Post on 06-Feb-2022
Earth Science Unit 8
Oceanography
Suggested Time: 3 Weeks
In this unit, students will investigate and understand that oceans are complex, interactive
physical, chemical, and biological systems that are subject to long and short-term variations.
Many topics within this unit have been covered in previous units and so only a review of the
topics is necessary.
Emphasis should be made on physical and chemical changes, systems interactions, and features
of the sea floor. In addition, it is very important that students realize the importance of
environmental and geologic implications and understand the economic and public policy issues
concerning the oceans and coastal zone of the Chesapeake Bay.
This unit is intended to provide ample curriculum for the time period after the Standards of
Learning tests. Teachers should seek out activities that are student-centered and research-based
for a final project in the course.
BIG IDEAS:
The ocean is a system
where many changes take
place which have an
impact on its economic
and environmental
importance.
STAGE 1 –Desired Results
UNIT 8 BIG IDEAS:
Instructional Focus Standards of Learning Essential Knowledge and Skills Virginia Beach Objectives
Virginia Department of Education Expectations
8.1
Oceanography
ES.10 The student will
investigate and
understand that
oceans are
complex,
interactive
physical,
chemical, and
biological systems
and are subject to
long- and short-
term variations.
Key concepts
include
a) physical and
chemical changes
related to tides,
waves, currents, sea
level and ice cap
variations,
upwelling, and
identify the effects of
human activities on the
oceans.
analyze the potential impact
of a major environmental
disaster on the base of the
food web and vertebrate
organisms; economics;
cultures; and future
productivity.
analyze the relationship
between moving continents,
the presence of ice caps, and
ocean circulation over long
periods of time.
relate important ocean
conditions, including El
Niño, to weather on the
continents.
evaluate the role of the
Explain how the ocean is a dynamic system including
chemical, biological and physical systems (food and
mineral resources, recreation, transportation, and sea
level change). (8.1.1)
Describe the composition of sea water and variations in
salinity concentrations, including where fresh and salt
water mix (estuaries). (8.1.2)
Relate water temperature differences during a yearly
cycle to the formation of storms in the Atlantic Ocean
and Gulf of Mexico. (8.1.3)
Describe variations in sea level and ice caps and the
resulting effects (salinity, density and currents). (8.1.4)
Describe the physical properties of waves and how they
are generated by wind. (8.1.5)
Explain the causes and effects of tides. (8.1.6)
Explain the causes and effects of ocean currents
including the distribution of heat from the equator to the
poles. Predict what changes may occur as continents
move and atmospheric conditions and climate vary.
(8.1.7)
Analyze the relationship between moving continents,
The ocean is a system where many changes take place which have an impact on its economic and environmental
importance.
Enduring Understandings: Essential Questions:
The ocean is a dynamic system in which many chemical,
physical, geological, and biological changes take place.
The oceans are environmentally and economically important.
How do geological, physical, chemical and biological systems interact
in the ocean?
What is the interdependency between humans and oceans?
salinity variations;
b) importance of
environmental and
geologic
implications;
c) systems
interactions;
d) features of the
seafloor as
reflections of
tectonic processes;
and
e) economic and
public policy issues
concerning the
oceans and the
coastal zone
including the
Chesapeake Bay
marine environment in the
extraction of carbon dioxide
in carbonates and the
production of oxygen.
analyze the role of ocean
currents in the distribution
of heat from the equatorial
regions to the poles, and
predict what changes may
occur as continents move
and atmospheric conditions
and climate vary.
compare Atlantic Ocean and
Gulf of Mexico water
temperatures during the
yearly cycle, and relate this
to the formation of storms.
describe how different types
of pollution can pollute the
Chesapeake Bay even
though the pollutant source
may be hundreds of miles
from the Bay.
the presence of ice caps, and ocean circulation over long
periods of time. (8.1.8)
Identify that the ocean is the largest reservoir of heat
and that the stored heat drives the weather. Explain
how this causes differences in climate between areas
near the ocean and the interior of a continent. (8.1.9)
Explain how upwelling brings cold, nutrient-rich water
from the deep ocean to the surface and how these areas
have rich biological activity. (8.1.10)
Identify features of the sea floor to include continental
margins, trenches, mid ocean ridges, abyssal plains,
continental shelves, continental slopes and seamounts.
(8.1.11)
Explain how sea floor topography reflects tectonic
processes. (8.1.12)
Explain that the ocean’s resources are finite and humans
need to be aware of the potential effects of a major
environmental disaster on the food web, economics and
culture of the ocean. (8.1.13)
Explain that convection is the major mechanism of
energy transfer in the oceans, atmosphere and Earth’s
interior. (8.1.14)
Evaluate the role of the marine environment in the
extraction of carbon dioxide in carbonates and the
production of oxygen (algae). (8.1.15)
Evaluate impacts of human activities on water quality
and the ocean environment, including waste disposal,
construction, agriculture, pollution, sedimentation and
over fishing. (8.1.16)
Identify economic and public policy issues concerning
the oceans, coastal zones and the Chesapeake Bay,
including types and sources of pollution. (8.1.17)
Relate the importance that ocean conditions have in
driving the Earth’s weather including climate and El
Nino. (8.1.18)
Students will know… Students will be able to… Most waves on the ocean surface are generated by wind.
