Earth's Atmosphere, Ocean, and Climate

Initial Publication Date: July 22, 2015

Time required to complete this unit:

This page is under development and may be edited at any time. Some resources have not been cataloged, pending project approval.

3 weeks, or 12.5 hours, or 750 minutes (estimated)

Earth Science Content:

Key Terms: hydrosphere, hydrologic cycle, cryosphere, radiation budget, atmosphere, biosphere, geosphere, albedo, doldrums, greenhouse gas, westerlies, thermohaline circulation, insolation, Coriolis Effect, El Nino, upwelling, La Nina

Standards: ESS TEKS: 1.A, 1.B, 1.C, 2.E, 2.F, 2.G, 2.H, 2.I, 3.A, 3.B, 3.D, 6.C, 9.A, 11.A, 11.D, 12.A, 13.A, 13.B, 13.C, 13.D, 14.A, 14.B, 14.C, 15.A, 15.B, 15.E ES Literacy: 1., 1.1, 1.2, 1.3, 1.5, 1.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 5., 5.3, 5.5, 6.8, 6.9, 7., 7.4, 8.4, 8.5, 8.7, 8.8, 9.2, 9.3, 9.7, 9.8, 9.9

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

1.A demonstrate safe practices during laboratory and field investigations;
1.B demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials; and
1.C use the school's technology and information systems in a wise and ethical manner.
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
2.F use a wide variety of additional course apparatuses, equipment, techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes;
2.G organize, analyze, evaluate, make inferences, and predict trends from data;
2.H use mathematical procedures such as algebra, statistics, scientific notation, and significant figures to analyze data using the International System (SI) units
2.I communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.
3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
3.B communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials
3.D evaluate the impact of research on scientific thought, society, and public policy
6.C investigate how the formation of atmospheric oxygen and the ozone layer impacted the formation of the geosphere and biosphere
9.A evaluate heat transfer through Earth's subsystems by radiation, convection, and conduction and include its role in plate tectonics, volcanism, ocean circulation, weather, and climate
11.A compare the roles of erosion and deposition through the actions of water, wind, ice, gravity, and igneous activity by lava in constantly reshaping Earth's surface
11.D interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies
12.A evaluate how the use of energy, water, mineral, and rock resources affects Earth's subsystems
13.A quantify the components and fluxes within the hydrosphere such as changes in polar ice caps and glaciers, salt water incursions, and groundwater levels in response to precipitation events or excessive pumping
13.B analyze how global ocean circulation is the result of wind, tides, the Coriolis effect, water density differences, and the shape of the ocean basins
13.C analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature trends over the past 150 years
13.D discuss mechanisms and causes such as selective absorbers, major volcanic eruptions, solar luminance, giant meteorite impacts, and human activities that result in significant changes in Earth's climate
14.A analyze the uneven distribution of solar energy on Earth's surface, including differences in atmospheric transparency, surface albedo, Earth's tilt, duration of insolation, and differences in atmospheric and surface absorption of energy
14.B investigate how the atmosphere is heated from Earth's surface due to absorption of solar energy, which is re-radiated as thermal energy and trapped by selective absorbers
14.C explain how thermal energy transfer between the ocean and atmosphere drives surface currents, thermohaline currents, and evaporation that influence climate
15.A describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns
15.B investigate evidence such as ice cores, glacial striations, and fossils for climate variability and its use in developing computer models to explain present and predict future climates
15.E analyze recent global ocean temperature data to predict the consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, hurricane intensity, and biodiversity

