The HighWaterLine/1B7=<5C723

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Presented by as part of an Art & Ecology Learning Guide Series addressing environmental issues through replicable social practice art projects

Funded in part by The Compton Foundation

ACTION GUIDE 1=

• 5SbbW\UAbO`bSR ...... 4-8 Overview ...... 4 What participants will learn ...... 4 The Story of the artist and her project ...... 5 Making it Local ...... 8 AGENCY: Empowering Self & Community ...... 8

• 1ZW[ObSBW[SZW\S ...... 9

• 1ZW[ObS1VO\US  ...... 10-11

• AbOUSa ...... 12-24 Stage 1: UNDERSTAND Climate Change ...... 12-13 Research what climate change is and how it affects your community Stage 2: the HighWaterLine ...... 14-17 Map your community to determine the local impacts of climate change Stage 3: TAKE the HighWaterLine to the Streets ...... 18-21 Mark the line in your community Stage 4: ADVOCATE for Climate Action ...... 22-24 Document your experience and share with your community

• Ac^^ZS[S\bOZ/QbWdWbWSaT]`9 ...... 25-31 Stage 1 Regional Research Station • Extreme Weather Station ...... 26-27 Tidal Markers • HighWaterLine Blog Stage 2 Office • Topographic Experiments ...... 28-29 Geo-cache the HighWaterLine • Performing the Water Stage 3 Climate Change TV • Mapping Bureau ...... 30-31 Climate Change Design Lab Stage 4 Potluck Dinner • Story Bank ...... 31

Common Core Standards ...... 31

• @Sa]c`QSa ...... 32-33

• Credits & Acknowledgments ...... 34-35 53BB7<5AB/@B32 B63AB=@G=4B636756E/B3@:7<3 In 2007, visual artist Eve Mosher embarked on a the same area that Mosher demarcated in her art journey to map the areas in New York City predicted project was then flooded in 2012 by Hurricane =D3@D73E to be impacted by increased flooding due to Sandy, as was projected by many scientists. stronger storms fueled by climate change. Mosher The HighWaterLine ACTION GUIDE was developed to accommodate a wide range of participants researched climate science, spoke with climate Today, Mosher invites you to join her in creating scientists, and charted flood zones onto Google the HighWaterLine in your community – to mark a including nonprofit organizations, school groups, and individuals. It can easily be a weekend . She then spent six months using chalk and a flood zone or sea level rise in your neighborhood workshop, an entire semester, or annual project of research, production and presentation. sports field marker to draw the 10-foot above sea or region, and to develop strategies to engage in The project is considered a reproducible tool for anyone interested to take action addressing level or 100-year flood line on the city streets and dialogue about climate change and what we can sidewalks of lower Manhattan and Brooklyn. The do to address the inevitable threats of extreme climate change. line extended nearly 70 miles through coastline weather and other severe ecological impacts. communities that are now being impacted in this Although the range of impacts due to climate change are vast and include extreme weather, century by extreme weather and storms intensified drought, food shortages and more, the guide specifically focuses on educating and activating by climate change. 4W\RbVWaZW\Y]\g]cbcPSQ][ communities to reduce C02 emissions, and to advocate for adaptation, mitigation and Mosher named the project HighWaterLine and resiliency. Participants will begin to understand conceptually through active how engaged people on the streets while marking the accelerated global warming will impact the people and the environment in their community. line. The act of physically marking the projected flood zone was a performative gesture, interrupting the routine of daily life in the city, while providing Activities found in the guide have been broken into STAGES, which can be executed individually a platform for dialogue about climate change or all together, and at the depth that makes sense with the learning goals of an organization and its local and global impacts. Melding science, or institution. Included in each stage are ACTION STEPS to create your own placed based art, -visualization, and public education, this action invites a range of opportunities to engage HighWaterLine. At the end of the guide are RESOURCES and SUPPLEMENTAL ACTIVITIES citizens in conversations on climate change and E/B16B67AD723=7

