7th Grade Science Unit: Understanding the C’s: Wind Circulation, Coriolis Effect, Surface Currents, Ocean Currents & Climate Unit Snapshot

Topic: Cycles and Patterns of Earth and the Moon Grade Level: 7

Duration: 16 days Summary

The following activities allow students to understand the connections between wind patterns, surface currents, ocean currents and how they influence climate zones.

CLEAR LEARNING TARGETS “I can”…statements ___identify the role of the Coriolis Effect and its effects on global current and winds. ___can create a model to show the movement of ocean water caused by surface currents. ___explain that surface currents are created by the prevailing wind systems. ___explain that ocean currents are affected by ocean water temperature, density and salinity. ___create a climograph to determine how ocean currents affect land climates. ___describe reasons why certain places in the world experience different climate and weather patterns.

Activity Highlights and Suggested Timeframe Day 1-3

Day 4-8 Day 9-10 Day 11-14

Day 15 and on-going Day 16

Engagement: The objective of this activity is to have students discuss and identify causes of global winds. The instructor will be able to determine prior knowledge about this phenomena. Exploration: The objective of this activity is for students to be able to describe the connection between wind patterns, surface currents and ocean climate zones. Students will learn how to determine ocean currents and determine locations of these current by examining ocean buoy movements. Explanation: The objective of this activity is for students to use their prior knowledge and gained knowledge of ocean currents to create a manipulative. Elaboration: The objective of this activity is for students to examine and research various places around the world and create a Climograph. The climograph will explain how the wind currents, and ocean currents can affect the climate and lives of the people that live there. Students will also create a PowerPoint to compare various cities around the world Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to global currents. A teacher-created short cycle assessment can be administered at the end of the unit to assess all clear learning targets (Day 14). Extension/Intervention: Based on the results of the short-cycle assessment facilitate extension and/or intervention activities.

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LESSON PLANS NEW LEARNING STANDARDS: 7.ESS.2 Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns. The sun is the major source of energy for wind, air and ocean currents and the hydrologic cycle. As thermal energy transfers occur in the atmosphere and ocean, currents form. Large bodies of water can influence weather and climate. The jet stream is an example of an atmospheric current and the Gulf Stream is an example of an oceanic current. Ocean currents are influenced by factors other than thermal energy, such as water density, mineral content (such as salinity), ocean floor topography and Earth’s rotation. All of these factors delineate global climate patterns on Earth.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES:

During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

STUDENT KNOWLEDGE: Prior Concepts PreK-2: Water is observed through weather. Water is in the atmosphere. Water can be a solid, a gas and a liquid. Grades 3-5: Water is present in soil. Water is a non-living resource. Properties of the different states of water, how water can change the surface of Earth, and how water is a factor in some weather-related events (e.g., flooding, droughts) are discussed. Grade 6: The changes in the state of water are related to motion of atoms (changes in energy). Water flows through rock and soil (porosity and permeability). Future Application of Concepts Grade 8: The relationship between the hydrosphere, atmosphere and lithosphere are studied as they relate to weathering and erosion. High School: The hydrologic cycle is a component of biology as it relates to ecosystems and the diversity of life. Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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MATERIALS:

VOCABULARY:

Engage Prentice Hall Earth Science, Chapter 13 Sec. 4 pp.456-461 Computer SMARTBoard/Projector Copies of Various Maps World Map o Modeling Ocean Currents Rectangular baking tray Chalk Modeling clay, 3 sticks Ruler Permanent marker Hole puncher Newspaper Construction paper, blue and red Jointed drinking straws, one per student Light reflecting fluid, 400 mL Water Food coloring Graduated cylinder Beaker

Primary Climate Composition Density Pressure Thermal Energy Topography

Explore o Comparing the C’s Maps Various Maps of the World Coloring Materials SMARTBoard/Projector o Where are on Earth are We? Various handouts o The Race is On Various Handouts o Track A Drifter Various Handouts Rulers

Secondary Anemometer Buoy Climograph Coriolis Effect Current El Nino Global Winds Gulf Stream Gyre Jet Stream Land Breeze Latitude Local Winds Precipitation Salinity Sea Breeze Temperature Upwelling Wind Wind-Chill Factor

Explain o 5 Tab Foldable Various Handouts and Maps Coloring Materials 11 x 17 paper Elaborate Computers Handouts Microsoft PowerPoint

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SAFETY

ADVANCED PREPARATION

Teachers should discuss general safety procedures with students during class time. Teacher should have an understanding of student prior knowledge on climate zones, wind currents, and ocean surface currents. Teacher should have maps and handouts printed out. Teacher should have previewed various websites and videos. Teacher should secure a computer lab or laptop cart for student made PowerPoint Presentations Objective: The objective of this activity is to have students discuss and identify causes of global winds and ocean currents. The instructor will be able to determine what students already know about this phenomena. Students will examine the 1992 event in which thousands of toy rubber ducks fell into the ocean and have been found all over the world.

ENGAGE (3 days)

(What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections be made to the real world?)

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

What is the teacher doing?

What are the students doing?

Rubber Ducks & Modeling Ocean Currents (Day 1) See Teacher Page Facilitate the activity by showing maps and asking provided probing questions.

Rubber Ducks & Modeling Ocean Currents (Day 1) 1. Students should be engaged in active discussion. 2. Student should be using maps and reading to help determine what has happened to the rubber ducks. 3. Students should be involved in a close reading to gain information on Currents & Climate.

Facilitate as students perform close readings. After students have finished plotting the place names and dates on their map, ask them to make a hypothesis about “How did rubber bath toys lost overboard in the Pacific travel to beaches many miles away?” Allow them to talk with a partner for five minutes to help develop their thought processes. For the next five minutes, have two pairs of students join to make a group of four for further discussion. The students can exchange or borrow ideas based on prior experiences. Ask each student to write their hypothesis in their science notebook or journals. Introduce the Modeling Ocean Currents Lab Activity from the Prentice Hall Laboratory Manual, pp.118119 or textbook pp.462-463.

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Modeling Ocean Currents Modeling Ocean Currents (Days 2 & 3) (Days 2 & 3) Depending on the day, review 4. Students complete the the concepts brought up in Modeling Ocean Currents the Rubber Ducks Spill and activity. bring up the following website to help illustrate the movement of ocean currents. Students will move a clownfish through various ocean waters to illustrate the principle of ocean currents. Students can come up to the SMARTboard to use this interactive site. http://ocp.ldeo.columbia.edu/ climatekidscorner/nemo_page .shtml Teacher should aid students in completion of Modeling Ocean Currents. Teacher should be prompting questions and giving suggestions to students while they construct their models. See Prentice Hall Earth Science Laboratory Manual for Lab Handouts. Objective: Exploration: The objective of this activity is for students to be able to describe the connection between wind patterns, surface currents and ocean climate zones. Students will learn how to determine ocean currents and determine locations of these current by examining ocean buoy movements.

EXPLORE (5 days)

(How will the concept be developed? How is this relevant to students’ lives? What can be done at this point to identify and address misconceptions?)

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

What is the teacher doing?

What are the students doing?

Comparing the C’s Maps (Day 4) Review with the class, why the rubber ducks were moving to different places around the world based on the models that they created. Review wind patterns and ocean current of the Earth. Explain the Coriolis Effect and how it produces gyres in the ocean surface currents. Break the students into groups to learn about this occurrence. Each group should be given a climate map, a map of wind patterns, and surface patterns (Attached). Once students have worked on creating the maps, they should work together in groups to answer the review questions. Review the answers as a class.