Earth Science Literacy Principles

1. Earth scientists use repeatable observations and testable ideas to understand and explain our planet.
1.1 Earth scientists find solutions to society’s needs.
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
1.3 Earth science investigations take many different forms.
1.5 Earth scientists use their understanding of the past to forecast Earth’s future.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.3 Earth exchanges mass and energy with the rest of the Solar System.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.5 Regions where organisms actively interact with each other and their environment are called ecosystems.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
5. Earth is the water planet.
5.3 Water’s unique combination of physical and chemical properties are essential to the dynamics of all of Earth’s systems.
5.5 Earth’s water cycles among the reservoirs of the atmosphere, streams, lakes, ocean, glaciers, groundwater, and deep interior of the planet.
6.8 Life changes the physical and chemical properties of Earth’s geosphere, hydrosphere, and atmosphere.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.
7. Humans depend on Earth for resources.
7.4 Resources are distributed unevenly around the planet.
8.4 Hazardous events can be sudden or gradual.
8.5 Natural hazards can be local or global in origin.
8.7 Humans cannot eliminate natural hazards, but can engage in activities that reduce their impacts.
8.8 An Earth-science-literate public is essential for reducing risks from natural hazards.
9.2 Earth scientists use the geologic record to distinguish between natural and human influences on Earth’s systems.
9.3 Humans cause global climate change through fossil fuel combustion, land-use changes, agricultural practices, and industrial processes.
9.7 Human activities significantly alter the biosphere.
9.8 Earth scientists document and seek to understand the impacts of humans on global change over short and long time spans.
9.9 An Earth-science-literate public, informed by current and accurate scientific understanding of Earth, is critical to the promotion of good stewardship, sound policy, and international cooperation.

Unit Storyline

Scientists look at the Earth in holistic terms—as a dynamic, interconnected system. This system is composed of the hydrosphere, cryosphere, and atmosphere subsystems, which interact on various temporal and spatial scales with the biosphere and geosphere. These interactions among Earth's five subsystems influence climate and resource availability, which in turn affect Earth's habitability. For instance, Earth's global ocean stores solar energy and is a major driving force for weather and climate through complex atmospheric processes. Through the use of modern scientific research, data, and visualizations, scientists are creating a map of these many interconnections in a way that will allow us to better understand our world.

_{Developed by theDIG Texas BlueprintsEducation InternsandCoastal Bend DevelopmentTeams}

Students will be able to (do)

Analyze how energy is responsible for atmospheric motion.
Describe the mechanisms that cause the Earth and atmosphere to interact, balancing heat in the system
Evaluate albedo through lab experiments.
Predict direction of movement when an object is affected by the Coriolis Effect.
Investigate motion of waters of the ocean (tides, currents, and thermohaline circulation.)
Compare how temperature and salinity influence movement of water.
Use data to explore El Niño sea surface temperature changes.

Students will know

The drivers of global ocean circulation.
Mechanisms and causes of changes in Earth's climate system.
Causes of the uneven distribution of solar energy on Earth's surface.
How Earth's atmosphere is heated from the Earth's surface.
How to make predictions about future weather and climate conditions based on current data trends.

Activities

The activities we have selected are congruent with the Next Generation Science Standards (NGSS), and are arranged to build upon one another. Therefore, to follow the storyline we recommend that teachers complete the activities in the order provided. To open an activity in a new tab or window, right click the activity link and select the preferred option.

Climate and the Biosphere

View Activity
https://serc.carleton.edu/earthlabs/weather_climate/index.htm

The labs presented in this unit on climate and weather include student readings, hands-on investigations, videos, animations, data analysis, and models that students explore to help them understand the ways in which energy from the Sun interacts with Earth's systems at global, regional, and local scales to give Earth its varied climates. Another key concept of the module are the multiple time scales at which climate operates, from predictable seasonal and annual cycles to cycles that last for tens of thousands of years and cause dramatic changes to life on Earth via glaciations, changes in sea level, and other long-term effects.