/0=CBB63/@B7AB(3D3;=A63@ New York-based artist has received grants from New York State Council >O`bWQW^O\baeWZZbOYSOQbW]\W\bVST]ZZ]eW\UO`SOa( Eve Mosher creates on the Arts and New York Department of Cultural work that investigates Affairs both through the Brooklyn Arts Council, • Climate change research • Navigating public space landscape as a starting The Compton Foundation, Invoking the • Storm surge mapping • Sharing information and stories point for audience Pause, 11th Hour Project, and The City Parks exploration of urban Foundation. She holds a Masters of Fine Art issues. Her public works from Pratt Institute in Brooklyn with a major raise issues of concern in sculpture and a minor in photography, and a for public/private space Bachelors of Environmental Design from Texas use, history of place, cultural and social issues, A & M University with a major in architecture and and understanding of an urban ecosystem. a minor in photography. Eve Mosher is currently Mosher’s visualization methodology is her a consultant and leader for the Professional medium. Out in the public sphere, armed Development Program at Creative Capital and with scientific research, she makes visible the is an Assistant Professor at Parsons the New interstices of nature and human activity. Mosher School for Design, both in New York City.

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In New York City where Eve Mosher performed the of the storm surge – over 13 feet at The Battery. HighWaterLine in 2007, city streets and subways According to a research assessment being produced were inundated with floodwaters from Atlantic by the Earth System Research Laboratory at the hurricane Sandy on October 29th, 2012. It was the National Oceanic & Atmospheric Administration, largest hurricane on record in diameter with winds “It is very likely that further sea level rise will spanning 1,100 miles, and the second costliest contribute to increased coastal high water levels in hurricane ($75 billion) behind Katrina that hit the future, conditions that led to Sandy’s primary Dear Friends, New Orleans in 2005. Sandy affected 24 states impacts on coastal New York and New Jersey.” including the entire eastern seaboard from Florida to Maine and west across the Appalachian Mountains I am so glad that you are considering the HighWaterLine as a project to undertake in your to Michigan and Wisconsin with particularly community. When I started the project in 2006, I didn’t really understand how meaningful it severe damage in New Jersey and New York. would be to go out and draw the line. Over the course of the project, I learned so much about my watershed and how it might be affected in the face of climate change. Hurricane Sandy was intensified in part because of changing climate and weather patterns. Warmer seas provided energy and allowed the hurricane Doing this project gave me the opportunity to have amazing conversations with people living to travel farther north than usual. Sea level rise in New York City about what could happen in the event of sea level rise and increased storm was one of the contributors to the extreme height intensity. Taking action changed the way I viewed my community and it gave me a voice in the global conversation on climate change. 7<3D3@E/

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Any community can adapt and re-imagine a High- WaterLine, even if you are not near a waterfront. Climate change will impact daily life in each " community distinctly, making the focus on your '$& local region important. You will find in some areas Al Gore begins doing that local government or nonprofit organizations global warming power- have already initiated action plans for responding Scientific studies suggest point presentations to or adapting to climate change. In many places the possibility of Antarctic you can check with your County Water agency, ice sheets collapsing raising '' State Department of Water Resources, Office of sea levels catastrophically $ with global warming Emergency Management or County Floodplain First UN Earth Management to access flood maps for your region. Summit in Rio An Inconvenient '&& De Janeiro, Brazil Truth film (May) Public opinion about climate change is also and build consensus in your local community. (June) complicated, so focusing on strategies like public Never assume that you know everything that is engagement can offer an opportunity to educate happening in your own backyard! 

