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