Comparing the C’s Maps (Day 4) 1. Students should be engaged in reviewing concepts from the previous lesson. 2. Students color the ocean climate zone in four different shades of blue, with the tropics being the darkest. 3. Students color the warm surface currents with a red marker and cold currents with a blue marker. 4. Students should work together with small groups to answer review questions.

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Where are on Earth are We? (Day 5) After completing the questions and answers on the Comparing the C’s Maps, review the different world ocean currents. Tell students that they are going to be examining how to identify the location of ocean buoys. Teacher may have to read the handout on Ocean buoys to build background knowledge. Students will first review plotting longitude and latitude coordinates. This activity will probably not take a full class period. Depending on timing, either facilitate a review or begin The Race is On activity. Bring the activity up on a SMARTboard. Perform a group close read with the class of the material. You can have students work alone, in small groups or as full class.

Where are on Earth are We? (Day 5) 1. Students should be engaged in reviewing and discussing learned concepts. 2. Students will be reading and practicing ways to plot lines of longitude and latitude. 3. Students may work individually, in small groups or as a whole class.

The Race is On (Days 5 - 6) After reviewing longitude and latitude, explain to students that that they are examining the ways speed and direction is calculated. This activity can be completed with a group close read. Teacher can bring this activity onto the SMARTboard. Allow students time to review and calculate answers. Depending on student understanding, allow students to work ahead on their own.

The Race is On (Days 5 - 6) 1. Students should be engaged in reviewing and discussing learned concepts. 2. Students will be reading and practicing ways to calculate speed and direction. 3. Students may work individually, in small groups or as a whole class.

Track A Drifter (Days 7 - 8) Using concepts from the two previous activities, students will track two ocean buoys to identify ocean currents. Teacher should make two copies of the Ocean Buoy Charts. Using the data, teacher can model plotting some of the coordinates and then allow students to continue.

Track A Drifter (Days 7 - 8) 1. Students should be engaged in reviewing and discussing learned concepts. 2. Students will be calculating the movement of ocean buoys. 3. Students may work individually, in small groups or as a whole class.

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Teachers will explain that based on the movement of the buoys, correlations can created that will identify the movement of ocean currents. Teacher should be circulating around the classroom, assisting students with misconceptions and problems that may arise. After students complete questions, review as a class to go over any misconceptions. Objective: The objective of this activity is for students to use their prior knowledge and gained knowledge of ocean currents to create a manipulative. What is the teacher doing?

Explain (2 days)

(What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?)

ELABORATE (4 days) (How will the new knowledge be

reinforced, transferred to new and unique situations, or integrated with related concepts?)

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

What are the students doing?

Reading and Foldable (Days 9-10) Reading and Foldable (Days 9-10) Teacher will review various ocean 1. Students will be engaged in current concepts and vocabulary. review and discussion. Teacher will have the students 2. Students will be reading and create a 5 tab foldable. use comprehension skills to Teacher will have students read the extract important ocean currents background information from the information and answer the five reading. bolded questions. Teacher will instruct students how to create the 5 Tab Foldable. Use the 5 Tab Foldable Instruction page for guidance. Objective: The objective of this activity is for students to use their knowledge that has been obtained about the causes of moving currents. Students will research various locations around the world and use data to determine differences in climate variations using climographs. Students will also research various places around the world and create a PowerPoint, that explains how the wind currents, ocean currents can affect the climate and lives of the people that live there. What is the teacher doing?

What are the students doing?

Creating Climographs (Day 11) Review concepts learned yesterday about the wind, currents and climate. Read the introduction aloud to the class. The teacher may also have the students re-read the Ocean Currents Background Information and use their foldable for review. Have the class look at the map of the major ocean currents and write a prediction describing the climate that would be expected of each place listed.

Creating Climographs (Day 11)

1. Students complete climograph activities.

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Symbols on the map are there to help locate the cities on the world map. Discuss what the students predicted and the answers that they wrote down on their lab sheet. Instruct students to create a climograph using the provided data. Students will make a line graph to measure temperature and a bar graph to measure precipitation. Students will work either in small groups or individually. Teacher should be moving around the classroom assisting with questions and monitoring student progress. Review the concepts learned from the past few days. Ask students why certain areas of the world, especially along coasts experience different climates. Explain that there will be difference in each of the graphs. World Climate PowerPoint (Days 12-14) Create discussion of what patterns students are noticing and why certain places experience the temperature and precipitation that they do. Students will create the different climographs and answer the designated questions. Teacher should review and go over questions with the class. Tell students that they will begin conducting research to create a Powerpoiont about a city in one of the regions mentioned in this lesson. Include a discussion of the temperature, precipitation, and vegetation patterns found in each region. Students can describe the culture of the region and how the culture may or may not reflect the physical geography of the area. Columbus City Schools Curriculum Leadership and Development Science Department June 2013

World Climate PowerPoint (Days 12-14) 2. Students complete research on of the cities that they learned about while making the climographs. 3. Students should be engaged in collecting info to explain why certain areas have differences in climate. 4. Students should use the rubric to create their PowerPoint. 5. Students will be engaged in obtaining information for their Powerpoint. 6. Students should be following CCS Internet Policies. 7. Students should be using the provided rubric to complete the Powerpoint.

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Optional: Student Presentations Teachers can evaluate and identify what student learned by having students share their PowerPoints with others and with the instructor. Have students grade themselves with the rubric.

Optional: Student Presentations 8. Set expectations for presentations. 9. Allow groups time to practice. 10. Students can present to whole class, but it is recommended they present to small groups. Two or more presentations could be going on at the same tie and the teacher will circulate to evaluate.

Objective: The instructor will use the PowerPoint presentation to evaluate and make certain that students have learned the concepts and I can statements.

EVALUATE (on-going) (What opportunities will students

have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?)

EXTENSION/ INTERVENTION (1 day or as needed)

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

Formative How will you measure learning as it occurs?

Consider developing a teacher-created formative assessment. All unit activities including climograph development activities, discussions, student worksheets can be used to assess student knowledge progression throughout the unit.

Extension 1. When you click on the following link you will see a heading titles Middle School. Select the Tracking a Drifter lesson and the file will download. http://www.adp.noaa.gov/less on_plans.html 2. Allow students to learn about how Buoys collect data. Students will utilize real-world data to understand ocean currents at a deeper level.

Summative What evidence of learning will demonstrate to you that a student has met the learning objectives?

1. The student-created PowerPoint and presentations in small groups can assess the students ability to synthesize information related to world climates. 2. A teacher created shortcycle assessment can be used to assess all learning targets. Intervention 1. Click on the Ocean Currents Lesson. This lesson includes links to a video resource and a review game. Consider giving lesson readings to students with the worksheet of corresponding questions. Have them highlight the reading as they go and look of answers in the text. Great review of big concepts and vocabulary. http://www.google.com/cse?cx =001709828683833234690%3Agz nd3f1jans&q=http%3A%2F%2Fhil o.hawaii.edu%2Faffiliates%2Fpris m%2Fdocuments%2Foceancurre ntsunit.pdf&sa=Search&cof=FOR ID%3A0#gsc.tab=0&gsc.q=http %3A%2F%2Fhilo.hawaii.edu%2Faf filiates%2Fprism%2Fdocuments% 2Foceancurrentsunit.pdf&gsc.p age=1

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COMMON MISCONCEPTIONS

Students may have misinformation and misconceptions that pertain to climate change. To address tis, it is important to provide scientific evidence of climate change throughout Earth’s history (found in grade 8 ES) and current data to document temperature (surface and oceanic). Data and other resources to help with teaching climate change can be found on EPA’s website at http://www.epa.gov/climatechange/index.html. NASA provides lists of common misconceptions that pertain to Earth and the patterns and cycles on Earth. By teaching students through Earth systems and allowing exploration of the interconnectedness of the systems, students can become aware of the role climate has played throughout Earth’s history. Carleton College provides geology-specific at http://serc.carleton.edu/NAGTWorkshops/teaching_methods/conce ptests/index/html NASA provides a list of overarching Earth Science questions that address many of the common misconceptions at this grade level. There are resources and information that help address questions that center on Earth Systems Science at http://science.nase.gov/bigquestions/. Lower-Level: For the Elaborate PowerPoint lesson you can have students who struggle work on a travel brochure or a poster if they are struggling with using the computer to communicate the content; Consider modeling a final project and presentation and reading the directions/expectations aloud to the class. Higher-Level: Consider allowing students to complete extension activities; consider increasing the depth of questions for the PowerPoint presentation; biomes will be related to this lesson later in the year, consider having high level students begin to discover what type of biome the areas are and how they are tied to climate and weather cycles.