UN Forms Panel on Hurricane Sandy Climate Change hits New York City (October 22-29) /53<1G(3[^]eS`W\UASZT1][[c\Wbg

Since 2007 when Mosher performed the The thought of flying around the planet to HighWaterLine in New York City, many arts teach about climate change seemed to Mosher organizations globally have invited her to problematic to the work itself. The artist would White House edits First UN Climate replicate this work in multiple cities such as prefer that communities recreate her work as report on climate Report (July) Dublin, San Francisco, and The Hague. However, their own. The HighWaterLine is then a platform change (June) Mosher is committed to keeping her work local. for empowerment and agency, inviting self- Hurricane Katrina motivated actions inspired by her work. In the (August 23-30) artworld, the HighWaterLine would be consid- '' ered a form of social practice, which usually First World Climate involves engaged art making with a particular Intergovernmental Conference community or place. Much of this work is open Panel on Climate source or D.I.Y (Do It Yourself) encouraging # Change report (IPCC) individuals to share resources and build on Metro East Coast '%' collective skills sets, encouraging community Assessment Report Eve Mosher performs regeneration and individual empowerment. published (began the HighWaterLine in In the social sciences, agency is the capacity in 1998) Lower Manhattan and of individuals to act independently and to Brooklyn (Summer) make their own free choices. In the case of this learning guide, Mosher wants to inspire agency in all individuals who recreate her HighWater-  % Line as a social practice artwork.

53BB7<5AB/@B32 8 1:7;/B3B7;3:7<3 9 1:7;/B3 16/<53  Sea Level Rise Approximately half of the observed sea level rise is believed to be attributable to the slight Climate change refers to the observed phenomena of any significant or warming of the ocean. Additionally, the melting of lasting change in the earth’s weather patterns, temperature rise and continental ice (ice currently covering land) and its subsequent runoff into the oceans that raises extreme climate fluctuation. sea level. Warmer water is also less dense and Climate change is caused largely by the release of will absorb more of the outgoing radiation from therefore the same mass of ocean takes up more carbon dioxide (C02), methane and other gases. the surface (not directly from the sun), and warm volume (raising the average level ) - this is called When we burn fossil fuels (like coal, natural gas the entire system. the ‘steric effect’. and oil) to make electricity, drive cars, heat and cool our homes, this strengthens the natural The Earth’s temperature has now risen almost 2012 was the hottest year on record It was also the phenomenon called the greenhouse effect, which 1 degree Fahrenheit, and although that doesn’t year where the world witnessed an unprecedented has probable dire consequences. The greenhouse seem like a lot, for the Earth it is substantial. melting of Arctic sea ice. Sea ice melting does effect is what keeps our planet warm. The One degree can alter the lifecycles of millions of not raise sea level. However, it does turn a very amount of C02, methane and nitrous oxide in the different organisms and humans too. It’s predicted reflective area (ice) into a very dark and absorbing atmosphere has increased exponentially in a that due to global warming by 2080 almost three area (ocean) This is known as the ice albedo relatively short amount of time. Before the Indus- billion people may not have access to water and feedback, and is the real worry in climate science trial Revolution there were 280 parts per million nearly 30% of all species on the planet may face Sea ice melting does nothing to raise sea level, but (ppm) of C02 in the atmosphere, and recently, we extinction, Why? Because the temperature of the it does change the color (and therefore the solar have reached 400 ppm (Source: NOAA, 2013). This Earth is connected to weather patterns like rain, absorption) of the polar oceans. increased strength of the greenhouse effect will sun or snow that affect our food supply, our living warm the surface of the Earth by radiating more conditions and our overall quality of life. thermal energy down from above. Or, equivalently, Sea level rise will impact 56% of the global population, all of whom live in regions vulnerable to sea level rise and increased flooding.

