Global Ups & Downs: Changing Sea Level (6-12)
Overview of the box
Concepts and Standards
Lessons:
1 Consequences
of global warming
2 Experimenting
with ice melt
3 Glacial evidence
4 Fossil evidence
Activities:
1 Reefs, limestone, &
sea level change
2 What about fossils?
3 Foraminifera &
changing sea level
4 Foraminifera &
climate change
5 Using isotopes to track
sea level change
6 Sea level change &
mass extinctions
5 Impacts of topography
6 Impacts on ecosystems
Online resources
Student Web Page
Teaching Boxes Home
Lesson 4: Fossil Evidence

Activity 6

Sea Level Change and Mass Extinctions

Materials / Preparation

  • Computers with internet access for individual or small groups of students

Grouping

Groups of two or work individually

Teacher tips

Review the information in the following website: The Mass Extinctions

Although sea level change has not been directly connected to the six major mass extinctions, the above web site indicates that there is at least an indirect connection with at least four of the mass extinctions. Keep this in mind as you have the students explore the impacts of sea level change. You may need to remind them of this fact.

Procedure

  1. Class discussion.
    a. Review the different lines of evidence that they have used thus far. Reinforce the concept that scientists use multiple lines of evidence to test hypotheses.
    b. "We have seen in previous activities that sea level change has occurred in the past and coastal areas and landforms have been either exposed or covered. What do you think might happen to the flora and fauna in those regions?” Allow students to brainstorm while you record their ideas.
    c. After students have brainstormed about impacts on flora and fauna, if the topic of extinction has not come up, ask students “Do you think that a sea level change could ever wipe out a species completely?”
    d. After you have the students thinking about how sea level changes might lead to extinctions, ask if they know anything about past extinctions, particularly large ones. Ask questions such as “Are some extinctions larger than others?” or “Do you know about particularly large extinctions in the past?” or “What would it mean for something to be called a “Mass Extinction”?”
  2. After you have introduced the concept of mass extinctions, let them know that they are going to be exploring a BBC website on six mass extinctions that have taken place in the past.
    a. Have pairs of students go to The Mass Extinctions, which can be accessed directly from the Global Ups and Downs Student Web Page. Students should read the overview of the site, and then explore each of the extinctions that are listed.
    b. Ask students to record the name of each extinction, when it occurred, what percentage of species became extinct, and the possible causes for the extinction. They should record this information in their notebooks.
  3. Conclude by asking students to share one thing they learned with the class. Emphasize that one of the interpretations is that changing sea levels may have been responsible for mass extinctions in the past.

Resources used

The Mass Extinctions
http://www.teachingboxes.org/catalog.jsp?id=DLESE-000-000-008-865