DIFFERENTIATION

Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at the following cites. ELL Learners: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownlo ad.aspx?DocumentID=105521 Gifted Learners: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownlo ad.aspx?DocumentID=105522 Students with Disabilities: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDo wnload.aspx?DocumentID=105523

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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Textbooks: Prentice Hall Earth Science Textbook Chapter 13.4: Currents and Climate pp. 456-468 Chapter 16.3: Winds pp.552-559 Textbook Labs: Prentice Hall Earth Science Laboratory Manual Investigating Changes in Density pp. 115-117 Modeling Ocean Currents pp.118-119 Density and Salinity pp.120-123 The Shape of the Ocean Floor pp.124-125

ADDITIONAL RESOURCES

Websites: What can 28,000 Rubber Duckies lost at seas teach us about our oceans? http://www.mnn.com/earth-matters/wildernessresources/stories/what-can-28000-rubber-duckies-lost-at-sea-teachus-about Rubber Ducks Circumnavigate the Globe http://www.rubaduck.com/news/rubber-ducks-circumnavigateglobe Rubber Duck YouTube Song http://www.youtube.com/watch?v=-RPUmRmdcjw Beachcomber’s Alerthttp://beachcombersalert.org/RubberDuckies.html Science from Bath Toys- http://seagrant.uaf.edu/marineed/curriculum/images/stories/grade7/71asciencefrombathtoys.pdf World Map- http://www.jimmymack.org/images/world_map.gif The Ocean and Climate http://oceanworld.tamu.edu/resources/oceanographybook/oceansandclimate.htm From Sea to Shining Sea- http://www.marineconservation.org/media/shining_sea/s2ss_globe.htm Staying on Tophttp://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/oceanography_c urrents_2.html National Data Buoy Center- http://www.ndbc.noaa.gov Discovery Ed (www.unitedstreaming.com): Understanding Oceans (51:31) Circulation of Atmospheric Cells (8:19) Literature: Carle, Eric. (2005). 10 Little Rubber Ducks. Harper Collins Birch, Robin (2009). Earth’s Climate. Marshall Cavendish Benchmark Harper, Suzanne. (1997). Clouds: from mare’s tails to thunderheads. Franklin Watts. Loree, Griffin Burns, Tracking Trash: flotsam, jetsam and the science of ocean motion, 2007 Videos: Ocean Currents- (1:20) http://www.youtube.com/watch?v=Hu_Ga0JYFNg The Thermohaline Circulation- The Great Ocean Conveyor Belt (2:47) http://www.youtube.com/watch?v=LkRQjTdTvFE

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Rubber Ducks Traveling the World Timeline – TEACHER PAGE The teacher will bring up a map of world circulation and the ocean currents. Teacher can bring up the article and timeline of Rubber Ducks in the ocean and use the paper copy for students to read. http://beachcombersalert.org/RubberDuckies.html If the reading level is too high, share Science from Bath Toyshttp://seagrant.uaf.edu/marineed/curriculum/images/stories/grade7/71asciencefrombathtoys.pdf (Optional) Teacher may also have the students watch the Youtube song on Rubber Ducks. (Warning—the word hell is said in the song at 2 min 3 seconds) http://www.youtube.com/watch?v=-RPUmRmdcjw Ask the students: How it is possible that the ducks can travel to different places around the world. What is causing the ducks to go from the North Central Pacific Ocean all the way to Iceland? Pass out a photocopy of a world map (use the one provided in the 5E Lesson or your own) with current geographical boundaries. Ask students to re-read the story and find the information in the story about where the rubber bath toys were found. Ask them to locate the places on the map and record them along with the dates that the toys were found. Model the first two or three entries as a class. An atlas or the Internet can be used to help locate any places that are unfamiliar. Students should already have an understanding about the Coriolis Effect and the Earth’ currents. Refer to Prentice Hall Earth Science Chapter 13 Section 4 for added information on the topic. If students need to acquire information, have them do a close read on Currents and Climate on pp. 456-461. Use the map to discuss with the students where the ducks first were spilled at 44 degrees North Latitude and 178 degrees East Longitude and where many have floated ashore. After students have finished plotting the place names and dates on their map, ask them to make a hypothesis about “How did rubber bath toys lost overboard in the Pacific travel to beaches many miles away?” Allow them to talk with a partner for five minutes to help develop their thought processes. For the next five minutes, have two pairs of students join to make a group of four for further discussion. The students can exchange or borrow ideas based on prior experiences. Ask each student to write their hypothesis in their science notebook or journals. Introduce the Modeling Ocean Currents Lab Activity from the Prentice Hall Laboratory Manual, pp.118-119 or textbook pp.462-463.

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Name_____________________________________________________Per._________Date____________ Rubber Ducks Traveling the World Timeline Here is the story of some intrepid rubber ducks who are out to circumnavigate the globe, or disintegrate trying. They began their quest in 1992 by jumping ship in the middle of the Pacific, and have been sighted at exotic points from Kamchatka to Hawaii to Iceland ever since. On the way, they have provided excellent data points for ocean current research. And while their color has faded from cheery yellow to bone white, their adventurous spirit remains, and their legend will live on in history. Rubber Duck Timeline- November 16th 1992 Caught in the Subpolar Gyre (counter-clockwise ocean current in the Bering Sea, between Alaska and Siberia), the ducks take 10 months to begin landing on the shores of Alaska. Early 1995- The ducks take three years to circle around, East from the drop site to Alaska, then all the way West and South to Japan before turning back North and East, passing the original drop site and again landing in North America. Some ducks are even found in Hawaii. The National Oceanic & Atmospheric Administration (NOAA) has worked out that the ducks travel approximately 50% faster than the water in the current. 1995-2000- Some intrepid ducks escape the subpolar Gyre and head North, through the Bering Straight and into the frozen waters of the Arctic. Frozen into the ice, the ducks travel slowly across the Pole, moving ever eastward. 2000- Ducks begin reaching the North Atlantic, where they begin to thaw and move Southward. Soon ducks are sighted bobbing in the waves from Maine to Massachusetts. 2001-Ducks are tracked in the area where the Titanic sunk. Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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July to December 2003-The First Years offers a $100 savings bond reward for the recovery of wayward ducks from the 1992 spill. To be valid, ducks must be sent to the First Years, and must be found in New England, Canada or Iceland. Britain is told to prepare for an ‘invasion’ of the wayward ducks, as well. July 15 2007-According to an article in England’s “Daily Mail”, the first “Friendly Floatee” rubber duck has been found in the UK. As predicted by oceanographers, some of the 29,000 rubber ducks (and frogs, beavers and turtles) accidentally lost at sea in 1992 are now beginning to make landfall in Britain. The rubber duck was found by Penny Harris, 60, as she walked her dog on a Devon beach. Covered in brown seaweed and barnacle-encrusted, the faded and partially decomposed toy has been sent to manufacturer The First Years in order to claim the $100 finders reward offered by the company. Seattle oceanographer Dr. Curtis Ebbesmeyer, who has been tracking ocean-going oddities since 1991, predicts another wave of ducks will make landfall in North America in 2007. Dr. Ebbesmeyer’s work in ocean currents, and the stuff that floats on them, has called worldwide attention to the issue of ocean pollution. It is estimated that 10,000 shipping containers fall into the ocean each year, adding to the millions of bits of trash and junk floating around the world. After decades of exposure to the elements, most garbage breaks down into a layer of plastic and circumnavigate the globe. Adapted from: http://www.rubaduck.com/news/rubber-ducks-circumnavigate-globe

