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by Katie Gardner

Move It Or Lose It – Fish Migration Game

April 29, 2011 in Education Materials

Developed by: Katie Gardner, Kate Florio, Cathy Yehas, Aly Busse

Download the pdf of this lesson

Topic:

Introduce different species that depend on specific water conditions for survival. Participants take on the role of a species forced to migrate to stay in its favored water conditions over the course of one year.

Audience:

Age 9 and older

Length:

30 minutes

NJ State Standards:

  • 5.3.4.C – Interdependence

Objectives:

  • Compare and contrast how marine and terrestrial animals generally inhabit their environment
  • Describe possible reactions to changes in an animals’ environment

Introduction:

This activity is intended to help students understand how marine organisms can react to changes in their environment through role-play. While this is by no-means entirely scientifically accurate, it is meant to model the behavior of animals in response to habitat changes.

Background:

Within the open ocean, habitat is often defined by the physical water conditions present, such as temperature and salinity. Species inhabiting the open ocean might have several different responses to changing temperatures. They could go dormant, have a wide range of conditions they live in, or they move with the favorable conditions. Many migrations in the ocean are triggered by changing conditions.

Materials:

  • Playing tarp (See ConstructionGuide_Fish_Migration.pdf for instructions to make this.)
    Additional materials are listed in the construction guide to prepare the playing tarp.
  • Color print out of fish cards (Fish_Cards.pdf)
  • Paper cutter – fish cards are printed 2 per page
  • Laminator (optional – to protect fish cards)
  • Container of small tokens to use as Energy Points (paper clips, or beads for example)
  • Small cups, one per student to hold their supply of Energy Points
  • Powerpoint presentation (Fish_Migration_Game.ppt)
  • Computer Projector
  • Projection Screen
  • Small binder clips (have 2 per student available)

Procedure:

I. Preparation

  1. Print fish cards, and cut pages in half, so each card is only displaying information about one fish. (If desired, laminate the cards to protect and improve durability).
  2. Lay out playing tarp
  3. Set-up projector with PowerPoint Presentation in a way that students won’t block the projection while on the tarp.
  4. Pass out the one Fish Card to each of the players in the game
  5. Pass out 6 energy points to each player to start the game

II. Activity

This activity relies on the honesty of players. Students may decide to cheat to “win” by not paying enough for movement, or moving to “safe” squares while unobserved. This needs to be strongly discouraged, “dying” is not a failure, just a lesson learned.

Explain the rules:

  1. There will be 12 rounds to this game- one for each month of the year.
  2. The students (who are now playing the role of an animal, using information they get from the Fish Cards) will have to make decisions based on the information on their card.
  3. The object is for each student to try to ‘survive’ the year by keeping their animal in the habitat that it likes to live in (information found on the Fish Cards) and to have enough food to keep moving on their migration/movement path.
  4. The students have to move around the playing tarp trying to stay within their particular animals’ range of habitat requirements.
  5. The colored areas on the slides represent different temperatures of ocean water, which will change each turn because they change each month; the salinity of the open ocean is relatively constant, and students will not have to worry about this during game play.
  6. The yellow stars are food sources (energy points).
  7. Each turn:
    • The facilitator will announce the month that is that turn.
    • A map will appear with the SST for that month (via PowerPoint)
    • The facilitator will then hand out energy points to any animal standing on a food source at the beginning of the turn. (4 points) Note: No food is given at the being of the first month as students have just received 6 energy tokens to start the game.
    • The students must decide if they are going to use energy to move towards their (end) goal location or if they should wait (end location information on Fish Cards).
      • If they decide to move, the students must pay the energy amount to move (1 point per square moved, students may move in any direction, including diagonally).
      • If at any time, the student does not have enough energy to move, they cannot move; they are stuck! Their fish survives as long as whatever changes in water temperature that occurs to that area is within their comfort range.
    • Students can obtain more energy points by standing on a food-rich area at the beginning of the month. (4 points)
    • Those animals that did not survive the month are out of the game and should sit on the side. This means that any student who is outside the temperature range of their fish species at the end of the month once they’ve had a chance to move, dies. (Alternate: students who are out of the game could choose an active player’s species to track for the rest of the game).
    • Students will receive a binder clip when they reach their mid-point, and another when they reach their finish point.
    • Students do not have to be on their Start/Finish Location at the end of turn 12 if they have both binder clips.
  8. If an animal completes their migration without going outside of their comfort range of temperature, they win!

Evaluation:

  1. Once the students have finished- either reached their migration goal or didn’t succeed, talk about the factors that effected their travels:
    1. What was the hardest part:
      • Not knowing what the water temperatures would be?
      • Trying to stay in the range of temperature?
      • Having enough food to survive?
    2. How do you think real marine organisms decide where and when they are going to migrate?

    Safety Precautions:

    Students must walk at all times during this game.

    Extension:

    Have students select a species on the tagging of Pacific predators website and observe it’s movements within the Pacific basin. Try comparing the movements of those species to ocean conditions at the same time, (view live data). Can students determine what factors influence the migration patterns of these predators?

    Resources:

    These files can be used if you have a colorblind student.