For example, Superstorm Sandy that hit New York City, New Jersey and other U.S. Eastern States in The effects of climate change are now widespread and are 2012, disrupted major metropolitan areas where millions of people live and led to: becoming evident with the increase in severe storms and ’ Transportation systems (road, rail, ports) were destroyed or disrupted due to extreme flooding irregular weather. Some impacts include: ’ Wastewater and stormwater systems were overwhelmed by the unprecedented extreme floods ’ Electricity & power infrastructures that have not been upgraded to withstand increased flooding ’ Extreme weather events (increased flooding, tornadoes, hurricanes, and sea level rise were also compromised and many people lost power heatwaves and droughts) ’ Displacement and migration of both human and animal species Global warming = Overall warming of the planet, based on average temperature over when regions become uninhabitable from climate change the entire surface ’ Species extinction from intolerable living conditions Climate change = Changes in regional climate characteristics, including temperature, ’ Reduced food supplies as a result of floods and droughts humidity, rainfall, wind and severe weather events. ’ Decline in drinking water quantity and quality It is understood that both of these are happening simultaneously and that with extreme weather events that there can be colder weather happening regionally as well, which can be ’ Higher risk of infectious disease confusing to understand how the earth is warming. Climate change can be natural or caused by changes people have made to the land or atmosphere.

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C\RS`abO\RW\U1ZW[ObS1VO\US What is the difference between Global What does climate change mean for your Research what climate change is and how it affects your community Warming and Climate Change? community? Where do greenhouse gases or C02 come What weather impacts have you noticed Over 600 million people live in coastal areas globally that are less than from and how does C02 affect the JetStream? from climate change? 10 meters above sea level, and two-thirds of the world’s cities that have What causes sea levels to rise? What local adaptation plans are in place? populations over five million are located in these at-risk areas. Why is sea level not the same everywhere? What emergency preparedness plans are in place? IPCC Fourth Assessment 2007 What are other affects of climate change besides sea level rise?

/1B7=A • Consider the local impacts of severe weather events, as well as the global impacts  Define and characterize climate change – what compare/contrast historical records to current is it, how does it work and what’s involved? maps and weather predictions in your community. Investigate ways humans contribute to climate change – industrial pollution, increased carbon ! Search the Internet, library and other sources dioxide emissions, and the release of greenhouse for stories of people affected by extreme weather 3D3¸AAB=@G gases, etc. Read local and regional reports outlined in and climate change in your local community. the RESOURCES section, or visit climatecentral.org Create an archive of these stories as source In 2007 when Mosher set out to research change and how both changing weather patterns to get started. To organize your research, start material to share with your community when you climate change the United Nations Environment and ocean currents contribute to rising sea levels with one or two central questions. Then create a go out and mark your line. Programme and World Meteorological Organization and how this would impact communities in her that draws connections to local places, was preparing to publish a “Fourth Assessment” own backyard. With increased and people and contexts. "Seek a local expert on climate change and learn on climate change researched by the Intergov- intensity of storms, it was projected that the coastal about local impacts. Research the data and find ernmental Panel on Climate Change (IPCC). This areas could become devastatingly inundated Visit your county or city department of records a reputable representative of the local climate document has been the official guide for cities as often as once every 4 years, rendering entire online or ask in person for old and current flood science community nationwide in preparation for climate change neighborhoods uninhabitable. maps, 25, 50 and 100-year storm management and confirmed that, “warming of the climate plans and other information about emergency @SQ][[S\RSR@Sa]c`QS( system is unequivocal and is largely due to human Mosher decided that to mark the 10-feet above preparedness and disaster relief plans. Use a Climate Literacy: The Essential Principles of activities.” However, the report was also highly sea level line around Brooklyn and Lower camera to capture waterways and important Climate Sciences (download PDF) critiqued for being both too conservative and too Manhattan would direct citizens to a widely infrastructure digitally, make printed copies, and climatescience.gov optimistic. The Fifth Assessment will be forthcoming accepted measurement of the 100-year flood line, in 2014. which in New York City is 9.7 feet. Another piece of research from 2001 directed Mosher to Eve Mosher researched the Climate Change 2007 understand the likelihood of the 100 year flood In the mean time: “Heat waves are longer and hotter than they used to be and some regions are suffering Fourth Assessment and spoke with a climate could become as frequent as once in every 43 from catastrophic drought. Heavy rains are more frequent and can be more intense, and rainfall records expert to develop her HighWaterLine project in years by 2020; once every 19 years by 2050; and have been smashed. These events fit a pattern that climate scientists have long expected to appear as Lower Manhattan. She wanted to find a way to once every four years by 2080; on average, in the the result of increased greenhouse gases in our atmosphere. That doesn’t mean global warming is the visualize the very complex phenomenon of climate most extreme case. only culprit: extreme weather was happening before global warming began. But there’s general scientific agreement that global warming has contributed to a trend toward more intense extremes of heat and NOTE: Projected and actual storm surge levels, as well as frequency, are constantly being revised and updated. Actual numbers from Hurricane Sandy are currently being analyzed. Surveying the Destruction caused by Hurricane Sandy precipitation around the world, is partly to blame for specific extreme weather events over the last decade http://www.nytimes.com/newsgraphics/2012/1120-sandy/survey-of-the-flooding-in-new-york-afterthe-hurricane.html and will continue to influence both in the future.” (Source: Climate Central. (2011). Extreme Weather and Climate Change. http://www.climatecentral.org/features/extreme-weather-of-2011)