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Name__________________________________________________Per.___________Date________ RUBBER DUCK WORLD MAP

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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Name______________________________________________Per.___________Date_____________ WORLD OCEAN CURRENTS BACKGROUND INFORMATION What are Ocean Currents? Ocean currents are regular movements of water in one direction in the ocean. Ocean currents may be either warm or cold. There are also ocean currents deep below the surface--these are often called “under currents”. Under currents are driven by density differences in the water. Water density depends on its temperature and salinity (how much salt is in the water). What Causes Ocean Currents? The prevailing winds, or winds that usually blow in the same direction, influence ocean currents because the wind causes friction on the water surface causing the water to move in the same direction as the wind. Some prevailing winds are called “trade winds” because merchants on sailboats used these regular winds to sail across the Indian Ocean or Atlantic Ocean to trade their goods. The wind made sailing to some places very easy and other places very difficult. Some of these regular winds change direction during certain months. This is called monsoon. Monsoon winds blow one direction from May to October, then change directions from November to April, which allowed the merchants to sail home in Monsoon areas of the world. The Monsoon winds mainly effects South Asia (India). Indian traders sailed west to Africa in the summer and east back to India in the winter. Differences in temperature have a big impact on ocean currents. Heating by the sun near the equator (low latitude) makes the waters warm. In the polar region (high latitude), water is much colder because less direct sunlight reaches the poles. Cold water actually weighs more than warm water--that’s why heat rises; it weighs less. As a result, the warm waters of the equatorial region drifts towards the polar regions. Colder water then flows toward the equator to replace the warm water that is leaving--this movement creates water currents. Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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This same effect would happen in your house if you put an air conditioner in one room and a heater in another room that was connected by a doorway. A light draft would eventually develop between rooms. Warm air through the top of the doorway and cool air the opposite direction through the bottom of the doorway. The salinity of the water (how much salt is in it) increases the density of water--this basically increases the weight of the water. High salinity water is heavier and flows under low salinity water. Surface water from the Mediterranean Sea is high salinity and therefore flows into less saline waters of the Atlantic Ocean while the under current (deep current) flows in the opposite direction. High evaporation and limited rain usually result in high salinity of a body of water. Under currents deep in the ocean also affect the movement of water. They flow in the opposite direction from the surface current above them. They replace the surface waters that are moving out. A major under current circles the globe at about 30 mph. The main under current is call the Great Conveyor Belt. It is truly like an underwater river. In fact, under currents are called “submarine rivers”. What are Warm and Cold Currents? There are several warm ocean currents that move warm water away from the equator. These currents of water have warm air above the water. The warm air raises the temperature of the land it touches. These areas enjoy a much warmer climate than other places at the same latitude. Areas such as England would be much colder without the warm Gulf Stream. Warm ocean currents flow on the eastern side of a continents. They only reach the western side in high latitude areas. Another characteristic is that they flow away from the equator. Warm currents have higher temperatures, so they are less dense than cold water. Usually warm water has a higher salinity, but it remains less dense than cold water, so cold water is heavier and flows under warm water. The water is warmed on the surface, so Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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warm currents flow across the surface of the ocean. As a warm current cools down, it drops down and becomes a cold water currents. Cold ocean currents come from high latitude areas near the poles. The cold Oyashio Current off the coast of Japan delivers cold water from the north, which mixes with the warm Kuroshio current, creating an amazing environment for wildlife. This area is very important to fisherman. Cold ocean currents flow along the western coast of continents. However, in high latitude areas cold ocean currents flow on the east coast such as the cold Labrador Current on Canada’s east coast. The cold temperatures cause a high density, which makes cold water heavier than warm water. Cold water tends to have a lower salinity too. Cold water replaces warm water as it moves away so, cold water sometimes has an upward movement called an “upwelling”. What are the Effects of Warm Ocean Currents? Warm ocean currents greatly influence the climate of the land they pass by in several ways. Warm currents lead to warm weather conditions because the air above water is also warm. This warm air passes over the land and keeps the average temperatures higher than other places at the same latitude. The Gulf Stream raises the temperatures of coastal Europe. In South Africa the city of Durban on the east coast is warmed by the Mozambique current and has temperatures of 76F compared to Port Noloth on the west coast along the same latitude which has temperatures of 60F because of the cold Benguela current.

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Another effect is of warm currents is heavy rainfall along the coastal lands. Warm temperatures evaporate the water and moist air blows over land where it cools and falls as rain. This is especially true in India. When the monsoon winds reverse direction and the air over the Indian Ocean blows over land it can dump several inches of rain in a matter of hours. Obviously with all the water in the air, the humidity levels are higher in these places and they tend to be more cloudy. One problem is violent thunderstorms in warm current areas, which tend to be destructive to the crops and property and also disrupts the economic activities such as tourism. Regular rainfall benefits humans because it provides freshwater for drinking and makes areas easier to farm, which makes food available and cheap. Another benefit of regular rain is the growth of forests. Warm water currents allow coral reef to grow. This is true of the east coast of Australia where the Great Barrier Reef is found. These coral rocks are home to many fish, so it provides another source of food. What are the effects of cold ocean currents? Cold currents bring cold water and cold air above it. Obviously, temperatures on the land are lower than they would be without the cold water current. With lower temperatures, there is less evaporation of water and less humidity, which results in very little rainfall in these areas. In fact, land that touches cold water currents will often have a deserts such as the Sahara in Africa or in Australia where 18% of the land is desert. The arid (dry) conditions make the land touched by cold currents too dry to farm. This forces people to import much of their food. The land that touches cold currents is land where very few people live. There isn’t enough rain for farming or forests, but sometimes enough for the growth of pastures of short grass which has encouraged people in these areas to herd animals such as goats, camels, or maybe cows. This is true in the semi-arid areas of southern Africa outside the Namib Desert and Kalahari Desert. Semi-arid places are dry, but not as dry as arid areas. On the bright side, cold currents provide excellent fishing waters.

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Name________________________________________________________Per.____________Date_______

The 3 C’s—Wind Circulation, Ocean Currents and Climate Directions: Using the maps and knowledge that you have obtained answer the following questions in complete sentences. 1.) What four currents make up the North Pacific gyre?

2.) What is the main climate zone of this gyre?

3.) How many other gyres are formed in the open oceans? Name the four.

4.) Where is the tropical zone the greatest in latitude span?

5.) Using the wind pattern map, identify which climate zone contains the westerlies?

Where do the easterlies bring cold air from?

6.) Using the ocean current map and the wind current map, write down observations that you have about the connection between the wind patterns and ocean currents.