    • Color print out of fish cards (Fish_Cards_Colorblind)
      The winter flounder should be used for a color blind student, this can be passed out without singling the student out in anyway.
    • PowerPoint presentation with geometric pattern (Fish_Migration_Game_ColorBlind)

    Additional Links:

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by Katie Gardner

Seasonality in the Ocean

April 27, 2011 in Education Materials

Developed by: Katie Gardner, and Kate Florio

Download the pdf of this lesson

Topic:

Explore the concept of seasonality within the ocean. Compare and contrast differences between seasons on land and seasons in the ocean. Discuss the reasons for the similarities and differences. Students will be introduced to ocean data in the form of sea surface color (chlorophyll) and sea surface temperature (SST).

Audience:

Grades 8 – 12

Length:

30 to 45 minutes

NJ State Standards:

  • 5.1.A – Understand Scientific Explanations
  • 5.4.A – Objects in the Universe
  • 5.4.E – Energy in Earth Systems
  • 5.4.F – Weather and Climate
  • 5.4.G – Biogeochemical Cycles

Objectives:

  • Observe similarities and differences between seasons on land and seasons in the ocean.
  • Explain scientifically why differences are observed, and why there are similarities.
  • Use understanding of seasons to interpret ocean observing system data products.

Introduction:

This activity is meant to open discussion on the idea of seasonality within the ocean. How would students know what season it is if they didn’t have a calendar? What things do they think of in the spring, summer, fall, winter? Does the ocean have seasons? Do all places in the world have the same seasons?

Background:

The data products used for this activity are seven year monthly composites of Sea Surface Temperature (SST) and Ocean Color measured and compiled from the New York Bight region of the Atlantic Basin. Four months of the year (January, April, July, and October) were chosen as representative of a season.

SST data is measured using satellites, which record infrared radiation from the ocean surface in several different wavelengths. This can be a good real world application to discuss or review the electromagnetic spectrum. The temperature values measured are converted to a color in order to create a false color map. False color maps are created as a visual tool to observe patterns and differences within the data collected. These maps are not in true-life color nor are they photographs/pictures.

Ocean color is a satellite measure of how green the water appears. This measure is a proxy* for the amount of chlorophyll in the ocean. Chlorophyll is a chemical in plants that facilitates photosynthesis, allowing plants to convert sunlight and CO2 into organic compounds for energy and structure. Most varieties of this chemical are green, and this is why many plants are green. Chlorophyll is present in ocean plants too, the mostly microscopic forms of phytoplankton found in the surface ocean. More green means more chlorophyll, and hence more plants. This data is also presented as a false color map.

*A proxy is measuring one thing, and directly relating it to another variable that we are interested in. Proxies are often used when direct measurement of a variable is not easily performed, or available.

Materials:

  • Color printouts of the Chlorophyll and Temperature Data Sheets* (SeasonalDataSheets.pdf)
  • One Plastic sheet protector for each print out sheet (optional)

* This data was provided by Rutgers University Coastal Ocean Observation Laboratory (RU COOL), specifically for this lesson. It is a 7 year composite from 2000-2006 of January, April, July, and October. Each data page represents one month. The use of composite data was chosen to focus students on patterns of temperature and chlorophyll.

Procedure:

I. Preparation

  1. Print out one set of data sheets for each pair or group of students
  2. Slide each sheet into a plastic sheet protector if desired

II. Activity

  1. Hand out color copies of the chlorophyll/temperature data.
    There are 4 pages of data; each page is one month of the year.
  2. Have students work in pairs or small groups of to decide which page is in each season, and order them winter, spring, summer, fall.
  3. Some questions that would help guide students could include:
    1. When is the most chlorophyll present? Why?
    2. Does this data show seasons in the ocean the same way we think of seasons on land?
    3. What other data could you look up that would show changes in seasons?
  4. When viewing these data sheets, do not rely on the chlorophyll data directly along the coast. This coastal growth is seen year round. It grows on the nutrients entering the ocean in estuaries, as rivers bring their load in from the continent; there is also a lot of sediment and other particles that can color the water in these areas (remember we are using color as a proxy for chlorophyll). Connections can be made between this and health of watersheds. Ocean blooms will be seen further from the coast.
  5. Data Sheet Key:
    1. Fall – highest water temperatures, bloom in the ocean is fading to yellow and small in size.
    2. Winter – low water temperatures, little to no phytoplankton in St. Georges Bank region.
    3. Summer – warm temperatures, slightly smaller orange bloom in ocean.
    4. Spring – cold water temperatures, large bright red bloom in the ocean.

Evaluation:

Have students share how they ordered the data sheets, and then explain whether they are correct or not. Students often need help understanding the discrepancies between what they think about seasons, and what is observed in the ocean. The temperature data can be misleading if you use your experience with air temperatures. Summer has the hottest months for air; however water has a much higher heat capacity than air. This means that it takes longer to heat up in the spring, and longer to cool down in the fall. The highest surface ocean temperatures are generally recorded in early September and slowly cool through the fall.

The growth of phytoplankton is related to two major factors: the availability of nutrients, and amount of sunlight. Focus on the bloom that occurs in the ocean off of Massachusetts’ Cape Cod, not along the coastline. This region is known as St. Georges Bank, a productive fishery. During the short days of winter, there is little primary productivity seen in the section of ocean shown on the data sheets. Storms are common in the region throughout the winter months, and this serves to mix the water column, bringing up nutrients from deeper water. As the days lengthen, phytoplankton use the nutrients in the water to reproduce quickly, leading to the spring bloom. As spring progresses, warming temperatures will start to stratify the surface ocean , forming layers which block continued upwelling of nutrients. The phytoplankton use up their nutrients and the bloom reduces in size. There is some recycling of nutrients within the surface through the summer, and also heavy grazing by zooplankton. As the days shorten in the fall, productivity drops off. The cooler surface water is less stratified, and storms aid in mixing; starting the seasonal cycle over.