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3D3¸AAB=@G AB=@;AC@53DAAB=@;B723 In 2007, Eve Mosher used USGS Topographic maps of the region and transferred that data onto STORM SURGE is an abnormal rise of water STORM TIDE is the water level rise during a Community Walks to mark the path she would take to mark the line. communitywalk.com generated by a storm, over and above the storm due to the combination of storm surge predicted astronomical tide. and the astronomical tide. • It’s the change in the water level that is due • Since storm tide is the combination of surge to the presence of the storm and tide, it does require a reference level • Since storm surge is a difference between • A 15 ft. storm surge on top of a high tide that water levels, it does not have a reference level is 2 ft. above mean sea level produces a 17 ft. storm tide

Source: National Oceanic and Atmospheric Administration

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The effects of climate change are not reserved for those near the coasts – extreme weather, shrinking and rising water tables, and flooding from rivers and underground aquifers is a serious issue across the globe. Explore and discuss this issue by visualizing potential impacts in a nearby park, concrete area or Online Mapping Tools parking lot in your community or near your school. Surging Seas Map USGS Topo Map Google Map nationalmap.gov/ustopo You can reference and gather inspiration from a project FLASH FLOOD co-led by the Santa Fe Art Insti- sealevel.climatecentral.org maps.google.com tute, in coordination with Bill McKibben’s 350.org held at the Santa Fe River at San Ysidro Crossing on FEMA Flood Maps - November 20, 2010. The project enlisted 3,000 community members to carry and flip blue-painted Alex Tingle Flood Map Community Walk Map recycled cardboard to compose a ‘flash flood’ in the typically dry riverbed. flood.firetree.net communitywalk.com Map service center sfai.org/flashflood.html msc.fema.gov

Note:

• Surging Seas and Alex Tingle maps are set up to calculate sea level rise for you.

• The other maps are tools for charting your selected sea level rise route yourself.

• You can also get hard copies of topographic maps online, at local office of emergency management or make copies at your local library.

• Using the flood.firetree.net website you can raise sea level up to 60 meters (which will never happen in our lifetime), but it gives you a good sense of the variations of the potential impacts to different areas in terms of storm surge levels and flooding. Understanding the science behind sea level globally will assist in communicating to the public about potential impacts. See Resources in Section VII. Mapping suggestions from Eve

You will need to decide how many miles of line cannot easily walk around the neighborhood marking you can achieve in a specified period or projected route, you can create your own of time; and how much funding and resources 10-foot water line simulation around your you will need to make it all happen. Depending school or in a local parking lot. on your material and size of your team you can mark anywhere from about 2 miles to 5 miles You also will need to decide if you will mark per day. You could to do the project over sea level rise projections in your area for 2020, several months or select a key location(s) to 2050, 2100, or mark the projected flood line, do it where there are many people passing by which could be much higher. Whichever line who you can encounter over a one or two day offers the most visual significance and is the period. You can use a printed topographic map most accessible in terms of comprehension for or satellite map and hand draw your planned your community without being overly dramatic route or create your map online using the “My will obviously encourage informed discus- Map” feature on Google Maps, or any of the sions on how climate change will play out in other recommended self guided maps. If you our lives.