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Name Teachers’ Answer Key________________________________Per.____________Date_______

The 3 C’s—Wind Circulation, Ocean Currents and Climate Directions: Using the maps and knowledge that you have obtained answer the following questions in complete sentences. 1.) What four currents make up the North Pacific gyre? Kuroshio, N. Pacific, California, N. Equatorial 2.) What is the main climate zone of this gyre? Subtropical 3.) How many other gyres are formed in the open oceans? Name the four. There are four, N. Atlantic, S. Atlantic, S. Pacific, S. Indian 4.) Where is the tropical zone the greatest in latitude span? The Atlantic 5.) Using the wind pattern map, identify which climate zone contains the westerlies? The Temperate Zones Where do the easterlies bring cold air from? The poles 6.) Using the ocean current map and the wind current map, write down observations that you have about the connection between the wind patterns and ocean currents. Answers will vary

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Name________________________________________________________Per.______________Date___________________

Where on Earth are We? How can we find a certain place on a map or globe of the Earth? One way is to use latitude and longitude. These words refer to a system that helps us locate places on the Earth. What is latitude? Latitude is a way to measure the distance north or south of the Earth’s Equator. The lines of latitude are parallel to the Equator. The Equator is at 0 degrees latitude (0°). The North Pole is at 90 degrees north (90°N). The South Pole is at 90 degrees south (90°S). Lines of latitude can be called "parallels." as in "the 45th Parallel."

What is longitude? Longitude is a way to measure the east-west distance on Earth. It is measured from zero longitude, also called the Prime Meridian. The Prime Meridian passes through the North Pole, the South Pole, and Greenwich, England. The other longitude lines are measured as being either east (E) or west (W) of the Prime Meridian. Lines of longitude can be called "meridians."

How does the system of latitude and longitude
help us find places on Earth? Any place on the Earth can be found by showing where a latitude line and a longitude line cross each other. However, many places do not lie exactly on a main line of latitude and longitude. So, degrees have to be divided into smaller units. Each degree can be broken down into 60 smaller units, called minutes. Each minute is made of 60 seconds. The sign ° stands for degrees. So, if you see 45°,that is the same as saying "45 degrees." 45° = 45 degrees The sign ‘ stands for minutes. So, if you see 25', that is the same as saying "25 minutes" 25' = 25 minutes The sign " stands for seconds. So, if you see 30", that is the same as saying "30 seconds" 30" = 30 seconds Look at the globe. "P" stands for a specific point on the Earth. That point is found where the latitude line 40 degrees north, or 40°N crosses the longitude line 60 degrees west, or 60°W. The latitude measurement is always written first, before the longitude measurement. As you can see, the point is found at 40°N, 60°W.

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Figure 1: Diagram of latitude, longitude grid on a spherical Earth. Now, practice finding points on a chart. Use the YOTO Drifter Tracking Chart.

Find these locations on the YOTO Drifter Tracking Chart.

Latitude 26°N 15°N 42°30'N

Longitude 80°W 90°W 71°W

Where are you?

Now, practice giving locations by reading the chart. For each place listed below, write its latitude and longitude intersection (where the lines of latitude and longitude meet on or near the locations.)

Place New Orleans, Louisiana The island of Martinique Key West, Florida

Latitude

Longitude

This activity was adapted from “Track a NOPP Drifter” written by Anna C. Switzer for the NOPP-Consortium of Oceanographic Activities for Students and Teachers (COAST). Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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Name___TEACHER ANSWER KEY_________________________________Per.______________Date___________________

Where on Earth are We? How can we find a certain place on a map or globe of the Earth? One way is to use latitude and longitude. These words refer to a system that helps us locate places on the Earth. What is latitude? Latitude is a way to measure the distance north or south of the Earth’s Equator. The lines of latitude are parallel to the Equator. The Equator is at 0 degrees latitude (0°). The North Pole is at 90 degrees north (90°N). The South Pole is at 90 degrees south (90°S). Lines of latitude can be called "parallels." as in "the 45th Parallel."

What is longitude? Longitude is a way to measure the east-west distance on Earth. It is measured from zero longitude, also called the Prime Meridian. The Prime Meridian passes through the North Pole, the South Pole, and Greenwich, England. The other longitude lines are measured as being either east (E) or west (W) of the Prime Meridian. Lines of longitude can be called "meridians."

How does the system of latitude and longitude
help us find places on Earth?
Any place on the Earth can be found by showing where a latitude line and a longitude line cross each other. However, many places do not lie exactly on a main line of latitude and longitude. So, degrees have to be divided into smaller units. Each degree can be broken down into 60 smaller units, called minutes. Each minute is made of 60 seconds. The sign ° stands for degrees. So, if you see 45°,that is the same as saying "45 degrees." 45° = 45 degrees The sign ‘ stands for minutes. So, if you see 25', that is the same as saying "25 minutes" 25' = 25 minutes The sign " stands for seconds. So, if you see 30", that is the same as saying "30 seconds" 30" = 30 seconds Look at the globe. "P" stands for a specific point on the Earth. That point is found where the latitude line 40 degrees north, or 40°N crosses the longitude line 60 degrees west, or 60°W. The latitude measurement is always written first, before the longitude measurement. As you can see, the point is found at 40°N, 60°W.

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Figure 1: Diagram of latitude, longitude grid on a spherical Earth. Now, practice finding points on a chart. Use the YOTO Drifter Tracking Chart. Find these locations on the YOTO Drifter Tracking Chart. Latitude 26°N 15°N 42°30'N

Longitude 80°W 90°W 71°W

Where are you? Miami, FL Guatemala Boston, MA

Now, practice giving locations by reading the chart. For each place listed below, write its latitude and longitude intersection (where the lines of latitude and longitude meet on or near the locations.) Place New Orleans, Louisiana The island of Martinique Key West, Florida

Latitude 30 degrees N 15 degrees N 24 degrees N

Longitude 90 degrees W 61 degrees W 81 degrees W

This activity was adapted from “Track a NOPP Drifter” written by Anna C. Switzer for the NOPP-Consortium of Oceanographic Activities for Students and Teachers (COAST). To find out more, please visit: http://drifters.doe.gov/ and www.coast-nopp.org.toc. All rights reserved.

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Name__________________________________________________Per.__________Date____________________

THE RACE IS ON Speed is a measure of how fast an object (including people) moves across a given distance. To calculate speed we take the distance between two points and divide by the time it takes to cross that distance: Speed (m/s) = Distance (m) ÷ Time (s) Many different units can be used to describe speed. For instance, if you are calculating the speed of a train, you may want to use mph (miles per hour) or kph (kilometers per hour). However, if you are tracking the path of a snail, you may want to use cm/h (centimeters per hour) or in/h (inches per hour). Practice calculating speed using different units for the examples given below.

*nm---nautical miles When making charts to show currents, scientists often use arrows to represent speed. The size of the arrow is proportional to the speed. If 1 cm = 1 mph, then the airplane’s speed could be represented by an arrow that is 350 cm long. Yikes! That is a long arrow! In this case it would be better to use 1 cm = 35 mph. Then our arrow would be only 10 cm long. If we use 1 cm = 1mph, then the snail’s arrow would only be 0.8 cm long. That arrow is a short arrow. Using 1 cm = 10 mph, on the next page, draw the arrows which would represent the speeds of the whale and cheetah.

B. Direction of movement: Speed describes how fast or slowly an object moves, but it does not tell us anything about the direction of movement. If we combine the speed and direction of an object, it is called velocity. Velocity can be shown using a vector (an arrow which shows direction and speed). On maps and charts there is usually a compass rose. The compass rose shows north-south-east-west directions on a map. To the right is an example. Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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N = North, S = South, W = West, E = East If a direction is between 2 of the major directions (N,S, E and W), then the directions are combined. An arrow pointing to a direction between North and East, would be pointing Northeast (NE). What direction do these arrows point?