The above composite data is a cross section of temperatures produced by Slocum gliders off the coast of New Jersey. It is shown to illustrate what is meant by temperature stratification in summer vs. winter. A similar temperature pattern is seen in the St. Georges Banks region. Winter temperatures are similar from surface to bottom due to mixing. Summer temperatures are stratified. In this image, a thermocline has developed at 15m depth. A thermocline is a horizontal boundary across which a sharp change in temperature is measured. A connection to water density and the relationship to temperature can be made here.

Extension:

Following the activity and explanation, can students explain why one location on the coast experiences different climate than a location at the same latitude on the interior of a continent? (New York City vs. Chicago) Can students relate the heat capacity of water in the ocean to having a local effect on nearby land masses? What climate differences would students expect to observe based on their reasoning? Have students find climate data to support their reasoning.

Resources:

  • Earth Exploration Toolbook explains in more detail some of the dynamics associated with ocean blooms.
  • The CoolRoom is an ocean data source for public users.
  • RUCOOL is a source for a wider array of both real time and older ocean data.

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by Kate Florio

Sea 3-D

April 22, 2011 in Education Materials

Developed by: Kate Florio, Katie Gardner, Cathy Yehas, Aly Busse

Download the pdf of this lesson

Topic:

Establish the three-dimensional nature of ocean habitats, and expand to idea that there is not a uniform temperature and salinity throughout the ocean.

Audience:

Grades 5 – 8

Length:

45 minutes

NJ State Standards:

  • 5.1.8.B – Generate Scientific Evidence through Active Investigations
  • 5.1.8.D – Participate Productively in Science
  • 5.4.8.E – Energy in Earth Systems
  • 5.4.8.F – Climate and Weather

Objectives:

Students will be able to:

  • Build an understanding of what a cross section is
  • Experience an introduction to real time data
  • Work with a visual aid when first learning about complex data
  • Gain skills to interpret real time data and false color images

Introduction:

This lesson explores the properties of seawater with depth. The ocean is three-dimensional and physical properties can change with depth as well as horizontal distance. Students translate false color ocean data from a three-dimensional model into a two-dimensional image to help them contextualize the information, and then discuss the changes in ocean properties with depth and their effects on circulation and biology.

Background:

The density of seawater is affected by temperature, salinity, and depth. Differences in density result in layers of water masses in the ocean. Many layers have distinct characteristics that allow scientists to determine that water mass’ origin and track its movement over time. Salinity has a larger impact on water density than temperature but is less likely to fluctuate a lot over time in the open ocean. Density driven currents, known as thermohaline circulation are one of the major forces mixing seawater vertically in the ocean, and bringing nutrients from the deep sea to the photic zone in biologically productive upwelling zones. Water masses may also have characteristic nutrient concentrations, allowing scientists to study the links between circulation and biology. Real time data from autonomous underwater vehicles allows scientists to study current conditions and changing conditions in near surface water masses. Some of the features commonly studied include the thermocline, a layer where there is a sharp separation in water temperature, and the halocline, similarly the layer where there is a sudden change in salinity.

Materials:

  • Student worksheet with bathymetric profile being studied
  • Pencils
  • Crayons or colored pencils
  • Laptops for students to access real-time data (if available/desired)
  • Foam Box with map and data columns (See related Construction Guide and Layout Guide .)

Procedure:

I. Preparation

A. Prepare the boxes as directed in the Construction Guide .

B. Look at real-time data ahead of time and choose some profiles you would like to highlight with students. Some ideas include:

Current local conditions

Interesting ongoing research

Concurrent profiles for temperature, salinity, and density

II. Activity

A. Students will work in groups using the model. Students are to create a cross section of a seawater property using the data available from the model blocks.

B. Review false color with students – what is false color, and what do the colors on the scale you will be using represent.

C. Have students select a block to lift. They will place it horizontally on their paper in the correct water column (lining up the bathymetry), and mark the colors on their paper based on the block. Be sure to have them note again what the colors they are using represent.

D. Students will replace the first block, and choose another to repeat the process.

The goal will be for students to create a cross section of ocean data on their paper by transferring the information from the 3-d blocks into a 2-d format.

E. Have students fill in the holes in their data as they color to create the full cross section.

Optional: you may have students choose only one or two of the blocks and predict what the full cross section will look like. Then they may use the remaining blocks to check their answers.

F. Define thermocline and halocline for students. Have them determine whether the data you have used for your model depicts a thermocline or halocline.

G. You may also give students composite data collected from gliders for each of the four seasons. Challenge them to locate the thermocline or halocline on each data set.

H. Discuss the seasonal differences in thermo/halocline, if any, that students observed.

I. Have students discuss what impact their observations might have on organisms living in this region.

Resources:

You can access both current and archived Slocum glider data from Rutgers University’s Coastal Ocean Observation Lab (the COOL Room) here:

http://marine.rutgers.edu/cool/auvs/

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by Katie Gardner

Water Density and the Ocean

March 29, 2011 in Education Materials


Developed by: Katie Gardner, Kate Florio, Cathy Yehas, and Aly Busse

Download the pdf of this lesson for High School Students
Dowload the pdf of this lesson for Middle School Students
Dowload the pdf of this lesson for Elementary School Students

Topic:

Explore the role of temperature and salinity in changing the density of water samples. Observe and discuss the impact of density differences in the ocean.

