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Gulf Stream Heat Budget and Europe's Mild Climate: A Problem-based Learning Activity
http://serc.carleton.edu/NAGTWorkshops/visualization/examples/gulfstream.html

Warren C. Tomkiewicz, Plymouth State University , From the On The Cutting Edge activity collection

In this role-playing activity, learners are presented with a scenario in which they determine whether the Gulf Stream is responsible for keeping northern Europe warm. They must also address the potential future of the Gulf Stream if polar ice were to continue melting. The students work in small groups to identify the issue, discuss the problem, and develop a problem statement. They are then asked what they need to know to solve the problem.

Activity takes two class periods plus homework assignment. Computer with Internet access necessary.

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Learn more about Teaching Climate Literacy and Energy Awareness»

Climate Literacy
About Teaching Climate Literacy

Ocean as climate control, oceanic conveyor belt; abrupt changes in thermohaline circulation
About Teaching Principle 2
Other materials addressing 2b
Observations are the foundation for understanding the climate system
About Teaching Principle 5
Other materials addressing 5b

Excellence in Environmental Education Guidelines

1. Questioning, Analysis and Interpretation Skills:G) Drawing conclusions and developing explanations
Other materials addressing:
G) Drawing conclusions and developing explanations.
1. Questioning, Analysis and Interpretation Skills:A) Questioning
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A) Questioning.
1. Questioning, Analysis and Interpretation Skills:C) Collecting information
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C) Collecting information.
1. Questioning, Analysis and Interpretation Skills:E) Organizing information
Other materials addressing:
E) Organizing information.
2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:A) Processes that shape the Earth
Other materials addressing:
A) Processes that shape the Earth.

Benchmarks for Science Literacy
Learn more about the Benchmarks

Scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected data.
Explore the map of concepts related to this benchmark
Thermal energy carried by ocean currents has a strong influence on climates around the world. Areas near oceans tend to have more moderate temperatures than they would if they were farther inland but at the same latitude because water in the oceans can hold a large amount of thermal energy.
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Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • Different research questions should be assigned to different students so that during the final presentation knowledge about different topics is shared.

About the Science

  • From the activity summary: "The United Nations International Research Program has assigned your research group at the PSU Institute of Oceanography the task of making a recommendation as to whether the Gulf Stream is responsible for keeping Europe anomalously warm and the potential effects if polar ice were to continue melting."
  • Activity can be modified to answer numerous research questions.
  • Great way for students to learn the scientific process. A good activity before term papers are assigned.
  • Comments from expert scientist: Specific Strengths include: - students find resources and real data - students are expected to analyze real data - students work together to expand their understanding of the topic - assessment includes both written and oral presentation of findings - students predict future results based on their own working knowledge of a physical system as it functions currently, but with key physical parameters altered in response to climate change

About the Pedagogy

  • Assigning the activity to groups of students will be very effective.
  • Assessment as a rubric is suggested but not provided

Technical Details/Ease of Use

  • Easy and straightforward to use

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

Also see: http://essea.strategies.org/module.php?module_id=148

Performance Expectations

HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

Disciplinary Core Ideas

HS-ESS2.D1: The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.

HS-ESS2.D1: Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.

Science and Engineering Practices

HS-P1.2: ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.

HS-P1.7: Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.

HS-P3.1: Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.

HS-P4.3: Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data

HS-P6.2: Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

HS-P6.4: Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.

HS-P7.2: Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments.

HS-P7.3: Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence, challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining additional information required to resolve contradictions.

HS-P8.1: Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

HS-P8.3: Gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source.

HS-P8.4: Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible.

HS-P8.5: Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

Cross-Cutting Concepts

HS-C1.5: Empirical evidence is needed to identify patterns.

HS-C2.2: Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.

HS-C3.2: Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.

HS-C5.4: Energy drives the cycling of matter within and between systems.

HS-C7.1: Much of science deals with constructing explanations of how things change and how they remain stable.

HS-C7.3: Feedback (negative or positive) can stabilize or destabilize a system.


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