The tides are the daily, periodic rise and fall of water level
caused by the gravitational pull of the sun and moon.
There are large current systems in the oceans that carry
warm water towards the poles and cold water towards the
equator.
Sea level falls when glacial ice caps grow and rises when
the ice caps melt.
Upwelling brings cold, nutrient-rich water from the deep
ocean to the surface and produces areas of rich biological
activity.
Estuaries, like the Chesapeake Bay, are areas where fresh
and salt water mix, producing variations in salinity and
high biological activity.
Algae in the oceans are an important source of atmospheric
oxygen.
The oceans are an important source of food and mineral
resources as well as a venue for recreation and
transportation.
Human activities and public policy have important
consequences for the oceans.
Pollution and over-fishing can harm or deplete valuable
resources.
Chemical pollution and sedimentation are great threats to
the chemical and biological well being of estuaries and
oceans.
The oceans’ resources are finite and should be utilized with
care.
The impact of human activities such as waste disposal,
construction, and agriculture affect the water quality within
watershed systems and ultimately the ocean.
Convection is the major mechanism of energy transfer in
the oceans, atmosphere, and Earth’s interior.
The ocean is the single largest reservoir of heat at the
Earth’s surface.
The stored heat in the ocean drives much of the Earth’s
weather.
The stored heat in the ocean causes climate near the ocean
to be milder than climate in the interior of continents.
The topography of the seafloor is at least as variable as that
on the continents.
Features of the seafloor that are related to plate tectonic
processes include mid-ocean ridges and trenches.
Other major topographic features of the oceans are
continental shelves, continental slopes, abyssal plains, and
seamounts.
Identify physical features of the
oceans to include sea level
changes, absorption of light,
water temperatures, and
layering.
Compare and contrast various
ocean currents.
Describe the physical features of
waves.
Analyze the effect of the oceans’
ability to hold heat on the
surrounding weather and
climate.
Identify the effects of human
activities on the oceans.
Give several reasons why the
oceans are environmentally and
economically important.
Identify sea floor features.
STAGE 2 – Assessment Evidence
Title of Performance Assessment VBOI Research Associate
Description of Task In this task, students create an experiment to investigate ocean acidification. Students create a research
questions, plan for data analysis, list procedures, and carry out the investigation.
Standards of Learning ES.10.b, ES.10.c, ES.10.e
Virginia Beach Objectives 8.1.2, 8.1.4
Science Practices In this performance task student will define the problem (engineering) and propose solutions. By using
models and computational thinking, students will have the opportunity to engage in crosscutting concepts.
Additional science practices contained in this performance assessment are:
Planning investigations
Designing solutions
Engaging in argument from evidence
Obtaining, evaluation, and communicating information
4 C’s In this task, students will apply scientific principles to solve real-world problems with identified criteria
(critical thinking) with peers (collaboration). Students will also construct their defenses in writing
(communication) as well as create an experiment to solve the problem (creativity).
Assessment Outcomes/Performance Expectations Explain the effects of human activities on the oceans
Analyze the impact of ocean acidification on marine life
Explain the relationship between pH and atmospheric CO2
General Teacher Instructions
This performance assessment should take between 90 and 180 minutes to complete. Teachers may wish to
allow several class periods (15-20 minute intervals) for students to work on the assessment. On day 1,
students may read about ocean acidification and construct an investigative question. On day 2, students may
determine what data to collect as well as list procedures. On day 3, students may carry out the investigation,
collect and analyze data, as well as write conclusions. On day 4, students may present their findings to the
class. Teachers may wish for students to complete all components in two class periods rather than spreading
out the assessment. Teachers may also scaffold the assessment based on student need by providing students
with steps in data collection after students have attempted to list their own.
Calibration for Scoring Student Work and Examination of Data
Scoring performance based assessments should occur in PLC’s. Research shows that when
teachers “use, score, and discuss results of high-quality performance assessments over time, both
teaching and learning improve” (Darling-Hammond, 2014, p. 11). It is recommended that teams
follow the Team Protocol for examining data found on the Secondary Science SharePoint site. A
summary is also included below.
One person serves as the facilitator and shares an overview of the process.
Each team member is given 5-7 minutes to look over a sample of student responses (teachers may
choose to look over 3 or 4 very strong responses and 3 or 4 weaker responses). Each team member
reflects on the following and then shares their thoughts with the group:
o I wonder if…
o I predict that…
o Some possibilities for learning that the data might offer are…
After all members have shared their thoughts, they are provided 8-10 minutes to jot down their
observations:
o What do you observe in the responses?
o What important points in the responses initially “popped out” at you?
o What patterns or trends did you notice?
o What surprising or unexpected features are present in the responses?
The team shares their responses to the above questions for 5-10 minutes.
The team chooses three student responses to evaluate as a team. Each teacher evaluates the responses
based on grading criteria established and provided in this document for 5-10 minutes.
Each team member takes turns discussing each responses, how the response was evaluated, and why.