Audience:

Ages 8 and up. This lesson can be scaled with ability level. Lesson support for elementary, middle, and high school students are included.

Length:

45 to 60 minutes

NJ State Standards:

5.1.A – Understand Scientific Explanations
5.2.A – Properties of Matter
5.4.G – Biogeochemical Cycles

Objectives:

  • Establish some properties that define an ocean habitat.
  • Observe interactions different water masses have with each other based on density.
  • Learn techniques to determine water properties like salinity and temperature, calculate density of water samples. (for middle and high school students)
  • Use collected measurements and calculations to explain observations and support reasoning. (for middle and high school students)

Introduction:

Ocean water properties such as salinity and temperature create a spectrum of different water masses and habitats in the ocean. In this experiment, we focus on how different water masses interact with each other in the ocean. Different water samples will be prepared and experimented with, controlling variables of temperature and salinity. Students will answer questions such as “what can you tell me about ocean properties?” and “why do scientists care about, and measure properties like salinity and temperature?”

Background:


The focus of this lesson will be the impacts of properties like temperature and salinity on seawater. The term water mass refers to a body of water that has consistent physical properties, such as salinity and temperature. There are multitudes of water masses in the ocean that are divided by density differences; they do not require a physical barrier to conserve their unique physical properties. The differences in density are one mechanism that drives vertical circulation of the ocean. The physical properties of the ocean are important to the biology as well. Many marine animals either remain within a water mass favorable to their needs or must adapt to changing water masses.

Materials:

  • One 250mL volume beaker per student
  • Several stirring rods
  • 2 different colors of food coloring (i.e. red and blue)
  • One density tank* per pair of students
  • Salt – prefer kosher or aquarium salt (dissolves faster)
  • One Small Petri dish or watch glass per 2 students plus a few extras
  • Hot pot
  • One 2L beaker (for ice water)
  • Ice
  • Ready supply of water
  • Paper towels (in case of spills)
  • Scales with maximum mass rating of at least 3000g (for middle and high school students)
  • Probe ware with conductivity and temperature probes. (for high school students)
  • One 400mL beaker per Probe ware setup (for high school students)
  • The elementary school worksheet
    • Intended for students up to grade 5
    • Record starting conditions, hypothesis, observations, and explain results.
    The middle school worksheet
    • Intended for students of grade 6 and up.
    • Record starting conditions, including measurements of mass and volume, hypothesis, observations, calculations of density, and explain results.
    The high school worksheet
    • Intended for students of grade 9 and up.
    • This worksheet includes more calculations, and asks for more detailed support of the explanation of results.

* A density tank is a divided tank with moveable center barrier. Small versions of these can be purchased from science teaching supply catalogs, or instructions to make one can be found online. They are used to teach ocean and meteorological science concepts. We use: http://sciencekit.com/ig0029656/p/IG0029656/

Procedure:

I. Preparation

  1. Set out materials including student beakers and density tanks.

    2. a. Set up stations with scales (for middle and high school students)

    b. Set up stations with Probe ware and rinse water in 400 mL beakers (for high school students)

  2. Pre-measure salt into small Petri dishes or watch glasses.

    3. a. Vary the quantity of salt in the dishes from a little to a lot.

    b. The largest quantity of salt available to students should still dissolve easily into their water sample.

  3. Immediately before the lesson:

    4. a. Fill the 2L beaker with ice and top off with water.

    b. Fill hot pots with water, and turn on.

II. Activity

  1. Instructor will introduce the lesson, and explain that students will work in pairs for this experiment. Explain all the steps of this experiment to students in the order in which they need to be performed, and briefly explain how to use the density tank when they reach that step.

  2. Pass out worksheet.

    3. a. Have students decide with their partner what kind of water sample they will make. Each student will make their own water sample, but they MUST vary at least one variable from their partner’s sample. They may choose hot or cold water, and fresh or salty water. They must also decide who will have red water, and who will have blue water (they must have two different colors between them).

    b. Have students record their water sample decision on their worksheet.

    c. Have students record their hypothesis on their worksheet.

  3. Students will prepare the water samples as planned.

    4. a. Measure the mass of the empty beaker (for middle and high school students)

    b. Add salt, if any, to the beaker, then fill to the 200mL line of beaker

    i. For Hot Water Samples: Instructor should fill to 125 mL mark from Hot Pot then dilute the temperature with tap water to the 200 mL mark. (This is to prevent burns to students, and make beakers comfortable to handle)

    ii. For Cold Water Samples: Fill to the 200mL mark from the ice water. If ice water runs out, refill the 2L beaker with more water, the ice will chill it fast.

    c. Add several drops of food coloring. (Instructor may wish to do this step to prevent stains to clothes and skin)

    d. Use stirring rod to ensure sample is well mixed and salt, if any, dissolves.

    e. Measure the mass and volume of the filled beaker (for middle and high school students)

    f. Use probe ware to measure conductivity and temperature. (for high school students)

  4. Pass out density tanks to each pair of students; ensure the center barrier is in place.

  5. Perform density experiment. (Instructor may need to demonstrate how to use the density tank).

    6. a. Students pour water samples into the tank simultaneously, one on each side of the divider.

    b. Once the water has stilled, pull out the divider in one smooth motion.

