Jump on the Conveyor Belt

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Jump on the Conveyor Belt

• EARTH 2007
• Joanne Vanderhorst

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Summary

• Students will understand that we are all part of
  the same ocean as they explore individual
  sections of the worlds oceans. The students
  will use Giovanni to jigsaw together a collage of
  the sea surface temperature of ocean.

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Key Concepts

• Consequences occur everywhere if any location
  along the ocean conveyor belt is disturbed.
• Scientists use technology and real time data to
  answer questions and make predictions
• Giovanni is a web-based data exploration system
  that enables rapid data access, analysis, and
  visualization.

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Objectives

• Students will be able to
• Understand the power of real time data
• View and collect data using Giovanni
• Create maps on SST with real time data
• Understand we are part of one large ocean
• Infer consequences that could result if any
  location along the ocean conveyor belt were
  disturbed.

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Materials

• Computers with Internet access
• Large place on classroom wall
• Coloring Utensils

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Introductory Activity

• Give groups a world map which includes the
  conveyor belt cut into pieces.
• Assemble map and answer the following questions
• What does the map demonstrate?
• What do the arrows in the ocean mean?
• Why is this information important?

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Procedure

• Introduce ocean conveyor belt.
• Students should understand the global ocean is
  not a static pond, but a body in constant motion
  and the effects of temperature change in one part
  of the world have consequences on us all.
• Discuss RTD collecting and importance.
• Provide each group with a section of a world map.
• Older students may be given a range of latitude
  and longitude

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Giovanni

• Students generate and record SST for the most
  recent season.
• This activity can be done monthly as well.

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• Student transfer information generated in
  Giovanni to a map.
• Groups share information as maps are added
• Draw the ocean conveyor belt arrows.
• Discuss interconnectivity of oceans, SST, ocean
  conveyor belt and climate change.

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Recall and Infer

• What does the image depict?
• What do the colors represent?
• Pattern in SST 
• Coldest and warmest locations
• Water movement
• Measurement of x,y axis
• How does this information help people who work on
  the water?

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Extensions/Enrichment

• Interview commercial fishermen. Chart fish caught
  in warm water verses cold water.
• Which marine animals live in cold or warm water.
• Group by mammals, fish, and invertebrates.
• Record their location and temperature.
• Interview local weather reporters to discover
  where they get their information.
• Investigate the way real time data is collected.

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Assessment

• Performance
• Students will navigate and collect real time data
  via the Giovanni system.

• Product
• Using Giovanni, students will to produce a map
  representing the SST of their assigned area and
  combine that map with other groups maps to
  create a representation of the oceans conveyor
  belt.