The team discusses any discrepancies in grading and decides on how the performance assessment task
will be evaluated. The purpose of this step is to overcome rater bias.
Next, teachers grade their student’s responses and bring data to the meeting on a different date.
On the second meeting, teachers discuss the results. Teachers are provided with 5-10 minutes to
reflect on the following question: “What are the implications for teaching, learning, and improving
student achievement in the area(s) we have been examining?” The purpose of this step is to make
connections between what needs to be done, what should be changed, and what is working. The
following questions should be taken into account as team members individually record their ideas:
o What have we learned from the data?
o What steps should be taken next?
o What are appropriate strategies or solutions that will address the needs implied in the data?
o What does the dialogue make you think about in terms of your own practice?
o In what areas should we change what we are doing?
o What other data or information would help us determine if our solutions are working?
After individual think time, the team engages in dialogue for 10-15 minutes in which all members
share their thoughts. Each idea is considered and recorded on chart paper.
Team members take another 5-10 minutes to form consensus on one or two major issues identified
and one or two strategies to address these issues. The team also decides upon the method(s) to be
used to assess whether the strategies have successfully addressed the issues.
Materials See student handout.
Resources
Teacher resource materials, such as experiments and demonstrations: http://www.epoca-
project.eu/index.php/what-do-we-do/education/educational-activities/hands-onexperiments.html
NOAA classroom resources: http://coralreef.noaa.gov/education/oa/curricula-activities.html
Pacific Marine Environmental Laboratory research:
http://www.pmel.noaa.gov/co2/story/Ocean+Acidification
Smithsonian ocean portal: http://ocean.si.edu/ocean-acidification
National Geographic information: http://ngm.nationalgeographic.com/2011/04/ocean-
acidification/kolbert-text
Ocean acidity data from EPA:
http://www3.epa.gov/climatechange/science/indicators/oceans/acidity.html
Assessment Task with Student Directions
See next page.
VBOI Research Associate
You are a research associate with the Virginia Beach Oceanographic Institution conducting research on
ocean acidification. A few weeks ago, you submitted a proposal to present your research at a national
oceanography conference on the causes and consequences of ocean acidification. At the conference, you
will present your findings (data, graphs) as well as analysis and conclusions. Your work will be judged by a
group of science peers. Your presentation must include a description of the problem (how carbonic acid in
oceans is formed), threats of ocean acidification on the local economy and food webs, experimental results,
as well as feasible strategies to solve the problem. Prior to presenting, though, you must investigate the
issue and collect original data.
Materials:
You have the following materials at your disposal. Remember that you do not have to use all of them for
your experiment. Your supervisor (teacher) may approve items not on the list per your request.
LabQuest 2 (user manual)
CO2 gas sensor (user manual)
pH sensor (user manual)
yeast
warm water
sugar
rubber tubing
various sizes of Erlenmyer flasks with stoppers (some have holes used for rubber tubing)
Plastic bottles and containers
Gas sampling bottle
Goggles
Note: Your experiment must be approved before you start it.
Some thought questions to get you started…
What question or problem are you investigating?
What data do you need to collect to answer your investigative question?
What is your prediction? Explain your reasoning.
Identify the variables in your study.
Construct a data table and graph you will fill in after conducting the experiment.
List the procedures. Be very specific.
Identify all safety precautions.
VBOI Research Associate
RUBRIC
Performance Expectations:
Explain the effects of human activities on the oceans
Analyze the impact of ocean acidification on marine life
Explain the relationship between pH and atmospheric CO2
4 Development: The writer provides accurate, specific, and purposeful scientific facts and
concepts that are extended and expanded to fully explain the topic.
Organization: The writer establishes an organizational plan and consistently maintains it.
Task Components: The writer provides all information requested accurately and in full
detail.
Language: The writer consistently provides scientific vocabulary and language choices to
enhance the task. There are no errors in the mechanics (spelling and grammar)
3 Development: The writer provides scientific facts and concepts that adequately explain the
topic with some extension of ideas. The information is usually accurate and purposeful.
Organization: The writer establishes and maintains an organizational plan, but the plan may
have some minor flaws.
Task Components: The writer provides most information requested accurately and in full
detail.
Language: The writer frequently provides scientific vocabulary and uses language choices
to enhance the task. There are a few errors in the mechanics (spelling and grammar).
2 Development: The writer provides scientific facts and concepts that inadequately explain
the topic. The information is sometimes inaccurate, general, or extraneous.
Organization: The writer generally establishes and maintains and organizational plan.
Task Components: The writer provides most information requested accurately with some
details missing.
Language: The writer sometimes provides scientific vocabulary and uses language choices
to enhance the text. There are significant errors in mechanics (spelling and grammar).
1 Development: The writer provides insufficient scientific facts and concepts to explain the
topic. The information provided may be vague or inaccurate.
Organization: The writer either did not establish an organizational plan, or if an
organizational plan is established, it is only minimally maintained.
Task Components: The writer provides information requested with errors and missing
details.
Language: The writer seldom, if ever, provides scientific vocabulary and uses language
choices to enhance the text. There are many errors in the mechanics (spelling and
grammar).
Comments
Goals
Actions
Modified from Assessments in Science Education, Corwin Press, 2014.
