Jump on the Conveyor BeltJump on the Conveyor BeltEARTH 2007

Joanne Vanderhorst

SummarySummary

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

Key ConceptsKey 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.

ObjectivesObjectives

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.

MaterialsMaterials

• Computers with Internet access

• Large place on classroom wall

• Coloring Utensils

Introductory ActivityIntroductory 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?

ProcedureProcedure

• 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

GiovanniGiovanni

• Students generate and record SST for the most recent season.

• This activity can be done monthly as well.

• 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.

Recall and InferRecall 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?

Extensions/EnrichmentExtensions/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.

AssessmentAssessment

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 ocean’s conveyor belt.