For each of the arrows below, measure its length. Using a scale of 1 cm = 10 mph, determine what speed it represents and name the direction it is pointing (this is its velocity).

a Example: West (20 mph)

b. _________________

c. _________________

Draw arrows which represent the speed and direction for the following velocities.

a._20 mph South

b. 30 mph Southwest

*These activities were adapted from “Track a NOPP Drifter” written by Anna C. Switzer for theNOPP-Consortium of Oceanographic Activities for Students and Teachers (COAST).

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Name________TEACHER’S ANSWER KEY______________________Per.__________Date____________________

THE RACE IS ON Speed is a measure of how fast an object (including people) moves across a given distance. To calculate speed we take the distance between two points and divide by the time it takes to cross that distance: Speed (m/s) = Distance (m) Π Time (s) Many different units can be used to describe speed. For instance, if you are calculating the speed of a train, you may want to use mph (miles per hour) or kph (kilometers per hour). However, if you are tracking the path of a snail, you may want to use cm/h (centimeters per hour) or in/h (inches per hour). Practice calculating speed using different units for the examples given below.

When making charts to show currents, scientists often use arrows to represent speed. The size of the arrow is proportional to the speed. If 1 cm = 1 mph, then the airplane’s speed could be represented by an arrow that is 350 cm long. Yikes! That is a long arrow! In this case it would be better to use 1 cm = 35 mph. Then our arrow would be only 10 cm long. If we use 1 cm = 1mph, then the snail’s arrow would only be 0.8 cm long. That arrow is a short arrow. Using 1 cm = 10 mph, on the next page, draw the arrows which would represent the speeds of the whale and cheetah.

B. Direction of movement: Speed describes how fast or slowly an object moves, but it does not tell us anything about the direction of movement. If we combine the speed and direction of an object, it is called velocity. Velocity can be shown using a vector (an arrow which shows direction and speed). On maps and charts there is usually a compass rose. The compass rose shows north-south-east-west directions on a map. To the right is an example. N = North, S = South, W = West, E = East Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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If a direction is between 2 of the major directions (N,S, E and W), then the directions are combined. An arrow pointing to a direction between North and East, would be pointing Northeast (NE). What direction do these arrows point?

For each of the arrows below, measure its length. Using a scale of 1 cm = 10 mph, determine what speed it represents and name the direction it is pointing (this is its velocity).

a Example: West (20 mph)

b.Southwest (10 mph)

c. South (23mph)

Draw arrows which represent the speed and direction for the following velocities.

*These activities were adapted from “Track a NOPP Drifter” written by Anna C. Switzer for theNOPP-Consortium of Oceanographic Activities for Students and Teachers (COAST). Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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Name__________________________________________________Per.__________Date____________________

TRACK A DRIFTER Each of these charts has data from a drifter. Choose one of the drifters. Plot each of its positions on the chart with a dot. Label the date next to each position, or give it a letter to identify it. After plotting each position, connect the points. This is a drifter track. Sometimes a latitude or longitude measurement will have a minus sign (-) before the numbers. The minus sign before latitude means the point is south of the Equator. The minus sign before longitude means the point is west of the Prime Meridian. 1 day=__________hours DRIFTER #1 Date

Latitude (°N)

Longitude (°W)

Distance (mph)

Time (hours)

10-4-12

28°

-80°

0

10-7-12

30°

-80°

125

72

10-11-12

30°

-79°

36

96

10-14-12

32°

-77°

154

72

10-17-12

32°

-78°

28

72

10-20-12

33°

-77°

74

72

10-23-12

33°

-77°

11

72

10-26-12

35°

-74°

192

72

10-29-12

37°

-69°

331

72

11-1-12

37°

-67°

139

72

Date

Latitude (°N)

Longitude (°W)

Distance (mph)

Time (hours)

8-25-12

15°

-74°

0

8-28-12

14°

-75°

81

72

9-2-12

14°

-76°

60

72

9-5-12

14°

-77°

63

72

9-8-12

15°

-79°

115

72

9-11-12

16°

-80°

98

72

9-14-12

17°

-81°

86

72

9-17-12

18°

-82°

86

72

9-20-12

19°

-82°

59

72

9-23-12

20°

-82°

38

72

Speed (mph)

Direction

Speed (mph)

Direction

DRIFTER #2

This activity was adapted from “Track a NOPP Drifter” written by Anna C. Switzer for theNOPP-Consortium of Oceanographic Activities for Students and Teachers (COAST). Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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Name____________________________________________________________________Per.__________Date________

TRACK A DRIFTER QUESTIONS 1. These Drifters are tracking ocean currents. What is the general location of these currents and what is the main direction they are moving?

3. Is the direction of daily drift different from the direction over a longer time scale?

4. Do both Drifters behave the same or differently? What might make the currents (drifters) speed up, slow down or change direction?

5. Did the number of days used to calculate the speed and direction make a big difference?

6. Do you think you could predict the position of a Drifter in the future, for instance 3 days after your last position plotted?

7. Give some examples of why it is important to understand how ocean currents flow.

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Name__________TEACHER

ANSWER KEY_________________Per.__________Date________ TRACK A DRIFTER QUESTIONS

1. These Drifters are tracking ocean currents. What is the general location of these currents and what is the main direction they are moving? One drifter is in the Caribbean Sea and the other is in the North Atlantic Ocean just off the southeast U.S. coast (it is in the Gulf Stream). The main current in the Caribbean Sea flows to the west, becoming more northwesterly at the western side of the Sea. In the southeastern U.S., the Gulf Stream flows principally north, becoming more northeasterly near North Carolina. 2. Is the direction of daily drift different from the direction over a longer time scale? The direction of daily drift may be different from that measured over longer time periods. Small scale features such as eddies (circular currents) or meanders (bends in a current stream) may affect the relatively short-term drifter tracks, but their long term drift is typically in the direction of the main or large-scale current system in the region. 3. Do both Drifters behave the same or differently? What might make the currents (drifters) speed up, slow down or change direction? The drifters do not behave the same because they are in different ocean regions within different current systems. Wind at the surface can make drifters speed up or slow down by intensifying currents (if the wind is in the same direction as water movement) or reducing currents (when the wind is in the opposite direction of water movement). 4. Did the number of days used to calculate the speed and direction make a big difference? Yes, the speed and direction of the drifter changes depending on how many days are used in averaging. 5. Do you think you could predict the position of a Drifter in the future, for instance 3 days after your last position plotted? Sometimes 6.Give some examples of why it is important to understand how ocean currents flow. The transport of materials, boats, pollutants, fish, sediment, etc.

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Name__________________________________________________Per.__________Date__________

CREATING A FIVE TAB FOLDABLE 1.) Fold a piece of 11 x 17 paper Hot Dog Style 2.) Fold the paper so that one third is exposed and two thirds is covered. 3.) Fold the two-thirds section in half. 4.) Fold the one-third section backward to form a fold line 5.) The paper will be divided into fifths when opened. Use this foldable to organize the questions from the Ocean Current Background Information. Each fold will have

a

question and the answers with drawings to explain each question.

Name__________________________________________________Per.__________Date__________ CREATING A FIVE TAB FOLDABLE 1.) Fold a piece of 11 x 17 paper Hot Dog Style 2.) Fold the paper so that one third is exposed and two thirds is covered. 3.) Fold the two-thirds section in half. 4.) Fold the one-third section backward to form a fold line The paper will be divided into fifths when opened. Use this foldable to organize the questions from the Ocean Current Background Information. Each fold will have a question and the answers with drawings to explain each question. Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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Research Question Name_______________________________________________Per.____________Date_________ Do Ocean Currents Influence Climate?

