Ocean Climates and Currents
MS-ESS2-6 Earth Systems Middle School 6-8 Created By: Brenda Lantinga
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. § Develop and use a model to describe phenomena.
ESS2.C: The Roles of Water in Earth’s Surface Processes
Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents.
ESS2.D: Weather and Climate § Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
Systems and System Models § Models can be used to represent systems and their interactions—such as inputs, processes and outputs— and energy, matter, and information flows within systems.
***Days are in terms of data not actual time for each lesson to take place!!****
Time required to complete tasks depends on grade level/ability level of groups.
Needs to be copied in color. I have 10 color copies that I laminate and place students in groups of 3. Students answer questions by team on a separate piece of paper and turn in daily (or can be kept in a journal or folder).
*All Maps are from: www.ncdc.noaa.gov, http://www.intellicast.com/