Jump on the Conveyor Belt EARTH 2007 Joanne Vanderhorst.
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Transcript of Jump on the Conveyor Belt EARTH 2007 Joanne Vanderhorst.
![Page 1: Jump on the Conveyor Belt EARTH 2007 Joanne Vanderhorst.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649d9f5503460f94a89c06/html5/thumbnails/1.jpg)
Jump on the Conveyor BeltJump on the Conveyor BeltEARTH 2007
Joanne Vanderhorst
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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.
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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.
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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.
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MaterialsMaterials
• Computers with Internet access
• Large place on classroom wall
• Coloring Utensils
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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?
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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
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GiovanniGiovanni
• 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 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?
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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.
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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.