Instructional Strategies: Inquiry, Modeling

Resource Type: Laboratory investigation, experiment or demonstration

Time Required: 750 minutes for all labs

Standards: ESS TEKS: 1.A, 1.B, 1.C, 2.E, 2.F, 2.G, 2.H, 2.I, 3.A, 3.D, 6.C, 9.A, 11.D, 12.A, 13.C, 13.D, 14.A, 14.B, 14.C ES Literacy: 1.1, 1.2, 1.3, 1.5, 1.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 5.3, 5.5, 6.8, 7.4, 8.4, 8.5, 8.7, 8.8, 9.2, 9.3, 9.7, 9.8, 9.9

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

1.A demonstrate safe practices during laboratory and field investigations;
1.B demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials; and
1.C use the school's technology and information systems in a wise and ethical manner.
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
2.F use a wide variety of additional course apparatuses, equipment, techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes;
2.G organize, analyze, evaluate, make inferences, and predict trends from data;
2.H use mathematical procedures such as algebra, statistics, scientific notation, and significant figures to analyze data using the International System (SI) units
2.I communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.
3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
3.D evaluate the impact of research on scientific thought, society, and public policy
6.C investigate how the formation of atmospheric oxygen and the ozone layer impacted the formation of the geosphere and biosphere
9.A evaluate heat transfer through Earth's subsystems by radiation, convection, and conduction and include its role in plate tectonics, volcanism, ocean circulation, weather, and climate
11.D interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies
12.A evaluate how the use of energy, water, mineral, and rock resources affects Earth's subsystems
13.C analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature trends over the past 150 years
13.D discuss mechanisms and causes such as selective absorbers, major volcanic eruptions, solar luminance, giant meteorite impacts, and human activities that result in significant changes in Earth's climate
14.A analyze the uneven distribution of solar energy on Earth's surface, including differences in atmospheric transparency, surface albedo, Earth's tilt, duration of insolation, and differences in atmospheric and surface absorption of energy
14.B investigate how the atmosphere is heated from Earth's surface due to absorption of solar energy, which is re-radiated as thermal energy and trapped by selective absorbers
14.C explain how thermal energy transfer between the ocean and atmosphere drives surface currents, thermohaline currents, and evaporation that influence climate

Earth Science Literacy Principles

1.1 Earth scientists find solutions to society’s needs.
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
1.3 Earth science investigations take many different forms.
1.5 Earth scientists use their understanding of the past to forecast Earth’s future.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.3 Earth exchanges mass and energy with the rest of the Solar System.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.5 Regions where organisms actively interact with each other and their environment are called ecosystems.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
5.3 Water’s unique combination of physical and chemical properties are essential to the dynamics of all of Earth’s systems.
5.5 Earth’s water cycles among the reservoirs of the atmosphere, streams, lakes, ocean, glaciers, groundwater, and deep interior of the planet.
6.8 Life changes the physical and chemical properties of Earth’s geosphere, hydrosphere, and atmosphere.
7.4 Resources are distributed unevenly around the planet.
8.4 Hazardous events can be sudden or gradual.
8.5 Natural hazards can be local or global in origin.
8.7 Humans cannot eliminate natural hazards, but can engage in activities that reduce their impacts.
8.8 An Earth-science-literate public is essential for reducing risks from natural hazards.
9.2 Earth scientists use the geologic record to distinguish between natural and human influences on Earth’s systems.
9.3 Humans cause global climate change through fossil fuel combustion, land-use changes, agricultural practices, and industrial processes.
9.7 Human activities significantly alter the biosphere.
9.8 Earth scientists document and seek to understand the impacts of humans on global change over short and long time spans.
9.9 An Earth-science-literate public, informed by current and accurate scientific understanding of Earth, is critical to the promotion of good stewardship, sound policy, and international cooperation.

For this unit we have selected one lab:

Climate and the Earth's Energy Balance (Climate and the Biosphere Lab 2)

http://serc.carleton.edu/earthlabs/weather_climate/lab_2.html

Students explore how the composition of the atmosphere and incoming solar radiation control Earth's climate. They will investigate the greenhouse effect and the role of the water cycle in balancing the Earth's energy budget.