VBOI Research Associate
SELF-ASSESSMENT and REFLECTION
1. What process did you go through in this assessment?
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2. Which performance expectations did you meet? What evidence do you have that you mastered
them?
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3. How would you rate your work using the rubric on the previous page? What do you need to take
into account next time?
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4. What did you learn through the performance task that can inform your future work?
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5. What does this piece reveal about you as a learner?
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6. One thing I would like to improve upon is…
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Salinity of Ocean Water If you were to view the planet Earth from space, you would see that most of its surface is covered by water. Most of this is ocean water which cannot be consumed. Why can’t ocean water be consumed? The reason is that ocean water contains large amounts of salt, which make it undrinkable.
Salinity is a measurement of the saltiness or concentration of salt in water. Ocean water contains many different salts, but the most abundant is sodium chloride, also known as table salt. Sodium chloride makes up 86% of all the ions present in ocean water. Other salts that can be found in ocean water at significant levels are calcium chloride and magnesium chloride.
Why is the ocean salty? When the Earth was being formed, volcanoes ejected large amounts of lava and chemicals (including salts) into the oceans and atmosphere. Some of these salts dissolved in the water. Rain also washes salts from the land into the ocean. Over time the level of dissolved salts in the oceans increased to the level it is today.
While the average salinity of ocean water is 35 ppt. there are several factors that can increase or decrease its salinity. At the polar regions, freezing of ocean water increases the salinity of the surrounding water. Evaporation in hot arid regions also increases the salinity. The Dead Sea, located in Israel, has a salinity nearly seven times that of most ocean water. At the ocean’s surface, rain, snow, and melting ice are all responsible for decreasing the salinity. As rivers enter the ocean, they carry large volumes of fresh water into the ocean, causing the salinity to decrease.
In this experiment, you will use a Conductivity Probe to measure the salinity of salt water. In Part I, you will measure the change in ocean salinity due to evaporation. In Part II, you will measure the change in salinity near the mouth of a river as it flows into an ocean.
OBJECTIVES
In this experiment, you will
Measure salinity of water sample using Conductivity Probe. Determine the effect of evaporation on the salinity of ocean water. Determine the salinity change when a river flows into an ocean. Calculate salinity changes.
MATERIALS
LabPro interface text book (5 to 10 cm thick) Palm handheld masking tape Data Pro program plastic tubing Vernier Conductivity Probe plastic syringe 2 aluminum pans wash bottle with distilled water large plastic tub lamp with a 60 W (or greater) bulb medium plastic tub 400 mL beaker ring stand 1.5 L saltwater test tube clamp 1 L distilled water
PRE-LAB QUESTIONS
1. In Part I of this experiment, you will shine a light on an aluminum pan filled with saltwater. Another pan filled with saltwater will be kept out of the light. What do you predict will happen to the salinity in each pan?
Figure 1 2. In Part II of this experiment, you will setup two tubs of water. The freshwater from the
smaller tub will slowly flow into the larger tub with saltwater. What do you predict will happen to the salinity in the larger tub?
Figure 2
PROCEDURE
1. Plug the Conductivity Probe into Channel 1 of the LabPro interface. Connect the handheld to the LabPro using the interface cable. Firmly press in the cable ends. The switch on the Conductivity Probe should be on the 0-20000 S/cm setting.
2. Press the power button on the handheld to turn it on. To start Data Pro, tap the Data Pro icon on the Applications screen. Choose New from the Data Pro menu or tap to reset the program.
3. Set up the handheld and interface for the Conductivity Probe.
a. On the Main screen, tap .
b. If the handheld displays TDS(mg/L) in CH 1, proceed directly to Step 4. If it does not, continue with this step to set up your sensor manually.
c. Tap to select Channel 1.
d. Press the Scroll buttons on the handheld to scroll through the list of sensors.
e. Choose CONDUCT 10000(mg/L) from the list of sensors.
4. Set up the data-collection mode.
a. On the Setup screen, tap and choose Single Point.
b. Tap to return to the Main screen. 5. Obtain 500 mL of the saltwater provided by your teacher.
6. Measure the initial salinity of your saltwater.
a. Rinse the probe with distilled water and gently blot it dry with a tissue.
b. Lower the probe into the saltwater so that the hole in the probe end is completely submerged as shown in Figure 3. Swirl the solution briefly.
c. Tap to begin sampling.
d. After 10 seconds, the salinity concentration will appear on the screen.
e. Record the salinity in the data table. The units are mg/L.
f. Tap to return to the Main screen.
g. Rinse the probe with distilled water and gently blot it dry with a tissue.
Part I Sunlight
Day 1
7. Obtain two aluminum pans and a desk lamp.
8. Set up the lamp and place one of the aluminum pans in front as shown in Figure 1.
9. Pour 250 mL of saltwater into the aluminum pan.
10. Turn on the lamp and position the bulb so that it is pointing down towards the pan. The lamp bulb should be positioned so that it is 10 cm from the water in the pan.
11. Place the second aluminum pan a few feet away from the light. Pour 250 mL of saltwater into the pan and let both sit overnight.