  6. After observing the results, students will record their observations on the worksheet, and perform the calculations listed on worksheet. (for middle and high school students)

  7. Students will record their conclusions about the relationship of density to the observed behavior of the water samples in the density tanks.

Evaluation:

Have students record whether their hypothesis was correct. Why or why not? What affect does density have on the behavior of water in the density tanks? What can students think of that water density might impact in the ocean?

Extension:

Show visuals of real-time data of the New Jersey Coast displaying sea surface temperature and salinity. Display data collected by gliders of temperature and salinity at depth (along Rutgers University, Institute of Coastal Marine Studies IMCS endurance line*). See if students can explain any observed differences between the surface data and that collected from depth. What impact do differences in water density have in the ocean? How would you relate the concepts of temperature, salinity, and density to ocean habitat?

Safety Precautions:

Hot water could cause burns; care should be exercised with this portion of the activity.

If salt water gets in eyes, flush immediately with plenty of fresh water. The salt should not be harmful to vision, but can sting.

Resources:

Link to glider data: http://marine.rutgers.edu/cool/auvs/ including endurance line (eline project)

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by Kate Florio

Design an Aquarium Exhibit

January 24, 2011 in Education Materials


Developed by: Cathy Yehas, Aly Busse, Katie Gardner

Download the pdf of this lesson

Topic:

Introduce the different species that depend on different physical & biological properties (temperature, salinity, sunlight, food, habitat) in the ocean and how they move to find their ideal habitat.

Audience:

Grades 5 – 8

Length:

45 to 60 minutes

NJ State Standard:

5.3.8.C – Interdependence

Objectives:

  • Compare and contrast the environments different marine species inhabit
  • Interpret and apply layers of water quality data
  • Consider food web dynamics, temperature ranges, and salinity ranges in designing an aquarium.

Introduction:

Students will create an aquarium exhibit using information that they have learned about the ocean and its organisms.  The students only have one tank that can be maintained within a certain temperature and salinity range - they must determine what temperature and salinity will support the species they choose.  The students will be given a 10,000 gallon aquarium to populate, and can choose up to 5 large fish (over 3 feet) and up to 12 smaller fish (less than 3 feet) to use in the aquarium. Using A list of species with habitat requirements for each species, the students will be creating a plan to find, collect, and transport the species they choose to have in their exhibit. Students must also make sure the species they choose do not eat each other leaving an empty tank with a few fat fish.  If time allows, students can present their exhibit to the rest of the group.

Background:

Knowing and maintaining the water properties fish need to survive is vital for any aquarist.  Aquariums attempt to replicate the conditions a species would naturally live in.  Also, it is important to know what everyone eats and place compatible species together; tank mates eating each other leaves an empty tank and wastes all the hard work done collecting specimens.  When capturing species, using ocean data is important to help you locate the animals you desire.

Materials:

Procedure:

I. Preparation

A.   Print out one the following for each group of 2-4 students:

  • The Aquarium Planning Worksheets
  • Maps of the collection area and SST
  • Marine Species Information booklet

B. If you would like to use the pictures provided when the students construct their exhibits, print out the Aquarium pictures document

II. Activity

A. Explain that the students will be acting as a museum curator and will need to stock a new exhibit with fish that they will collect.

B.  Review the characteristics that fish require for their habitat (i.e. temperature, salinity, and food). Some fish can survive in many areas while others are confined to their particular environment. (Note:  Take a moment to talk about each of these points, especially if the students are not familiar with salinity)

C.  Like any real curator, the students will need to plan within constraints of:  exhibit space and water properties (temperature and salinity), fish feeding behavior, where to collect the fish, and unpredictable ocean conditions when collecting.

D. Distribute the Marine Species Information booklet and Aquarium Planning Worksheets. Have the students look through the booklet and start to think about which fish they would like in their exhibit.  They should start to notice the temperature and salinity requirements for each fish, as well as the size.

E.  Students should make a tentative list of the fish and the quantity of each they would like to collect for their exhibit (students are limited to a maximum of 5 large fish (over 3 feet) and up to 12 smaller fish (less than 3 feet) but may also substitute 2 smaller fish for each large).  When making their lists, students must consider the following:

Temperature – The species must live within a five degree temperature range.

Salinity – If two of their chosen species cannot live in the same salinity range, they must choose only one of those.

Size – Size must be considered to limit the amount of biomass for the exhibit.  Discuss some of the problems that could occur with keeping too many fish in one tank.  Problems include: Water quality control (more fish, more fish waste), disease (more fish allow diseases to spread more rapidly through a tank population), and care taking (more fish to feed, and monitor health on for museum staff).

Habitat – Fish may be found at different depths and in difference places throughout the water column.  Fish may be benthic (bottom dwelling), demersal (living near the bottom), and pelagic (adapted to open ocean). Fish may also live in very shallow water and may  need a place to hide (these fish stay out of view most of the time but it is worthwhile for visitors to try and find them).  It is a good idea to get a mix of fish with different environmental preferences because if the tank has only benthic fish, all of the fish will spend their time on the bottom.

I.    Once students have a plan of which fish species they want, it is time for the first day of collecting.

J.     Distribute the collection area map and explain that they might need to adjust their exhibit plan a little during the collection process.  Students will have 3 collection days to get their fish.  The days will be four months apart to potentially give students the opportunity to catch species in many temperature ranges.  (Flexibility is required for real aquarists too – this happens in real life also!)