Time Required: 120 minutes

Teaching Box: Essentials of Weather

View Activity
http://www.teachingboxes.org/jsp/teachingboxes/weatherEssentials/index.jsp

This series of lessons from the Digital Library for Earth System Education (DLESE) represents an online assembly of lesson plans and digital resources that explore basic elements of weather. They are meant to provide an inquiry-based exploration of winds, clouds, and extreme weather events in order to demonstrate the inter-relatedness of Earth's processes.

Instructional Strategies: Inquiry, Modeling

Resource Type: Laboratory investigation, experiment or demonstration

Time Required: 700 minutes for all activities

Standards: ESS TEKS: 1.C, 2.E, 14.A, 14.C ES Literacy: 3.1, 3.2, 3.4

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

1.C use the school's technology and information systems in a wise and ethical manner.
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
14.A analyze the uneven distribution of solar energy on Earth's surface, including differences in atmospheric transparency, surface albedo, Earth's tilt, duration of insolation, and differences in atmospheric and surface absorption of energy
14.C explain how thermal energy transfer between the ocean and atmosphere drives surface currents, thermohaline currents, and evaporation that influence climate

Earth Science Literacy Principles

3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.

For this unit we have selected one lab:

Lesson 4: Global Wind Patterns and Convection - Activity 1

http://teachingboxes.org/jsp/teachingboxes/weatherEssentials/wind/sequence/lesson4_activity1.jsp

Students explore global temperature distribution and the concept of how winds move in global patterns via hands-on kinesthetic activities.

Time Required: 30 minutes

Modeling the Coriolis Effect

View Activity
http://www.carolina.com/teacher-resources/Interactive/modeling-the-coriolis-effect/tr10643.tr

Students conduct a simple experiment using markers and a balloon to learn to predict in which direction an object will move when being affected by the Coriolis effect.

Instructional Strategies: Inquiry, Modeling

Resource Type: Laboratory investigation, experiment or demonstration

Time Required: 20 minutes

Standards: ESS TEKS: 13.B, 15.A ES Literacy: 3.1, 3.4

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

13.B analyze how global ocean circulation is the result of wind, tides, the Coriolis effect, water density differences, and the shape of the ocean basins
15.A describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns

Earth Science Literacy Principles

3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.

The Coriolis Effect

View Activity
http://www.pbs.org/wgbh/nova/earth/coriolis-effect.html

This NOVA video illustrates the Coriolis Effect.

Instructional Strategies: Lecture

Resource Type: Video

Time Required: 3 minutes

Standards: ESS TEKS: 13.B ES Literacy: 3.2, 3.4

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

13.B analyze how global ocean circulation is the result of wind, tides, the Coriolis effect, water density differences, and the shape of the ocean basins

Earth Science Literacy Principles

3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.

Ocean Currents: Making Waves, Episode 123

View Activity
http://oceanservice.noaa.gov/podcast/apr14/mw123-currents.html

This NOAA video podcast discusses water motion in the oceans (tides, surface currents and thermohaline circulation).

Instructional Strategies: Lecture

Resource Type: Video

Time Required: 5 minutes

Standards: ESS TEKS: 1.C, 13.B ES Literacy: 5.

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

1.C use the school's technology and information systems in a wise and ethical manner.
13.B analyze how global ocean circulation is the result of wind, tides, the Coriolis effect, water density differences, and the shape of the ocean basins

Earth Science Literacy Principles

5. Earth is the water planet.

Detecting El Niño in Sea Surface Temperature Data

View Activity
https://serc.carleton.edu/eet/pmel/index.html

Students download seasonal SST data for the period from 1982-1998 and use My World GISTM to visualize and analyze the data. They look for the SST signatures for El Niño and La Niña events during that time period. Students then analyze SST data for a time period of their own choosing to determine whether El Niño or La Niña events occurred in that year's data.

