With populations and sea levels rising, this video presents seasteading, or floating communities, as a solution to finding more space to live.
Students will learn about plans for building Oceanix City, a floating city designed to withstand category 5 hurricanes.
This video explains how floating cities will grow food, produce clean energy, and desalinate and recycle water.
The video exposes students to multiple scientific technologies.
The video description contains a link to the video's script and citations.
There are ads before and during the video.
Students should be familiar with the threat of sea level rise.
Design or engineering classes could discuss the potential benefits and barriers to Oceanix City.
Students could work in small groups to learn more about a segment of the video and present their findings to the class.
Social studies classes could use this video to discuss solutions for climate migrants.
Other resources on this topic include this resource on sinking cities and this article on protecting coastal communities.
The resource underscores the concept of seasteading, an innovative approach to reducing population density and pressure on land and to improving the energy sector, food systems, and water quality. From case-study research, this technology is still undergoing testing but the video is insightful and recommended for teaching.
Science and Engineering
ESS3: Earth and Human Activity
MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
ETS1: Engineering Design
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
Geography 1 (F2): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by evaluating and developing a well-supported position about the impact of change on the physical and cultural environment.
Geography 1 (D2): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by using inquiry to predict and evaluate consequences of geographic influences.
Geography 2 (F2): Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities, by summarizing and interpreting the relationship between geographic features and cultures of Maine Native Americans, and historical and recent immigrant groups in Maine, the United States, and the world.