K.    Give each group the “Day 1” temperature data.  Students will use this information to locate where they will collect each fish, (assume that if the student is collecting in the temperature range of the fish they want, they will get it).  Students may collect no more than 7 fish per day since space limitation on collection boat.  Have students record the coordinates that they captured each fish at by letter and number (for example, E-10).  Students may need help using the SST maps (information can be found at http://new.coolclassroom.org/files/adventures/1/popup_sst_tutorial.htm).

L. Go through the other two days of collecting: pass out the data maps one at a time, just before the collecting will begin. Students again must record fish coordinates, and can collect no more than 7 fish per day.

M.   Once complete allow the students to sketch and color their completed tank exhibits (distribute the aquarium pictures handout if desired).  If time allows, have student group present it to the class.

Evaluation:

1.   Students are asked to explain why they chose the species that they did.

2.   Students are asked to explain why their species will survive in the aquarium.

3.   Talk about what difficulties they encountered (what was hardest, easiest?)

4.   What educational value will their aquarium add to our museum?  Convince me why I should make your aquarium vs. someone else’s in the class.

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Avatar of Kate Florio

by Kate Florio

Ships, Ocean, and Satellites (S.O.S.)

October 26, 2010 in Education Materials

Developed by: Katie Gardner, Aly Busse, Cathy Yehas

Download the pdf of this lesson

Topic:

Using data to exploring spatial changes in seawater properties in the surface ocean.

Audience:

Grades 6 – 8 (Expandable to 12th)

Length:

45 minutes

NJ State Standards:

  • 5.1.8.B – Generate scientific evidence through active investigations.
  • 5.1.8.D – Participate productively in science.
  • 5.4.8.E – Energy in Earth Systems.
  • 5.4.8.F – Climate and weather.

Objectives:

Students will be able to:

  • Interpret data and describe the pattern of sea surface temperature in a given area
  • Explain the advantages and limitations of in-situ sampling.
  • Gain a basic understanding of data resolution, and associated limitations of random sampling.
  • Discuss the benefits, disadvantages, and applications of in-situ and remote sampling

Introduction:

This lesson introduces students to sea surface temperature data, as well as the concept of spatial resolution.  Students work in groups to collect a limited number of “sea surface temperatures” from a simulated ocean.  They discover patterns of sea surface temperature, along with challenges related to spatial resolution.  Throughout the lesson, students are asked to collect and interpret data from their activity boards and from real time sources.

The introductory activity is designed to limit the data students have to work with and interpret.  They are visually able to see the low spatial resolution that results.  Students use the data they have to describe the patterns of sea surface temperatures.  The activity progresses towards the introduction of real time data from sources like satellites, shore or bottom mounted stations, buoys, and autonomous submersibles like gliders.  Throughout the activity, discussions of the advantages and disadvantages of different sampling techniques are discussed, as well as the resulting resolutions different technologies can produce.

Background:

Resolution is a concept many students are familiar with in terms of technology like digital cameras.  The more pixels per square inch the camera can take, the better the pictures.  The same idea is also true for ocean data.  The more data points obtained over a specific area or period of study, the better the picture.  In the field of oceanography spatial and/or temporal resolution is important to understand for data interpretation and discussion.

Historically Oceanography has been limited to discrete, in-situ sampling, a method that takes 1 sample from 1 location at 1 time.  The sheer size of the ocean poses challenges to when and where scientists can sample.  The resulting data can be low resolution.

The hostile nature of the ocean environment imposes many design challenges to technology.  With these physical limitations, scientists have looked at ways to remotely study the ocean, in addition to ocean based observing.  There are now many satellites in Earth orbit to measure a variety of ocean properties, as well as shore based stations monitoring coastal processes.  As more of these systems come online, scientists have gained a better understanding of the interconnected systems within ocean basins, combining remote data with in-situ buoy, remote glider, or bottom mounted stations and traditional sampling methods shipboard.  Many people are unaware of the new ways these scientists are sampling and studying the ocean.

Introducing students to real time data, and the potential uses it has in their own lives demystifies some of the processes of research science, and increases awareness of ocean observing systems.  Students are highly receptive to the real time data streams and feel involved in the scientific process.  Students are excited to learn that concepts they’ve been taught already about heat transfer and hydrologic cycle are directly related to the marine science concepts examined in this lesson.  This activity expands on students’ prior knowledge to make the science they’ve already studied relevant to ocean science.

Materials:

  • Data/Map Worksheet to record sampling observations (1 per student, plus 1 to compile class data)
  • Pipettes (4 per group of students)
  • 50 mL beaker (1 per group)
  • Test Tubes (30 per board)
  • Water
  • Food Coloring
  • Colored markers, pencils, or crayons
  • Teacher computer with projector
  • Foam Board for Test tubes, with map (See related Construction Guide)

Procedure:

This lesson is facilitated by a teacher, and relies on student group work.  Students work in groups of four or five, and are guided through the activity step by step by the teacher.  Careful questioning techniques are used to direct the activities and students’ thinking.  These questions focus on getting students to think of ways to improve their spatial resolution, and interpret the data they have collected.  The differences between observations and interpretations are stressed.

The introductory activity simulates ocean data at a low resolution using the constructed foam boards.  These boards are prepared ahead of time so during class they only need to be distributed to each student group.

I. Preparation

A.   Create a coded map of what color test tube should be in which hole.  The map code we use was simplified from average SST data for the East coast of the United States in Late September.   (Available on slide #9 in the Construction Guide, if you wish to use the same geographic area and data.)