Day 2
12. Turn off the desk lamp and slide the pan out from under the light.
13. Carefully pour the saltwater from the pan into a clean beaker. Label the beaker “Light”.
14. Carefully pour the saltwater from the second pan into a second beaker. Label this beaker “No Light”.
15. Repeat Steps 1 – 6 to measure the salinity of both beakers.
Part II Freshwater Rivers
16. Repeat Steps 1 – 6. Only this time, you will need 1 liter of saltwater.
17. Set up the data-collection mode.
a. On the Main screen, tap .
Figure 3
b. While still on the Setup screen, tap .
c. Enter “5” as the time between samples in seconds, using the onscreen keyboard (tap “123”) or using the Graffiti writing area.
d. Enter “120” as the number of samples. (The length of the data collection will be 10 minutes.)
e. Tap twice to return to the Main screen.
18. Obtain two plastic tubs. Set Tub 1 (the smaller of the two if they are different sizes) on top of a textbook. Place Tub 2 on the table next to Tub 1 as shown in Figure 2.
19. Pour 1 liter of tap water into Tub 1. Pour 1 liter of saltwater into Tub 2.
20. Secure the Conductivity Probe to a ring stand using a test tube clamp as shown in Figure 4.
21. Gather a piece of plastic tubing and a plastic syringe. Connect the syringe to one end of the tubing.
22. Place the free end of the tubing under the water in Tub 1. Pull back the plunger of the syringe until you have drawn 5 mL of water into the syringe. Place the syringe under the water in Tub 2.
23. Tape the tubing in place on the edges of the tubs with masking tape.
24. Position the Conductivity Probe in Tub 2 so that it is 5 cm from the end of the tubing. Make sure the hole on the probe is fully submerged.
Figure 5
25. Tap to begin data collection.
26.Carefully, under water, disconnect the syringe from the tubing. At this point water should be flowing out of Tub 1 and into Tub 2. The freshwater should be flowing into the tub filled with saltwater in much the same way that freshwater from a river flows into the ocean. Note: Do not move the probe or tubing during data collection.
27. Data collection will stop after 600 seconds (10 minutes). Examine the graph and determine the final salinity.
a. To examine the data pairs on the displayed graph, tap or any data point.
Figure 4
b. Move the examine line to the last point on the graph and record the final salinity in the data table.
28. Sketch or print copies of the graph as directed by your teacher.
DATA
Part I Part II
Pan 1
Light
Pan 2
No Light
Freshwater
River
Initial salinity (mg/L)
Final salinity (mg/L)
Salinity change (mg/L)
Initial salinity (ppt)
Final salinity (ppt)
Salinity change (ppt)
PROCESSING THE DATA
1. In the space provided in the data table, subtract to find the salinity changes.
2. Salinity is most commonly reported in units of ppt (parts per thousand). To convert your mg/L values into ppt values, divide them by 1000. Record the results in the data table.
3. Discuss how the salinity changed in Part I. Did you answer the Pre-Lab Question correctly?
4. Discuss how the salinity changed in Part II. Did you answer the Pre-Lab Question correctly?
5. Aquatic animals cannot survive in an environment where the salinity levels fluctuate greatly.
Explain why the salinity levels in the ocean stay relatively constant.
6. Provide a geographical example of the process that took place in Part I.
7. Provide a geographical example of the process that took place in Part II.
EXTENSIONS
1. Find a map of world-wide ocean salinities. Select two regions and explain why they are more or less saline than the 35 ppt average.
2. Obtain some actual ocean water and test its salinity. Hint: It will have to be diluted first.
Other suggestions-
Beach Replenishment Key Criteria:
Goal:
Your challenge is to convince the city council
of Virginia Beach to either continue or
discontinue current practices of replenishing
sand on the area’s beaches.
Role:
You are a concerned citizen and taxpayer in
Virginia Beach.
Audience:
You need to convince the city council to vote
for or against current practices depending upon
your views.
Situation:
The challenge involves balancing residents’ and
business owners’ concerns with the concerns of
taxpayers who are not directly affected by
beach erosion.
Product Performance and Purpose:
You will create a letter to the editor to be posted
in the newspaper or a speech to be presented to
the city council.
Standards and Criteria for Success:
Your letter/speech must include:
a. Relevant data on costs to taxpayers.
b. Relevant data on advantages and
disadvantages of replenishing sand on
beaches.
c. Information on current practices to
retain sand on beaches.
d. Answers to questions such as:
How well does beach replenishment work?
Who benefits from beach replenishment?
Does beach replenishment harm the
environment?
Who pays for beach replenishment?
Suggested Assessment Evidence Pre-Assessment
K-W-L on topics of oceanography: physical, chemical, geological, and biological.
Teacher-generated pretest on topics of oceanography.
On-going Assessment
The following questions could be used throughout the unit for discussion/ongoing assessment:
How are the movements of the Earth, moon, and sun related to ocean tides?
What causes the phases of the moon?
How are seasons caused?
How does the moon create tides?
Why do tides occur fifty minutes later each day?
What are spring tides, and how and when do they occur?
What are neap tides, and how and when do they occur?
What is tidal range?
How are most waves formed?