Instructional Strategies: Inquiry

Resource Type: Laboratory investigation, experiment or demonstration

Time Required: 200 minutes

Standards: ESS TEKS: 1.A, 1.C, 2.F, 2.G, 2.I, 3.A, 15.A ES Literacy: 1., 3.2, 3.4, 3.6, 3.7, 3.8, 7.

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

1.A demonstrate safe practices during laboratory and field investigations;
1.C use the school's technology and information systems in a wise and ethical manner.
2.F use a wide variety of additional course apparatuses, equipment, techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes;
2.G organize, analyze, evaluate, make inferences, and predict trends from data;
2.I communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.
3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
15.A describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns

Earth Science Literacy Principles

1. Earth scientists use repeatable observations and testable ideas to understand and explain our planet.
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
7. Humans depend on Earth for resources.

Climate and the Cryosphere

View Activity
https://serc.carleton.edu/earthlabs/cryosphere/index.html

This unit introduces students to many of the complex issues surrounding the cryosphere and its connections to climate. It includes articles, hands-on lab activities, videos, data analysis, maps, graphs, and online interactives which will help learners to understand how snow and ice interact with water, air, land, and life to regulate and reflect Earth's climate conditions.

Instructional Strategies: Inquiry, Modeling

Resource Type: Laboratory investigation, experiment or demonstration

Time Required: 750 minutes for all labs

Standards: ESS TEKS: 2.I, 11.A, 13.A, 15.B ES Literacy: 3.8

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

2.I communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.
11.A compare the roles of erosion and deposition through the actions of water, wind, ice, gravity, and igneous activity by lava in constantly reshaping Earth's surface
13.A quantify the components and fluxes within the hydrosphere such as changes in polar ice caps and glaciers, salt water incursions, and groundwater levels in response to precipitation events or excessive pumping
15.B investigate evidence such as ice cores, glacial striations, and fossils for climate variability and its use in developing computer models to explain present and predict future climates

Earth Science Literacy Principles

3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.

For this unit, we have selected one lab:

Why We Study the Cryosphere (Climate and the Cryosphere Lab 1B)

http://serc.carleton.edu/eslabs/cryosphere/1b.html

Students explore the concept of albedo and the Earth's radiation budget. They model different surface conditions to explore how snow and ice help regulate Earth's temperature and climate.

Time Required: 90 minutes

2005 North Atlantic Stepping Stones Expedition: Top to Bottom

View Activity
http://oceanexplorer.noaa.gov/explorations/05stepstones/background/education/ss_2005_topbottom.pdf

In this guide from Ocean Explorer (NOAA), students will look at impacts of climate change on biological communities found around deep-ocean seamounts.

Instructional Strategies: Challenge or problem-solving

Resource Type: Classroom learning activity

Time Required: 90 minutes

Standards: ESS TEKS: 1.C, 2.G, 2.I, 3.A, 3.B, 13.B, 14.C, 15.A, 15.E ES Literacy: 3.5, 3.7, 6.9

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

1.C use the school's technology and information systems in a wise and ethical manner.
2.G organize, analyze, evaluate, make inferences, and predict trends from data;
2.I communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.
3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
3.B communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials
13.B analyze how global ocean circulation is the result of wind, tides, the Coriolis effect, water density differences, and the shape of the ocean basins
14.C explain how thermal energy transfer between the ocean and atmosphere drives surface currents, thermohaline currents, and evaporation that influence climate
15.A describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns
15.E analyze recent global ocean temperature data to predict the consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, hurricane intensity, and biodiversity

Earth Science Literacy Principles

3.5 Regions where organisms actively interact with each other and their environment are called ecosystems.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.

For this unit, we have selected one lab:

Earth's Frozen Oceans (Climate and the Cryosphere Lab 2)

http://serc.carleton.edu/earthlabs/cryosphere/2.html

Students learn how sea ice forms and influences ocean currents around the globe. They also investigate how sea ice thickness and sea ice extent change over time.