AB/53 16 AB/53 17 AB/53! BOYS6WUVEObS`:W\Sb]bVSAb`SSba ?C3AB7=A about what I am doing (what a contrast from the Brooklyn neighborhoods!)”  Select a timeline that you will mark sea level rise projections in your area for either 2020, 2050, Eve Mosher, 7/30/2007 2100, or mark the projected flood line, which could be much higher. Whichever line offers the most visual significance and is the most accessible /1B7= and perform the line through a city park. It is fairly safe and make sure you’re well versed in a response to video; and another person to perform the line, to say that if you are not intending to cause harm the question you’ll be asked the most: “What are engaging the public in conversations and hand to public property or obstruct the flow of traffic, you doing?” Continue to chalk your line, using your out takeaways. this activity is legal. mapped route, and other way finding tools. Make sure to take occasional breaks to eat and rest. <=B3( Eve Mosher used a Socratic approach E/B16 B63 D723=( “The Handwriting on the to having conversations with the public. This Road” where Eve Mosher talks about some of the #Reflect on your process after you’ve completed means that she asked questions of the public she intricacies of navigating the public sphere while the line, take time to congratulate the participants. encountered while drawing the line, refraining drawing the HighWaterLine. If time allows, ask the documentarian to capture from imposing her own views or knowledge on nytimes.com/2007/06/16/arts/design/16chal. reactions of participants while the experience is them. There is also the Constructivist approach html?_r=0 still fresh in everyone’s mind.

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If you use chalk, one bucket of chalk weighs Although the artist of the HighWaterLine used Other people have ridden blue bicycles to together by a single blue piece of fabric representing approximately 50 lbs and each bucket covers about a Dry Line Marker and chalk, which she mixed create a high water line route or have invited the rising sea levels in an urban city center away 1/3 of a mile. Estimated cost for laying down 2 miles with blue pigment, there are other ways to make people to stand along the line wearing blue from the coastline. of chalk in a line is approximately $40-50. an ephemeral line with or without the baseball clothing and holding hands, similar to the FLASH marking equipment. Alternatives include sun- FLOOD event in Santa Fe referenced in STAGE 2. Whatever version you choose to take on, make it If you choose to mark the line with the baseball flower seeds or birdfeed for small birds in urban For a line created in South Africa for Walk for the as easy or expressive as you like. Be creative, but marker there are a few ways to locate or purchase environments, limestone powder, and vinyl arrows Future at the COP 17 in Durban, people banded kind to the environment. equipment online. If you are aligned with a public or dots that have adhesive backing. school, you might consider talking with the physical education teacher to either borrow equipment or order through the school at a discount.

Philadelphia: Stormwater Art - Stacy Levy

Boulder: Connect the Dots, Mary Miss

South Africa: Walk for the Future

AB/53! 20 AB/53! 21 AB/53" ?C3AB7=A myself out in public and doing something, which raises people’s curiosity,  Gather all of the materials used throughout #Host a public exhibition or public presentation I have the chance to have conversations with people.” the project – field notes, planning documents, research, maps, photos and other media $ Invite a local environmental organization or Eve Mosher, 8/27/07 HWL BLOG university scientist to share climate research  Organize these materials to create an outline for a presentation or workshop %Create email list and Facebook page to promote your presentation /1B7=

3D3¸AAB=@G The HighWaterLine project in New York City A=;30:=5>=ABA included a website with a blog (the blog was 5/17 - “And We’re Off!” updated during the development and research 5/19 - “Rain Delay” of the project as well as each day that was spent 6/16 - “When it rains it pours” drawing). At the conclusion of the project, Eve 6/18 - “Beach cities” hosted an event where her documentary film 7/13 - “Let’s be real cool and act like was screened and she had a chance to talk about nothings weird...” the project. Subsequent to that she has provided 7/27 - “Can you spare five minutes for the video and other materials to art and science the environment?” institutions for display purposes. 8/11 - “A good day to...” 9/16 - “Contemplating climate change” 10/7 - “A Never Ending Story”

