climate impact of melting glaciers and sea level rise in vulnerable communities.

I initially assess this learning goal using the one-page report students write for Question 2 under Task 1, and I assess it again near the end of the project using Question 7 under Task 4. For both of these questions, students earn full credit for this question if they used the correct or reasonable information from the videos and articles. They do not earn any credit if the information is incorrect or unreasonable, based on what they watched in the videos or read about in the articles.  

7. Practice mathematical communication and build math literacy skills through a civic engagement assignment.

I assess this learning goal using the video presentation students create for Question 1 under Task 3, as well as Questions 8(b), 8(c), and 8(f) under Task 4. To assess this learning goal, for all of these questions, I am looking to see that students have attempted to communicate mathematical information to a public audience, whether as part of their video presentation or for explanations that they give to the person they are talking to during their discussion. (For the video presentation, there is a rubric under Task 3 on page 6 of the "Climate Justice Project.docx" Word file.) If it is clear to me that students have made an effort to communicate math in their own words or in other ways that make the technical aspects of math understandable for a public audience, then they earn full credit. If students have clearly copied technical mathematical language word-for-word from a textbook or other online source, they do not earn credit for these questions.

8. Describe how impacted communities are adapting to and addressing the problem of sea level rise.

I initially assess this learning goal using the one-page report students write for Question 2 under Task 1, and then I assess it again near the end of the project using Questions 8(e) under Task 4. For both of these questions, students earn full credit for this question if they used the correct or reasonable information from the videos and articles. They do not earn any credit if the information is incorrect or unreasonable, based on what they watched in the videos or read about in the articles.  

9. Recognize that mathematical models are uncertain and give reasons why they are uncertain.

I assess this learning goal using the video presentation students create for Question 1 under Task 3, as well as Question 8(c) under Task 4. For these questions, as long as a student's reasons for uncertainty are reasonable, they get full credit. There are a lot of possibilities here and most students choose reasons from the articles I gave them to read about models and uncertainty: Climate Modelingby the UCAR Center for Science Education, What Uncertainties Remain in Climate Scienceby the Columbia Climate School State of the Planet, and The Tricky Thing About Predicting Coronavirus and Climate Change: Human Behavior (Grist).

Melting Himalayan glaciers pose serious dangers to humans, report finds (CBS News; CBS is Columbia Broadcasting System, an American recording and broadcasting company that produces records, television programmes, etc.)

Floating Gardens of Bangladesh (PBS's Adaptation series, 14 minutes)

Climate Change Indicators: Glaciers | US EPA

The Looming Threat of Sea Level Rise in Bangladesh

What is Causing Sea Level Rise

Data Analysis Tool (an interactive map on NASA's Sea Level Portal website)

Climate Modeling (UCAR Center for Science Education)

What Uncertainties Remain in Climate Science (Columbia Climate School, State of the Planet)

The Tricky Thing About Predicting Coronavirus and Climate Change: Human Behavior (Grist).

Doubt – How Deniers Win (5 minutes, based on the book Merchants of Doubt)

Bill Nye 'The Science Guy' Debates GOP Rep. Marsha Blackburn on Climate Change (13 minutes, NBC newscast)

The Most Important Thing You Can Do To Combat Climate Change: Talk About It (17 minutes, TED talk by climate scientist Katharine Hayhoe)