Time required: 150 minutes

Field Trips

Studies that examine how geologists think and learn about the Earth point to the value of field experiences in helping students develop practices that constitute geologic reasoning. We encourage teachers to take students into the field as much as possible. To this end, we include ideas for virtual and actual field trips. The former recognizes the limitations of the K-12 classroom setting. Field learning provides a chance to encourage the ability to see features that are important to professional practice. Indeed, many geoscientists report that fieldwork was a key factor influencing their choice of geoscience as a career.

Virtual Field Trip

The Ocean: A Driving Force For Weather and Climate

This 6-minute animation from the NASA's Goddard site uses Earth science data from a variety of sensors on NASA's Earth observing satellites to measure physical oceanography parameters. These include ocean currents, ocean winds, sea surface height and sea surface temperature. These measurements, in combination with atmospheric measurements such as surface air temperature, precipitation and clouds can help scientists understand the ocean's impact on weather and climate and what this means for life here on Earth. The video is also available on NASA's Goddard YouTube Channel

Careers

Oftentimes it is difficult to learn how to get into a geoscience career. Below we have curated resources and stories from several paleontologists to give students an idea about how one can become a paleontologist. We want to emphasize that being a geoscientist, including a paleontologist, is typically not about being the best in one's class or having a science-specific skillset--successful geoscientists usually are interdisciplinary, creative, and have perseverance even when things do not go according to plan.

Show career resources and example pathways

Scaffolding Notes

Teachers must develop their own individual plan for how they will teach the unit. The learning activities and educational resources in this unit are intended to complement other instructional activities led by the teacher. Many of the selected learning experiences provide links to excellent background preparatory materials, additional hands-on resources, teaching tips, and cross-curricular connections.

Teachers will need to create their own multimedia presentations, deliver lectures and assign ancillary work to their students in order to set the stage for effective use of the learning activities contained herein. Therefore, it is imperative to allocate time to review the activities and background material prior to using the learning experiences in this unit and to probe students for their prior knowledge before starting an activity.

In addition, although some activities may incorporate assessments, teachers may need to create their own assessments to ensure that are appropriate for the students they teach.

Asterisks (*) indicate teacher resource and background information recommendations for activity support.

_________________________________________________________

Show scaffolding notes and activity details

*The interactions between the sun and the Earth that make for atmospheric circulation and oceanic circulation which then result in the weather and climate patterns, are highly complicated. This unit starts with how the Earth becomes heated and how heat is retained and distributed in the lower atmosphere. We then look at how atmospheric circulation and oceanic circulation are interrelated and explore thermohaline circulation. The unit ends with the significant role ice plays in oceanic and climatic processes.

The activities in Climate and the Earth's Energy Balance require computer usage and advance teacher prep of materials. A useful and extensive section of tips and guidelines for teachers on the linked "Educator's Information Page" is provided. We highly recommend the section that lists materials needed for the activities.

Part A: Solar Energy and the Water Cycle includes an animation and an activity that can be done as a demo. The activity requires materials to model the hydrologic cycle: a plastic shoe box, a heat lamp, a cup, ice, and sand, gravel, or soil. An example of a set up is shown on the student page. There are a number of premade hydrologic cycle models that will also work well and which can be purchased from science lab supply equipment companies.

Part C: Explore the Greenhouse Effect There are many ways to manage the content of this activity should the teacher have differentiated instruction needs. There is a short 45 second video, an animation, and then an article, all for instruction and discussion. There is then an animation of the relationship between greenhouse gases and the mean surface temperature of the Earth. The activity closes with a 5 minute video. All of the components of the activity can be teacher-led, individualized for students' needs, or done on an iPad using the Earthlabs app.

Part D: Greenhouse Gas Lab is a lab activity emphasizing the concepts learned in Part C. It is highly recommended that the teacher check the materials and procedures in advance since a bit of set up is required. The lab recommends the use of probes but regular thermometers may be used as well.