What two factors affect the height of wind-formed waves?
What are the parts of a basic wave?
What causes breakers to form?
How are currents formed?
What is the general circulation pattern of ocean currents north and south of the
equator?
How do wind belts affect ocean currents?
Where is the Gulf Stream?
How do ice caps affect sea level?
What physical, chemical, and biological effects does upwelling have on a surrounding
area?
What is the effect of:
increased temperature on the salinity of ocean water to hold dissolved salts?
the lowering of temperature of seawater on the density of seawater?
increased salinity on the physical properties of water?
What are the causes of the bathymetric features that are common to all ocean basins?
How can sea floor profiles be derived from echo sounding?
What are continental shelves?
What is a continental slope?
What are submarine canyons?
What is the continental rise?
What are abyssal plains?
How are these features caused?
What is a seamount?
How are seamounts in the middle of plates thought to have originated?
What is a guyot?
What is the mid-ocean ridge and what is its composition?
What happens to the lithospheric plate at mid-ocean ridges?
What is sonar and how is it used to create bathymetric maps?
Summative Assessment
Quizzes, tests, and projects
Suggested Learning Activities and Resources
For Topic: The Oceans
Text: Holt Earth Science
The Water Planet p.471
Formation of Earth’s Oceans, p.690
TR 93 – The Global Ocean
TE Using the Figure Global Oceans, p.471
For Topic: Properties of Water
Text: Holt Earth Science
Properties of Ocean Water, pp.493-500
TR 96 – Dissolved Gases in the Ocean
TR 97 – Average Surface Salinity of the Global Ocean
TR 100 – Sea Surface temperatures in August
CD Interactive Tutor Seawater
CL Activity TE p. 393
MiniLab: What is the chemical composition of seawater? p. 394
Lab 15.1 Ocean Surface Temperatures, LM, p. 113
GeoLab Modeling Water
Masses, p. 406
Assessment Performance, TE p. 398
Lab 16.1: Changes in Sea Level, LM, p. 121
For Topic: Physical Oceanography
SFT 46 – Crowded Waters
Lab 15.2 Making Waves, LM, p. 117
TT 45
Problem Solving Lab: Analyze a Tidal Record, p. 401
For Topic: Geological Oceanography
SFT 48 – Seeing the Seafloor
TT 47
Problem Solving Lab: Comparing Continental Elevations to Ocean Depths, p. 423
TT 43
TT 48, 49, and TT 50 – Types of Plate Boundaries
Discovery Lab: Composition of Chalk, p. 413
MiniLab: How fast do sediment grains sink? p. 428
GeoLab: Identifying Coastal Landforms, p. 430
TT 46
For Topic: Biological Oceanography
Lab 16.2 Observing Brine Shrimp, LM, p. 125
Exploring Environmental Problems: How Might Global Warming Affect Sea Level? p. 13
Science and the Environment:
Deep Sea Dangler, p. 432
Lab 21.1 Analysis of a Climate-Change Time Line Using Planktonic Foraminifera, LM, p. 165
Lab 27.2: Algal Blooms, LM, p. 213
For Topic: Man’s Interactions with the Marine Environment
Lab 23.2: Searching for Oil With Microfossils, LM, p.181
Lab 27.1: Cleaning Up Oil Spills, LM, p. 209
Mapping GeoLab: Pinpointing a Source of Pollution, p. 734
Web Addresses:
http://www.deq.state.va.us/coastal/samp.html
http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/peril_oil_pollution.html
Instructional Resources
For Topic 5.1: The Oceans
TE and SE, pp. 384-391
For Topic 5.2: Chemical Oceanography
TE and SE, pp. 392-398
For Topic 5.3: Physical Oceanography
TE and SE, pp. 399-405
For Topic 5.4: Geological Oceanography
TE and SE, pp. 412-429
For Topic 5.5: Biological Oceanography
Need supplemental material
For Topic 5.6: Man’s Interactions with the Marine Environment
TE and SE, pp. 412-419 and pp. 730-733
Stage 3: Learning Plan
Activities for The Oceans
Current Events Lab
Define: gyre, upwelling, Coriolis Effect.
Objective
To become familiar with the ocean’s currents and their relationships with the Earth’s wind
systems in creating weather patterns.
Procedure
Using the map provided, label all of the world’s currents. Color each current with the color that
corresponds to the current’s temperature. Color the cool currents blue then color the warm
currents red.
Next, answer all of the current questions below using complete sentences. Feel free to expand
upon your answers.
Questions
1. Gyres formed from three currents in the Northern Hemisphere move in what type of a
circular pattern?
2. What type of a circular pattern do the gyres move within the Southern Hemisphere?
3. Which current could carry a vessel around the world without the assistance of any other
current?
4. If you were traveling from South America to Labrador which currents would you take to
arrive there?
5. How do warm currents become heated? How do cool currents become cooled?
6. Explain the Ekman Spiral and the Ekman Transport.
7. What is the name of the ocean current off of the Virginia shore?
8. Which wind system affects the current off of the Virginia coast?
9. Why is upwelling beneficial to oceanic creatures and to man.
10. The Brazil and South Equatorial Currents are affected by this wind system.
11. Which currents would bring icebergs south?
Explain how the winds and the currents interact. Include factors such as temperature changes in
the atmosphere and waters, transfer of energy, direction of flow, etc.
