NOAA (National Oceanic and Atmospheric Administration) Visualizations
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Animation supports the Next Generation Science Standards»
Middle School: 3 Disciplinary Core Ideas, 4 Cross Cutting Concepts
High School: 3 Disciplinary Core Ideas, 1 Cross Cutting Concept
About Teaching Climate Literacy
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Teaching Tips | Science | Pedagogy |
- Use with other NOAA visualizations to create depth and breadth of climate study. These videos may be assigned as homework or shown in class. http://www.youtube.com/user/NOAAVisualizations
About the Science
- The NOAA polar-orbiting satellites (POES) have been collecting sea surface temperature data for over 22 years. This animation is a compilation of that data from January 1985 - January 2007.
- Of note are the changes in the Gulf Stream, El Niño and La Niña cycles (ENSO) in the Pacific, and the seasonal changes in sea ice cover.
- Comments from expert scientist: The strength of this resource is that it provides a visual animation/ representation of change with time. Therefore, in a minute or so the reviewer gets a real feel for the magnitude of sst changes throughout the time period that we have been making observations. This is an incredibly beneficial tool for use in a classroom!
About the Pedagogy
- Have students keep track of ENSO fluctuations, the seasonal changes of the sea ice, and polar sea surface temperatures. This is only one of many NOAA visualizations that may be useful in the classroom.
- As with this and other NOAA Visualizations on YouTube http://www.youtube.com/user/NOAAVisualizations, educators may want to embed the video on a different website because the comments that follow it can be distracting or inappropriate.
- This resource engages students in using scientific data.
See other data-rich activities
Next Generation Science Standards See how this Animation supports:
Disciplinary Core Ideas: 3
MS-PS3.B2:The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.
MS-PS3.B3:Energy is spontaneously transferred out of hotter regions or objects and into colder ones.
MS-ESS2.D3: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.
Cross Cutting Concepts: 4
MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.
MS-C1.2: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems
MS-C1.3: Patterns can be used to identify cause and effect relationships.
MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.
Disciplinary Core Ideas: 3
HS-PS3.B2:Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems
HS-PS3.D1:Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.
HS-ESS2.D4: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.