Global Wind Patterns and Convection is an activity that uses visuals and teacher-led discussion to teach about the interrelationship between the Earth's radiation budget and atmospheric circulation. The activity also introduces the Coriolis effect. The Coriolis effect graphics and links at activity step #6 do not link. A substitute visualization can be found at Exploring Earth's Coriolis effect animation

Modeling the Coriolis Effectis a short modeling lab by Carolina Biological. Using a balloon and two different colored permanent markers, students model the Coriolis Effect. The first two extensions are recommended as the first one has students relate movement of large air masses, ocean currents, and hurricanes to the Coriolis effect and finding supporting maps and the second extension has students discuss how unequal heating of the Earth, convection currents, wind currents, ocean currents and the Coriolis effect relate to biome distribution. The lab includes a set of analysis questions.

The NOVA Video short, The Coriolis Effect, uses simple yet effective satellite video of hurricanes and simulations to illustrate the Coriolis Effect. It is recommended that the teacher post "thought" question taken from the questions posed throughout the video and have students record and discuss their answers before playing the video.

Ocean Currents Making Waves is a 3 minute video on the different ways water in the ocean moves. It differentiates well between tides and the different types of currents.

Detecting El Niño in Sea Surface Temperature Data is part of the Earth Exploration Toolbook and has explicit step-by-step instructions for the teacher utilizing the activity. Teachers will have to download a free trial of the My World GIS software. We highly recommend teachers should go through the activity first before utilizing with students to ensure understanding. There is a completed case study project file available for the teacher to use, as well.

There are two parts ot the activity Why We Study the Cryosphere (LAB 1B). The first one, Measuring Albedo requires the use of light meters or probes, and the advance preparation of surface materials that will be measured. Though the lab calls for snow or shaved ice, regular ice can be used if nothing else is available. The second part Measuring Temperature can be completed using regular thermometers or temperature probes. If access to lamps is limited, this can be done as a whole class demonstration/activity that the teacher leads, calling out the temperatures after each interval. It is not necessary to do "Measuring Albedo" before "Measuring Temperature" (should probes not be available), as after completing the second activity the concept of "albedo" becomes more understandable. The link for student pages is given in the Activities notes.

*A useful and extensive section of tips and guidelines for teachers on the linked page, "Educator's Information Page" is provided.

Global Ocean Conveyor Belt is an activity that begins by posing a question to students regarding thermohaline circulation. Learners then complete a lab leading to possible solutions to the question. This activity lends itself well to inquiry-based learning, as students are asked to investigate further and present their findings to the class.

The lab activity has ample background information resources as well as several teacher tips and suggestions, such as the need for the salty icebergs to be made at least a day in advance.

2005 North Atlantic Stepping Stones Expedition: Top to Bottom leads students on a journey to the deep ocean floor, where seamounts interrupt ocean currents and cause nutrient-rich deep ocean water to flow up and across the seamount surface. Students will research the effects that climate change may be having upon faunal populations in the New England and Corner Rise Seamounts. The Learning Procedure recommends as a first step reading the introductory essays.

The activities in Earth's Frozen Oceans (Climate and the Cryosphere Lab 2) require computer usage and advance teacher prep of materials. A useful and extensive section of tips and guidelines is provided for teachers on the linked page, "Educator's Information Page". We highly recommend reading the section that lists materials needed for the activities.

Part A: Sea Ice & Ocean Currents looks at the effect of super salty and super cold water. It has two short videos, a lab activity, and a visualization of the molecules involved in the heating and cooling of salty water. Again the Earthlabs app link is provided to view the visualizations on an iPad.

Part B: Sea Ice Thickness has students viewing diagrams, graphics, and a video.

Part C: Arctic Sea Ice Extent has students using a "Sea Ice Index Animation Tool" to produce graphics that show seasonal and climatic changes in sea ice. This animation tool is simply linked to and doesn't require any downloads. The activity instructs students to plot their data so teachers might want to spend time demonstrating how to use Excel for this. Alternatively, the plot could be created as a class, or students could create paper and pencil plots.

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