B.    Fill test tubes with colored water to represent different temperatures.  We specifically chose to use the Fahrenheit scale rather than metric Celsius for this age range so the numbers are meaningful to students.


1. Use the coded map to place these test tubes in the grid.

2. Place map “lid” on top and secure.

Note: Do not tip foam boards while filled test tubes are inside; ensure students leave their boards flat on their table.

C.    Student Materials

1. Each student will have a map data sheet (matches lid), and colored pencils/markers/crayons to fill in the map.

2. Each group will also have four pipettes, and a small beaker for sample waste.

II. Activity

A.   A brief introduction to the lesson assesses students’ prior knowledge and gets them thinking about the connections this has to ocean science.  If the students are not already, divide them into groups of four or five.

(Italic text throughout the activity offers suggested script sections you can use, if you wish.)

“Have you ever been to the shore at different times of year?  Why does water temperature change?  Many things can change the temperature of the surface ocean.  In order to try to figure out why ocean temperatures are different from one time and place to another, it is first helpful to sample the ocean and try to see what temperature the water is where at one time of year.  We are just going to sample the surface ocean.  The water in the deep ocean, below about 100 meters, is constantly cold; sunlight can never reach it and warm it up.  The most solar energy is absorbed around the equator year round, so the warmest ocean water should form in the tropics.  The poles get cold in winter, and have almost no sunlight then, so we should find the coldest ocean water near there.”

B.   Simulated ocean data activity

1. Explain that the students are to conduct a study of ocean surface water temperatures, each student group represents one research vessel and the group as a whole may only take four samples.  The student groups may decide which holes in the board they will use a pipette to sample.

“Scientific sampling of the oceans has always been a difficult and expensive study. Traditionally scientists went to sea and took samples directly, which you are about to do on our model ocean here. These studies are limited mostly by the money you have available. It costs to charter a research vessel, and pay for a crew and fuel to operate it. You are to conduct a study of ocean surface water temperatures, but each group only has enough money to sample four locations total. You must decide, as a group, where you want to sample. Remember your table only gets four samples. We will be using a model ocean (show box) and something called ‘false color’ information. The different colors of the water samples represent different temperatures: red for the warmest water and purple for the coldest. You will use the colors to show where the surface water is different temperatures on your map –like a weather map, but for the ocean.”

2. Pass out worksheets, and orient students on the map.  Show a map from one of the boards to the whole class (which should match the map on their worksheets) and point out what is land, what is water, and what part of the world they are looking at (on our map, shown in the Construction Guide, we point out the east coast of the United States, and where New Jersey is.).

3. Clear instructions must be given before handing out the boards, or pipettes.

4. Rules:

a. No one may lift or tilt the foam board once it is placed on the table. No one may lift up the map or look under it.

b. Each group is given four pipettes, no pipette may be reused. (Be explicit that the groups will only have 4 data points total, not four per group member.  Ensure students do not try to cheat and obtain more than 4 samples per group.)

c. Insert a pipette into the hole in the map you wish to sample.  Do not remove the map if you have trouble, ask for help.  Squeeze the pipette bulb, then let go to draw up a water sample.  Do not remove the pipette from the hole in the map.

d. Record the water data (color) you obtained on the corresponding square on your worksheet.  Each person should record all four of their group’s samples on their worksheet.  Also look at the color key on your worksheet and remind yourself what temperature each color represents.

e. Do not return sample water to the board.  If you removed your pipettes, place them in the provided beaker. (Students are not to return sample water to a test tube, even the one they drew it out of.  Watch students to ensure there is no cross contamination of colors.)

5. Never tell students how to record or color in their sheets, they should decide this for themselves.  Often they choose to color the whole quadrant box, and this isn’t necessarily correct.  This common mistake can be pointed out after the exercise is complete: for example, explain that you only know the temperature of the exact point you sampled at (the center of the square).  Coloring the whole box is making a broad assumption.

6. Have the students try to interpret their data.  Even with only 4 points, they may be able to make some observations such as “water is warmer in the south”.

“With the data points you’ve collected, what can you say about sea surface temperature along the east coast (or change this to the location you are using, if different)?  Can you discuss, accurately and with detail, what is happening in the ocean regarding temperature? Why not? If you can’t afford to go back to sea, what would be another way to fill in the gaps?”

7.  Collaboration is an important part of science.  Scientists frequently share data so everyone has more information to work with.  Allow students to share their data between groups, and discuss whether this collaboration improves their resolution.  There are frequently duplicate samples between groups and the class will rarely end up with more than half of all the possible data points.

a. Can the students make any better interpretations of the data?

b. Are the previous observations and interpretations from four data points still correct?

8.  Finally give students all the possible data for the map and see if their observations and interpretations still hold.  Allow them a chance to “connect the dots” and create a false color map of their sea surface temperature data before showing the false color map created by the teacher.

a. Discuss the patterns that are seen in temperature and what students think is responsible for each.  For example: “There is a narrow band of warm water there.  I wonder if that is a current of some kind.  If it is a current, which direction is it flowing?” (Warm water from the tropics traveling north.)

b. Some patterns to look for: currents (narrow bands of temperature very different from the water around it), upwelling (cold water right at the shoreline), warmer water near the continent (deeper water columns change temperature slower than shallow water, heat capacity).