Predicting the Effect of Ocean Currents on Coastal Climates

Hypothesis Have each can student question with oneoforweather two other students Climate be discuss definedthe asresearch the long-term behavior over time, and including the then write their hypothesis(es) on paper. average and extreme conditions for a region. Surface currents affect climate by moving cold and warm water around the globe. In general, currents carry warm water from the tropics the poles and bring cold water back toward the equator. A surface current warms or 1 toward Procedure cools thethe airEffect aboveofit,Ocean influencing climateon ofCoastal the land near the coast. Winds pick up Predicting Surfacethe Currents Climates moisture as they blow across warm water currents. This often brings mild rainy weather to the coastal regions. In contrast, the ocean air above them since cold air Read the Introduction aloud. cold Thenwater look atcurrents the map cool of major currents andand write has less of an ability to hold moisture than warm air, these currents tend to bring a prediction describing the climate you would expect of each place l isted below. (Thecool, dry weather adjacent land the areas. often found symbolstoare to help locate citiesFog on isthe world map.)along the land-sea borders where cold ocean currents exist. An example is the west coast of South America where fog is found off the coast and the driest desert in the world, the Atacama, exists! · Arica, Chile (along the Peru Current) st

A climograph is a special type of graph that displays the monthly average precipitation and · Trondhiem, Norway the course Norwegian temperature for an area(along over the of aCurrent) year. By studying climographs, you can see how precipitation and temperature differ from one community to another.

·

Tokyo, Japan along the (Kuroshio Current)

Map of Major Ocean Currents

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After reading the information and looking at the map of major ocean currents, write a prediction describing the climate you would expect of each place listed below. (The symbols are to help locate the cities on the world map.) 1.) Arica, Chile (along the Peru Current)

2.) Trondhiem, Norway (along the Norwegian Current)

3.) Tokyo, Japan along the (Kuroshio Current)

Using the tables below, create a climograph for the three locations indicated on the map.

Fact Sheet A (Climate Data)

Average Precipitation for Trondheim, Norway (inches) Jan 2.1

Feb 1.6

Mar 2.8

Apr 2.0

May 1.8

Jun 2.7

Jul 3.0

Aug 3.5

Sep 3.5

Oct 2.5

Nov 3.0

Dec 5.5

Jul 57

Aug 57

Sep 50

Oct 43

Nov 34

Dec 30

Average Temperature for Trondheim, Norway (ºF) Jan 25

Feb 27

Mar 32

Apr 39

May 46

Jun 54

______________________________________________________________________________________ Average Precipitation for Arica, Chile (inches) Jan 0

Feb 0

Mar 0

Apr 0

May 0

Jun 0

Jul 0

Aug 0

Sep 0

Oct 0

Nov 0

Dec 0

Average Temperature for Arica, Chile (ºF) Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 74 74 73 69 66 63 62 62 63 65 68 71 ______________________________________________________________________________________ Average Precipitation for Tokyo, Japan (inches) Jan 2.0

Feb 2.8

Mar 4.2

Apr 5.1

May 5.7

Jun 6.9

Jul 5.3

Aug 5.8

Sep 8.5

Oct 7.6

Nov 3.8

Dec 2.1

Jul 77

Aug 81

Sep 74

Oct 64

Nov 55

Dec 47

Average Temperature for Tokyo, Japan (ºF) Jan 42

Feb 43

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

Mar 48

Apr 57

May 65

Jun 71

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2 Procedure Recording Data: Making a Climograph (teacher should make 3 copies of blank climographs per student or group). Using the climate data from the tables, create a climograph for each city listed. Use a line graph for thebar climate data Fact Sheeton A, the create a climograph temperatureUsing and a graph forfrom precipitation same graph. for each city listed. Use a

line graph for temperature and a bar graph for precipitation on the same graph.

Climograph City:

Latitude Location:

100

95

95

90

90

85

85

80

80

75

75

70

70

65

65

60

60

55

55

50

50

45

45

40

40

35

35

30

30

25

25

20

20

15

15

10

10

5

5

P

E

F

100

E

U

R

R I

A

T

C I

E

R

P

P

T

M

A

E

T

T

I O N in

0

0 J

F

M

A

MY

JN

JL

AU

S

O

N

D

Months of the Year

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2 Procedure Recording Data: Making a Climograph (teacher should make 3 copies of blank climographs per student or group). Using the climate data from the tables, create a climograph for each city listed. Use a line graph for thebar climate data Fact Sheeton A, the create a climograph temperatureUsing and a graph forfrom precipitation same graph. for each city listed. Use a

line graph for temperature and a bar graph for precipitation on the same graph.

Climograph City:

Latitude Location:

100

95

95

90

90

85

85

80

80

75

75

70

70

65

65

60

60

55

55

50

50

45

45

40

40

35

35

30

30

25

25

20

20

15

15

10

10

5

5

P

E

F

100

E

U

R

R I

A

T

C I

E

R

P

P

T

M

A

E

T

T

I O N in

0

0 J

F

M

A

MY

JN

JL

AU

S

O

N

D

Months of the Year

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2 Procedure Recording Data: Making a Climograph (teacher should make 3 copies of blank climographs per student or group). Using the climate data from the tables, create a climograph for each city listed. Use a line graph for thebar climate data Fact Sheeton A, the create a climograph temperatureUsing and a graph forfrom precipitation same graph. for each city listed. Use a

line graph for temperature and a bar graph for precipitation on the same graph.

Climograph City:

Latitude Location:

100

95

95

90

90

85

85

80

80

75

75

70

70

65

65

60

60

55

55

50

50

45

45

40

40

35

35

30

30

25

25

20

20

15

15

10

10

5

5

P

E

F

100

E

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R

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Name_____________________________________________________Per._________Date_________

Interpreting Climographs 1.)

Examine your climographs. What is the difference between the highest and lowest temperatures in the climograph for each city?

2.)

Which city is in a desert? How can you tell?

3.)

Take a closer look at the Arica, Chile climograph. What can you tell about the seasons and the months? How is this related to the hemisphere where Arica is located?

4.)

Is there a relationship between the temperature of the ocean current and the coastal climate?

5.)

Is there a relationship between the direction of the ocean current and the coastal climate?

6.)

In general, on which side of the ocean basins are the cold currents? Warm currents?

7.)

What can you infer about the climate of each region by reviewing these climographs?

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Name: Teacher’s Answer Key________________________________Per._________Date_________

Interpreting Climographs 1.) Examine your climographs. What is the difference between the highest and lowest temperatures in the climograph for each city? Trondheim: 32; Arica: 12; Tokyo: 39

2.) Which city is in a desert? How can you tell? Arica, Chile, because it has no precipitation for the year.

3.) Take a closer look at the Arica, Chile climograph. What can you tell about the seasons and the months? How is this related to the hemisphere where Arica is located? It is warmer in January and February. The seasons in the southern hemisphere are opposite of those in the northern hemisphere. It is summer in Arica during January and February.

4.) Is there a relationship between the temperature of the ocean current and the coastal climate? Yes. Warm currents bring warm, moist air and cold currents bring cool, dry air to the region. 5.) Is there a relationship between the direction of the ocean current and the coastal climate? Yes. When the current is flowing away from the coast it will cause the air to be drier on land. 6.) In general, on which side of the ocean basins are the cold currents? Warm currents? In general, the cold currents are on the eastern side of the ocean basins and 
warm currents are on the western side of the ocean basins. 7.) What can you infer about the climate of each region by reviewing these climographs?