Ocean Currents
Objectives: To map the ocean currents
Materials: Current Maps
Procedures
There are many ocean currents. The map accompanying this exercise shows the major currents.
You are to label as many of the currents as you can, and then answer the following questions.
Observation and Data Collection
1. What do you notice about the motions of the major mid-ocean currents north of the equator?
2. What causes these movements?
3. Why does the east coast of the United States in the vicinity of Maine have cool summers?
4. Do you think that the islands in the South Seas were populated by natives from the South
Seas?
5. Which currents would bring icebergs south from Greenland?
6. Why can oranges be grown in Spain? Northern Spain is just as far north as Nova Scotia,
where sub arctic plants grow.
7. Would it be possible to drift around the world? Diagram your answer.
8. Using X’s, mark upwelling areas on the map.
Conclusion
1. How do currents differ in the northern and southern hemispheres?
2. List the causes of these differences.
3. What causes upwelling?
Activities for Chemical Oceanography
Seaside City Exercise
Purpose
To examine and to determine the best possible use for property which includes wetlands and a
nearby river.
Task A
Read the Task A form, and individually consider land use possibilities.
Task B (10 points – to be done individually or preferably in groups of three or four students)
2. Determine numerous possible consequences of varied land use approaches.
3. Complete the Task B form, and keep it as a part of your presentation.
Task C
1. Create a Land use plan in order to acquire the Seaside City property.
2. All the background information in Task A must be taken into consideration to insure
receiving the property with any limitations or benefits which are listed there.
Land Use Plan
(must be typed in New Times Roman 12 point, with ½ inch margins – no bold)
1. A Financial Plan (30 points) Examples
Itemized cost of sidewalks bridges buildings
Ponds landscaping animals
2. Proposal (50 points)
Prepare a document with specifics about how the land will be used. This will include all
changes and alterations to the land. Example: Wildlife Preserve with trails, introduced
animals, snack bar, and restrooms.
3. Legal Considerations (50 points)
Prepare a document outlining the federal, state, local laws that affect this property. Use real
laws governing our area, and site them specifically. Useful websites: www.deq.state.va.us,
www.bayjournal.com, www.cbf.org, Chesapeake Bay laws.
4. Visual (50 points)
Use poster board and draw or represent the Seaside City land, and show exactly where all of
your improvements will be located. This is to be in color
Each group will present their proposal before the Planning Council. (20 points)
Task A
(10 minutes – Work by Yourself)
Read the background information for Seaside City, and then list some possible uses for the
vacant land.
One square kilometer of unused county land located near Bluenose Bay (four kilometers from
the city) is now available for the city’s use.
Background Information
Seaside City
The population is 150,000 and is rapidly increasing.
The city’s boundaries are being extended, but the suburban fringe is expanding even more
rapidly.
Adequate highway access and a skilled labor force are available.
The city is located on the south side of Bluenose Bay.
The land to the west is devoted mainly to farming.
The Cod River is unpolluted and is a source of both commercial and sport fishing.
Industrial and electrical generating plants in the area are dependent exclusively on fuel oil as an
energy source.
Seaside City has an existing deepwater port and the depth of the water near the available land is
sufficient for port facilities.
The area is a source of sand and gravel for construction.
The present sewage treatment plant and garbage disposal area are at maximum capacity.
The citizens of Seaside City are concerned about the maintenance of a scenic regional
environment.
The county board of control is the authority for land zoning, and many citizens groups are
developing to influence zoning decisions.
On the back of this sheet, list possible uses for the land.
Task B
(10 minutes)
Group _____________ Assigned Category of Land Use _____________________________
Your task is to analyze and list possible consequences of different land uses within your assigned
land use category.
Use Advantages for Land/People Disadvantages to Land/People
Task C
(20 minutes)
Develop a strategy and method to present your plan of development to the City Planning Board
or appropriate local authorities.
Name: ______________________ Group __________________ I.D.# _____________
Marine Science Simulation Game: Seaside City
Rating Scale for evaluation of special interest groups
(1-very desirable or excellent; 5-very undesirable or poor)
Group
#
Name of
Presentation Env. Impact Advantages Needs Transparency Total
1
2
3
4
5
6
7
Grade on City Planning Board Members
Teacher Evaluation
On Board Member
Questions (1-5)
Questions should be directed in the areas that are to be evaluated.
Do not talk among other Planning Board Members when evaluating.
Make comments (what impressed you the most) on presentations below.
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
7. _________________________________________________________________________
Total
1 X
2 X
3 X
4 X
5 X
6 X
7 X
Name: __________________________ Class ______________ Date _____________
Activity – Earth’s Oceans
Profile of a Tropical Ocean
Tropical ocean waters have certain physical characteristics, which include temperature and
salinity. These two characteristics are influenced by variables that act on the ocean waters. The
variables include amount of sunlight received, proximity to the equator, and seasonal effects
associated with precipitation and with the discharge of major river systems thousands of
kilometers upstream.