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Introduction HighWaterLine Process Introduce yourself, and your story Present your planning process and steps that led up to your performance (display research Climate Change 101 blog) Present some basic information about climate change science Line Marking Show media collected from the HighWaterLine Making it Local marking AC>>:3;3

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The World We Want Foundation (Download Guide) theworldwewantfoundation.org/create-world-SAP-guide

NOTE: While the goal of the project is to educate the public about ways humans contribute to C02 levels and adaptation to the changing environment, it is also important to understand that not everyone who approaches you or that you choose to share your research with is going to be receptive. There will be people who don’t want to have conversations about climate change because of political, religious, and scientific debate. Instead, you can ask people to share stories about the places they live, and what they hope to see in there in the future. It’s not mandatory that you talk with the public to do this project, but if you do, your approach, tone and style will of course be important.

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A. Regional Research Station B. Extreme Weather Station Create a series of tidal markers using scrap wood Create an online blog to collect research gathered or other materials to demarcate tidal sea/water from your regional research station, and from Setup a Regional Research Station in your school, Setup a weather station to record weather levels in your area/community. To start making reports, news sources and personal accounts. or neighborhood to investigate climate change patterns in your local community, and create a your markers, paint your collected materials a You can use a variety of online platforms for free in your community. The station can be a physical space to share this information on your Regional neutral color. Measure and paint depth measure- including Blogger and Tumblr. Imagine yourself outpost to collect, display and explore research Research Station. To get your weather station ments with a bright color every half or quarter in the role of amateur journalist and create a gathered on issues related to climate change. Set started, you can easily create a rain gauge using foot. Make sure to leave room at the bottom of summary and localized account of climate change up your station in a centrally located spot in your a small glass jar or cylinder, an anemometer your marker for where you’ll stake into the ground. information for others to view and use in your school or neighborhood to display what you’ve can be made with plastic cups to measure wind If you live near an ocean or body of water affected community. Invite a local environmental orga- collected or learned. This can be a bulletin board speed, and a temperature/pressure gauge is easy by the tides, research tidal flow data to see when nization or environmental scientist from local a in a hallway, a public kiosk, display case or other to find and install outside. Once you have your high and low tide occurs throughout each day and university to come talk with you and your class/ surface. Next – let’s start researching! Once you tools for measurement assembled, install the what levels to expect (check lunar calendar for low community, and share a story on your new Blog. Use have collected material for your research station – weather station in a central location near your and high tide changes). Next choose a location to #highwaterline to tag any media generated. pin up, display and provide opportunities for oth- school or home with a large sign. Learn about install and visit at various points during the day to (Note: If you have internet access restrictions ers to add, comment and share. artist Andrea Polli’s project Hello Weather!, a see how the tidal depths have changed. If you’re in your school, get permission to use sites like project to de-mystify the collection and use of not near a body of water, you can imagine these as kidblog.org from your principal) Introduction to Research: Conduct a Field Study weather and climate data by bringing artists, temporary public sculptures and install with mes- Research can take many forms, involving observa- technologists, ecologists and environmentalists sages or links to climate change websites. (Note: Assessment Idea: In each of these activities, tion, collection of knowledge, and reflection. Prac- together around citizen weather stations. Please remember to get permission to leave your assess participant’s proficiency with a “KWL” tice your research skills by conducting a brief field andreapolli.com/hello_weather markers in a specific location, and work with some- writing assignment asking those involved to study near your home or school: one who can properly install each marker) answer three questions: what do you know, what Finally, monitor your station regularly and keep a do you want to know, and what did you learn? • Observe and Record: Conduct a field study to weekly journal to compare with historical data on NOTE: This can also be done in an arid climate hone your capacities for observation. Choose a weather patterns and phenomena in the area. If near a riverbed. Another example artwork is the location in your school or neighborhood and you’re working in a group, you can assign different Boulder Creek Flood Level Marker Project by Mary spend 20-30 minutes sitting and observing tasks to each person – temperature, rainfall, wind- Miss: weadartists.org/colorado-marking-floods everything that happens. Keep a detailed record speed etc. Share your weather station results with in a journal of happenings – note the time, who others and monitor frequently. was present, setting, temperature – also speculate on what’s not happening. • Collect: Start collecting things during a neigh- borhood walk. Create a museum to display your findings. Create labels and imagine the stories behind what you’ve found. • Gather knowledge: Practice gathering informa- Math & Science Connect: This is a great opportunity tion using a variety of sources – the library, the to connect math and science learning goals with internet, people etc. Begin to assess reliability of real-world applications and contexts. You can ask your sources – where is the information coming students for instance to predict 25, 50, 100 year from, and what might be someone’s agenda etc. storm and weather conditions, and water levels; • Reflect: Based on your observation, collections you can chart data from the weather station; and knowledge gathered – reflect on your conduct science experiments with different experience. Draw some conclusions, ask more weather stations around the school and more! questions and begin to form your own ideas about your central question or inquiry.