Answers will vary. It is obvious to see that Arica is a desert. Trondheim is warm for to its latitudinal location. Tokyo is quite rainy and experiences mild temperatures because of the moderating effect of the ocean water.

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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Name_________________________________________________________Per._________________Date_________

Coastal Climate Fact Sheets Arica, Chile Arica, Chile lies within one of the driest regions on Earth called the Atacama Desert.

Ocean currents keep clouds and fog just off the coast, so most rain falls into the nearby ocean.

Trondheim,Norway Trondheim, Norway has a temperate climate. Summers and winters are remarkably mild for their latitude. Rainfall is very heavy. The local harbors are free of ice most of the winter.

Tokyo Bay Tokyo, Japan has a rainy climate and the temperature is milder than one expects at that latitude.

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1.

Conduct research and write a report about a city in one of the regions mentioned in this lesson. Include a discussion of the temperature, precipitation, and vegetation patterns found in each region. Describe the culture of the region and how the culture may or may not reflect the physical Name_________________________________________________________Per._________________Date_________ geography of the area. 2. Compare more cities such as Seattle, Washington and Luderitz, Namibia (data More Interpreting Climographs supplied below) Average Precipitation for Seattle, Washington (inches) Jan 5.7

Feb 4.2

Mar 3.7

Apr 2.5

May 1.7

Jun 1.4

Jul .78

Aug 1.1

Sep 1.8

Oct 3.5

Nov 6.0

Dec 5.8

Jul 65

Aug 65

Sep 60

Oct 52

Nov 45

Dec 41

Jul 0.1

Aug 0.1

Sep 0.1

Oct 0.0

Nov 0.0

Dec 0.0

Jul 58

Aug 58

Sep 57

Oct 58

Nov 60

Dec 63

Average Temperature for Seattle, Washington (ºF) Jan 39

Feb 43

Mar 45

Apr 49

May 55

Jun 60

Average Precipitation for Luderitz, Namibia (inches) Jan 0.0

Feb 0.1

Mar 0.1

Apr 0.1

May 0.1

Jun 0.1

Average Temperature for Luderitz, Namibia (ºF) Jan 64

Feb 64

Mar 63

Apr 61

May 60

Jun 59

Seattle,Washington Seattle, Washington has a mild climate with temperatures

moderated by the sea and protected from winds and storms by the mountains. This area is often cloudy with light rain.

Luderitz, Namibia Luderitz, Namibia in Southwestern Africa has a cool, dry

climate and includes the Namib Desert. It receives almost no annual rainfall.

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Name________________________________________________________Per._______________Date__________

Ocean Currents Background Information By:Todd Toth, Waynesboro School District, Waynesboro, Pennsylvania One cannot learn about the weather we experience without considering the ocean and its effect on our weather and the weather's effect on it. We must consider the ocean because nearly 71% of the earth's surface is covered by it and more than 97% of all our water is contained in it. We must consider the ocean and its impact as more than one-half of the world's population lives within 60 miles (100 km) of the ocean. We must consider the ocean as its ability to absorb, store, and release heat into the atmosphere is huge and often directly affects us. In fact, just the top 10 feet of the ocean surface contains more heat than our entire atmosphere.

Major climate events, such as El Niño / La Nina, result from ocean temperature changes. These temperature changes then have impacts on weather events such as hurricanes, typhoons, floods and droughts that, in turn, affect the prices of fruits, vegetables and grains. It is essential that we Major climate such as El Niño / La Nina, result from ocean temperature changes. consider "theevents, ocean". These temperature changes then have impacts on weather events such as hurricanes, typhoons, floods and droughts that, in turn, affect the prices of fruits, vegetables and grains. It is essential that we consider "the ocean".

Ocean Circulations

In January 1992, a container ship near the International Date Line, headed to Tacoma, Washington from Hong Kong, lost 12 containers severe storm conditions. One of these containers held a In January 1992, a container ship near theduring International Date Line, headed to Tacoma, shipment of 29,000 bathtub toys. Ten months later, the first of these plastic Washington from Hong Kong, lost 12 containers during severe storm conditions. One toys of began to wash up onto the coast of Alaska. Driven by the wind and ocean currents, these toys continued to wash these containers held a shipment of 29,000 bathtub toys. Ten months later, the first of these ashore during next up several years some even into the Ocean. plastic toys beganthe to wash onto the coastand of Alaska. Drivendrifted by the wind and Atlantic ocean currents, these toys continued to wash ashore during the next several years and some even Columbus City Schools 48 Curriculum Leadership and Development drifted into the Atlantic Ocean. Science Department June 2013

The ultimate reason for the world's surface ocean currents is the sun. The heating of the earth by the sun has produced semi-permanent pressure centers near the surface. When wind blows

The ultimate reason for the world's surface ocean currents is the sun. The heating of the earth by the sun has produced semi-permanent pressure centers near the surface. When wind blows over the ocean around these pressure centers, surface waves are generated by transferring some of the wind's energy, in the form of momentum, from the air to the water. This constant push on the surface of the ocean is the force that forms the surface currents. Around the world, there are some similarities in the currents. For example, along the west coasts of the continents, the currents flow toward the equator in both hemispheres. These are called cold currents as they bring cool water from the polar regions into the topical regions. The cold current off the west coast of the United States is called the California Current. Likewise, the opposite is true as well. Along the east coasts of the continents, the currents flow from the equator toward the poles. They are called warm currents as they bring the warm tropical water north. The Gulf Stream, off the southeast United States coast, is one of the strongest currents known anywhere in the world, with water speeds up to 3 mph (5 kph).These currents have a huge impact on the long-term weather a location experiences. The overall climate of Norway and the British Isle is about 18°F (10°C) warmer in the winter than other cities located at the same latitude due to the Gulf Stream. While ocean currents are shallow level circulations, there is global circulation that extends to the depths of the sea called the Great Ocean Conveyor. Also called the thermohaline circulation, it is driven by differences in the density of the seawater that is controlled by temperature (thermal) and salinity (haline). In the northern Atlantic Ocean, as water flows north it cools considerably increasing its density. As it cools to the freezing point, sea ice forms with the "salts" extracted from the frozen water making the water below more dense. The very salty water sinks to the ocean floor. It is not static, but a slowly southward flowing current. The route of the deep-water flow is through the Atlantic Basin around South Africa and into the Indian Ocean and on past Australia into the Pacific Ocean Basin. If the water is sinking in the North Atlantic Ocean then it must rise somewhere else. This upwelling is relatively widespread. However, water samples taken around the world indicate that most of the upwelling takes place in the North Pacific Ocean. It is estimated that once the water sinks in the North Atlantic Ocean it takes 1,000-1,200 years before that deep, salty bottom water rises to the upper levels of the ocean.

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Name_________________________________________________Per.______________Date____________________

World Cities PowerPoint Project Directions: We have been studying about the effect of wind and surface ocean currents on different places around the earth. You will be creating a PowerPoint presentation to show ways in which these currents affect a city that we learned about while making the climographs. After doing research, you will create a five to eight slide presentation that will include the following information. * Include information of the temperatures throughout the year * Precipitation, and vegetation patterns found in each region * Describe the culture of the region and how the culture may or may not reflect the physical geography of the area. * Provide pictures, graphs, and tables that will help describe your city * Use appropriate vocabulary that we have learned. Category

Organization

Content

Requirements

Exemplary 4

Accomplished 3

Developing 2

Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

All requirements are met and exceeded.

All requirements are met. One requirement was not completely met.

More than one requirement was not completely met.

No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Temperature

Beginning 1

Points

Precipitation Vegetation Culture Mechanics

Attractiveness

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