Ocean water is 96.5 percent pure water and 3.5 percent dissolved solids, such as salt, and
dissolved gases, such as oxygen. The amounts of these dissolved substances remain relatively
constant. The salinity of ocean water is measured in terms of parts (solid material) per thousands
of ocean water.
Water can dissolve most substances, if only in very small amounts. Because some substances
are very soluble in water, their concentration in the oceans is quite high. Approximately 95
percent of the dissolved solids in ocean water are six elements: chlorine, sodium, magnesium,
sulfur, calcium, and potassium. The salts in ocean water come from the land and, to a lesser
extent, from the evaporation of ocean water.
Table 1 – Salinity in Warm Tropical Waters
Depth
(meters)
Parts per Thousand
Minimum Maximum
0
50
100
150
200
250
300
350
400
450
500
550
600
650
700
750
800
850
900
950
1000
34.40
34.77
36.20
36.52
36.50
36.40
36.20
35.93
35.67
35.43
35.23
35.07
34.92
34.88
34.83
34.80
34.80
34.83
34.87
34.90
34.97
35.98
36.20
37.00
37.20
37.10
36.97
36.80
36.60
36.35
36.09
35.78
35.53
35.33
35.22
35.10
35.03
34.97
34.93
34.93
34.97
35.00
© Prentice-Hall, Inc.
1. What is the minimum salinity level at the ocean surface? _________________________
What is the maximum salinity level at the ocean surface? _________________________
2. What is the difference in salinity between the minimum and maximum levels at sea level?
________________________________________________________________________
3. What is the minimum salinity at a depth of 100 meters? ___________________________
How does it differ from the maximum salinity at the same depth? ___________________
4. How does the minimum salinity level vary between sea level and a depth of 1000 meters?
________________________________________________________________________
What might account for this difference? ________________________________________
________________________________________________________________________
The dissolved gases that warm ocean waters contain are mostly oxygen, carbon dioxide, and
nitrogen. The concentration of these gases depends on their concentration in the atmosphere,
their solubility, and the temperature and salinity of the ocean water.
Table 2 – Dissolved Oxygen in Warm Tropical Waters
Depth
(meters)
Milliliters per Liter
Minimum Maximum
0
50
100
150
200
250
300
350
400
450
500
550
600
650
700
750
800
850
900
950
1000
4.32
4.31
4.18
3.96
3.88
3.90
3.92
3.79
3.50
3.17
3.02
2.92
2.90
2.92
2.92
3.00
3.08
3.25
3.37
3.58
3.78
5.41
5.25
5.26
4.91
4.71
4.42
4.29
4.25
4.13
3.95
3.71
3.58
3.46
3.24
3.33
3.37
3.50
3.63
3.83
4.28
4.30
Activities for Physical Oceanography
Activities for Geological Oceanography
Ocean Profile Name ___________________
Date ____________________
Block ___________________
Purpose: To construct a map profile of the ocean bottom along the 39th parallel from the Blue
Ridge Mountains across the Atlantic Ocean to a point on the coast of Europe.
Materials: Elevation and Distance Graph paper, 2 colored pencils – red and blue, elevation and
distance data sheet, textbook, globe
Procedure:
1. Darken the 4th horizontal line from the top of your graph. Use the blue color
pencil. This line represents the sea level, is marked at “0” elevation and draw it to
show waves.
2. Using the Elevation and Distance Data Table, plot the elevation above and below
sea level by placing a small dot on your graph with your red pencil at the
appropriate distance across the floor of the Atlantic Ocean. Remember, you are
staring at the Blue Ridge Mountains and heading out to sea towards the European
Coast.
3. When you have finished plotting the points on your graph with your pencil,
connect them by drawing a red line which passes through all of the points plotted.
4. Study the graph and answer the questions by using it and the textbook.
Questions:
1. What does the blue line on your graph paper represent?
2. a. What do the positive numbers mean?
b. What do the negative numbers mean?
3. On your map profile, label the following:
a. Abyssal Plain d. Mid Atlantic Ridge
b. Continental Shelves (2 of them) e. Seamount
c. Continental Slope (2 of them) f. Continental Rise
4. How do the Continental Shelves along the coast of North America and those of
Europe compare?
5. Using a globe, locate and name the island on top of the Mid-Atlantic Ridge.
6. What capital city and country are located on the 39th parallel on the coast of
Europe? Use the globe.
Created by Laura Eldredge
6
ELEVATION AND DISTANCE DATA TABLE
Created by Laura Eldredge
Distance (in miles) Elevation in feet
0 +3000
10 +1000
100 0
200 -500
290 -300
320 -12000
400 -18000
500 -16000
600 -16000
700 -18000
900 -19000
1100 -19000
1300 -19000
1500 -19000
1650 -15000
1700 -12000
1800 -15000
1900 -18000
2100 -19500
2260 -12000
2400 -6000
2650 -3000
2685 0
2700 -3000
2800 -6000
2940 -12000
3250 -13800
3450 -13800
3510 -12000
3565 -3000
3600 -1500
3700 0
3800 +600
3900 +700
6
Activities for Biological Oceanography
Activities for Man’s Interactions with the Marine Environment