9.  Lead a discussion about the assumptions students use to create their maps.

a. Did they mark only the location they sampled (the center of the quadrant) or did they just color an entire quadrant the same color?

b. Did they mark two neighboring quadrants with a 5 or 10 degree temperature difference as sitting right up against each other, or did they try to develop temperature gradients between sample locations?

c. What rules did the teacher use in the creation of their false color map? How does it differ from students’?

10.  Before continuing to the second half of the lesson ensure that students understand that scientists make a list of rules based on prior data interpretations for creating different data maps, and these rules are codified in computer programs when technology is used to generate the map.  The resulting visualizations can be altered if the program parameters are changed.

C.  Real Time Data Interpretation

1.  Use the teacher computer to project a real time sea surface temperature map of the same region used in the previous activity boards.  (See Resources section at the end of this lesson for links to places to find data maps.)

“Let me show you a map of the ocean surface temperatures taken from satellite.  Is this map better than the one you completed?  Why do you think so? (Show more than one example, if you like and if you have time.)

These maps are examples of remote sensing data.  Scientists can measure the surface ocean temperature using a satellite and never have to go there.  When you went to sea to sample, you were limited to a few data points, and each sample you gathered scientists would call an in-situ sample.  You took your samples directly from that location.  The satellite takes data in wide swaths, and transmits lots of data in real-time (the ocean looks like this right now).  Scientists call this remote sensing.  This satellite isn’t going to each location in the ocean it measures; it gets its data from Earth orbit.”

Have students discuss whether this map is better resolution than their own, and why they think so.  Show an older map with cloud obscurities and anomalies, and again discuss the quality of the data.

2.  Introduce the idea of real time data, and some of the technologies used to obtain it.  Have students brainstorm the limitations each kind of technology might have, like clouds obscuring a satellite’s view.  (See the Resources section for some good references on satellites.)

3.  Also ask students to brainstorm what kinds of information about the ocean can NOT be measured remotely.  Can you think of something you might want to know about the ocean that you can’t measure with a satellite? Some great examples are most chemistry measurements like salinity and dissolved oxygen, biological information such as types or amount of bacteria, types and numbers of animals, and especially anything below the surface.  We can’t measure the temperature of the bottom water, or the amount of carbon in the sediment at the bottom of the ocean.  Satellites can only “see” the very top.

Evaluation:

Conclude the lesson with a discussion of integrating data from different sources to provide maximum information.  Scientists can use remote data to plan in-situ sampling trips or to supplement previously obtained field data.  Ensure students realize that ocean data has interdisciplinary uses from biologists mapping plankton blooms or predicting fish spawns, to meteorologist, to the physical oceanographers modeling ocean water movement.  How can students use this kind of data?  Let the students decide the relevance of ocean data to their lives, for any or all of the following activities: weather prediction, fish location, planning a beach day, kayaking or sailing, storm tracking and flood prediction, etc.

Resources:

Data

How to read a sea surface temperature map (for your reference, or have your students read).

http://rucool.marine.rutgers.edu/index.php/COOL-Data/how-to-read-sea-surface-temperature-map.html

Sea Surface Temperature data from the Coastal Ocean Observation Lab (COOL Room) at Rutgers University’s Institute of Marine and Coastal Sciences.

http://marine.rutgers.edu/cool/sat_data/?product=sst&nothumbs=0 – use the boxes on the map to select what part of the east coast you want to look at.

See all the types of data they have available here:

http://rucool.marine.rutgers.edu/index.php/COOL-Data/

Satellites

See where satellites are now at http://climate.jpl.nasa.gov/Eyes/eyes.html select a satellite, then click “real time” at the bottom of the screen showing the earth.

Science Education Gateway, Center for Science Education at Space Sciences Laboratory, UC Berkeley.

Lessons on How Satellites See (3rd – 8th grade, multi day unit)

http://cse.ssl.berkeley.edu/lessons/indiv/wilder/summary.html

General Ocean Resources

The ocean is an important part of the Earth’s climate system – water, especially ocean currents, carries a lot of heat from one place to another around the world.

To learn more, go to this link, and then click on “The Ocean’s Impact on Weather and Climate”

http://coseenow.net/2008/11/ocean-literacy-interactive-animation/

If you don’t have materials to construct the model boxes described above, you can download instructions for a simpler paper version instead.

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Avatar of Chris Petrone

by Chris Petrone

Using OOS with Standards

January 14, 2009 in NOW News

Very often I run into teachers that tell me that while they think ocean observing systems are cool and interesting, they cannot really utilize them because they don’t teach an oceanography course and must teach their core courses according to their state standards. But, with a little help from specialists like us at COSEE NOW, teachers forced to teach standards-based courses can definitely integrate these unique data and not only check off the standards boxes, but have their students get excited about what is occurring in our oceans.

For instance, I’m based in Virginia, so I’m most familiar with the Virginia Standards of Learning, or SOLs. The Bridge/COSEE NOW data activity, “Don’t Even Sink About It!” can be used to teach the following standards:

Kindergarten K.5 – Some materials float in water while others sink
Physical Science PS 2 and PS 5 – Basic nature of matter and Changes in matter
Earth Science ES 4 and ES 11 – Earth characteristics and Oceans as complex systems
Physics PH 4 and PH 7 – Physics applications and Properties of fluids

So all you teachers out there that teach state standards, don’t be shy! Jump into ocean observing systems with both feet and we know you’ll love it as much as we do!

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