Unit 3.4 What can we learn by mapping sea surface data?

By the end of this unit, students will be able to:

• Examine and describe sea surface temperature and height data from satellite imagery to draw a graphical representation of these data as an ocean "topographic" profile
• Use data to make hypotheses for where you would predict upwelling and downwelling to occur
• Create art inspired by data and use it to communicate trends in the data

In the previous module, we modeled wind and density-driven circulation in the ocean, leading to the idea of the ocean being "the great climate regulator". Now, students will use satellite data to explore these concepts more quantitatively. In the activity, they will examine the Gulf Stream: a current that can be clearly identified by its contrast in temperature and height. We previously visited the Gulf Stream in Unit 2.4 with Heat Engines, and in this unit we view it in a different light to develop a deeper understanding.

These materials build a foundation for understanding the unit's motivating question, but also function well as a standalone module. The materials in this unit should take about 140 minutes of class time. Most of the lab exercises rely on small group work and are best suited to smaller classes or a lab meet-up outside of a traditional lecture room.

Teaching Materials:

All Slides: Unit 3.4 All Slides v2 (PowerPoint 2007 (.pptx) 13.5MB Sep3 24)

Mapping Sea Surface Data Activity materials: SST and SSH data U3.4 ssh_sst_iri.pptx (PowerPoint 2007 (.pptx) 5.8MB Jul10 24)

Art Your Graph Activity materials: Student Instructions U3.4 Art your Data Instructions.docx (Microsoft Word 2007 (.docx) 775kB Jul10 24), Climate Art Packet ClimateChangeGraphPacket.docx (Microsoft Word 2007 (.docx) 679kB Aug28 24), Student Worksheet U3.4 Mapping Sea Surface Data.docx (Microsoft Word 2007 (.docx) 294kB Jul10 24)

Reflection Assignment: U3.4 Reflection.docx (Microsoft Word 2007 (.docx) 68kB Jul10 24)

Current current data from NOAA's Ocean Prediction Center

Scientist Spotlight Full Resource (In this unit: Gladys West): Scientist Spotlight Slides (PowerPoint 2007 (.pptx) 4.6MB Jul8 24)

The Lab(s) is/are assessed as a Science Journal, as always. Science Journal TIDeS Instructions (Microsoft Word 2007 (.docx) 2.9MB Aug30 24)

Pre-Class Assignment(s):

• Complete Scientist Spotlight: Gladys West
• Spend a few minutes online doing additional research on Gladys West and be prepared to share something surprising or interesting that you learned about her.

In Class, Part 1: Examining the Gulf Stream (80 min)

Whole-class introduction (10 min)

• Ocean currents are driven by a combination of the Earth's rotation, wind, and thermohaline circulation. Global climate is "regulated" by this oceanic circulation. Show NOAA sea surface temperature map and ask students what evidence they can find of ocean circulation "evening out" global temperatures. (they should at least spot the north Atlantic Gulf Stream)
• Introduce the North Atlantic Gyre and the Gulf Stream, role of the Gulf Stream in the north Atlantic, how its properties (temperature, salinity) change as it moves northeast, then challenge students to explain what should happen to the Gulf Stream as these properties change.
• This leads into the activity "Visualizing the Gulf Stream"

Sea surface mapping lab exercise (60 min)

• This activity uses satellite images that depict sea surface temperature and sea surface height. Monthly composites for a full year for both are provided for the students to examine. Students will make observations from both sets of satellite images, draw a "topographic" profile of sea surface height across the Gulf Stream and make hypotheses predicting where they expect to see upwelling and downwelling in the north Atlantic.

Whole-class wrap up (10 min)

• Following completion of the activity, a wrap up discussion that references real-time ocean current data will be held in class as a think-pair-share.
  • Examine the current conditions and discuss, based on the activity, where else in the world you might expect to find similarities to the Gulf Stream
  • Discuss how you think the scale of these processes compare

Part 2: Art your Graph Activity (60 min)

Art your graph activity (60 min)

• Introduce the concept "STEAM" or inserting the "A" (art) into STEM by showing various current artistic representations of data such as the Climate Stripes and then lead up to the work of climate scientist and artist Jill Pelto
• Tell your students that back in 2016, Science Friday featured Jill Pelto and collaborated on an educational outreach activity based on her work. The activity was designed to engage middle school students in using art to understand and communicate scientific data, and we will do it too!
• Students will need to select datasets and graphs from those provided in the packet, brainstorm ideas, engage with their peers for revising and refining their ideas, then put together their final product. The final product includes an illustrated graph and artist's statement communicating the story of the data.

Mapping sea surface height is effectively drawing a topographic profile of the water surface. This can be quite challenging for students unfamiliar with topographic maps. Taking the time to demonstrate an example with the class and show "how to" videos in class is very helpful. I use this example by Mike Sammartano regularly. This example by Gadzonian Productions and example by Matthew Palmer using potatoes are also good. In this activity we are treating temperature in the same way, thus warmer temperatures will appear as "hills" and cooler temperatures as "valleys" on the "temperature topographic profile".

The profiles of sea surface height and temperature as a means to visualize these data lead in to the Art Your Graph (Jill Pelto) activity. I found that having students who were struggling with the idea of even choosing a dataset use their sea surface data profiles and illustrate those was a good way to have my students think about these Gulf Stream data more deeply. These students were able to make connections between their profiles and the ideas of upwelling and ocean circulation and chose to depict these concepts with fish in their art graphs. When Jill Pelto's Science Friday feature was released, the use of #illustratedgraph on Instagram was promoted to share works. There are a few examples of student work shared with that tag that can be useful to inspire your students to give it a try.

• A Scientist Spotlight is graded for completion only, not correctness. Administer using the same format throughout your course (through the LMS, turn in paper copies, guided discussion/participation in class, etc.).
• The Lab is assessed as a Science Journal, as always. Science/Lab Journals General Instructions/Rubric (Microsoft Word 2007 (.docx) 2.9MB Aug30 24).
• Art your graph activity can be used for formative and/or progress assessment for students' ability to discuss and communicate data.
• The reflection assignment in this unit asks students read about how Arctic ice melt is changing ocean currents and reflect on how we can observe density at work within the Gulf Stream and the North Atlantic Gyre. Reflections ask students to put their learning in their own words and also to apply their knowledge in a new and novel situation. As always, reflections should be about 500 words and they should both discuss content that reflects understanding and thoughtfully reflect on the materials. Unit3_Module4_reflection.docx (Microsoft Word 2007 (.docx) 160kB Jun16 23)

NASA article for reflection reading: Arctic ice melt is changing ocean currents

Science Friday and Jill Pelto: Illustrated Graphs: Using Art to Enliven Scientific Data