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A. Cartography Office B. Topographic Experiments C. Geo-cache the HighWaterLine D. Performing the Water Table

Reflect Establish a Cartography Office in your Create a 3D papier-mâché or cardboard version Geo-caching is a new sport that involves finding To begin, ask participants to first research infor- school or community. Begin to collect maps of your of your watershed. You can use simple materials locations using GPS coordinates. Each geo-cache mation about your watershed. Where does water area: road maps, geologic, topographic maps, and like chicken wire, paperboard and newspaper to typically involves several locations marked by a flow and come from? Use this information to create begin to create your own version of these maps create a visual and 3D model of your community small container or object with a log book, asking a series of maps that show hydrology and water that draws from all of these sources. Play with the and its relationship to sources of water. you to sign-in after you’ve visited that location. flow. Next imagine a scenario in which the water power of scale and start to locate bodies of water, table is increasing or shrinking in your community. Use topographic maps from the US Geologic and other geologic landmarks on your map. You Ask students to choose an area to map this Survey (usgs.gov) to get started. Next, identify can use butcher paper to create long shorelines, phenomenon outside using colored chalk to sites that will need to be adapted due to increased and use an overhead projector to display a Google visualize the new flood zones or land areas now storms and flooding, and mark where your city/ map onto this surface to trace or outline. exposed because of heat and drought conditions. town has identified emergency preparedness Draw arrows to show which way the waters will Invite others to become Cartographers (map areas. If time allows, ask participants to imagine flow or shrink. A group of participants can also makers) for the day and ask them to create their new urban realities for your area and begin to build wear blue shirts or hold blue signs to represent own hand drawn maps of where they live, and how a model on top of your 3D topographic map. the water. Set the scenario in motion and ask close they are to coastal and flood zones. Begin to You can ask students to imagine floating cities, students to follow the flows of water mapped out chart the flood zones for your area and translate new waterway transportation and other elements. with chalk and perform a flood or drought event. to your map. Start by creating sketches and drawings, and then Finally, integrate all of these elements into an use cardboard and other easy to find materials official climate change map for your community to make models that can be used with your 3D and identify key impact sites such as water treat- topographic map. ment plants, subways, train tracks, electrical power plants, and tributaries flowing down toward larger water bodies. Find out where the You can easily create your own geo-cache by most recent flood or storm surge has occurred, or visiting sites like geocaching.com and setting investigate where riverbanks or lakeshore lines up an account. To invite participation in your were located historically. HighWaterLine performance, you can create a series of localized geo-caches along the route you plan to walk. Each geo-cache can have information about climate change, maps or other information for people to find while they look for each marker. This could help make the project fun, exciting and invite participation after you’ve completed your line.

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