Environmental Literacy Framework, ANDRILL
This activity takes about one to two 50-minute class periods (one period is stated but when providing the context it will likely take two periods).Discuss this Resource»
Learn more about Teaching Climate Literacy and Energy Awareness»
Activity requires careful scaffolding at the middle school level.
About Teaching Climate Literacy
Other materials addressing 2b
Excellence in Environmental Education Guidelines
Other materials addressing:
A) Processes that shape the Earth.
Benchmarks for Science Literacy
Learn more about the Benchmarks
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 |
- In order to effectively teach about the ocean conveyor belt, the PowerPoint presentation should be shown ahead of time so students are prepared for the content. Educator might want to have students think about ways in which they want to engage an audience in this material ahead of time - emphasizing how the ocean conveyor belt affects their own lives where they live.
- Educator is encouraged to make the salty icebergs ahead of time. In some cases, using an submersible aquarium heater works well for an activity like this.
- Assigning groups of students to experiment with different water mass scenarios works well - then have students present their results to their classmates before going to a wider audience.
About the Science
- The ocean conveyor belt transports heat throughout Earth's oceans and controls Earth's climate patterns.
- Explanations of the factors that drive thermohaline circulation – density gradients, surface air temperature, surface winds, ocean temperature variations, fresh water fluxes etc. – are very simplified and only briefly explained. For an in-depth understanding of these factors, educator should explore additional materials.
- Background material suggests that thermohaline circulation may have stopped or slowed down. In fact, scientific evidence exists that suggests that major freshwater fluxes, particularly at the end of the last major glaciation, slowed down the Gulf Stream; no scientific evidence exists that indicates a stopping of thermohaline circulation or the Gulf Stream.
- Comments from expert scientist: Strong because it contains practice with prediction, observation, and explanation. Varies both temperature and salinity so students can differentiate between them and their separate effects on water density.
About the Pedagogy
- The hands-on activity is the core of this investigation. However, links to animations that show the same effect is provided for educators who need to substitute the hands-on part of the investigation.
- Students will need guidance to understand the implications of what they see in the experiment and how it relates to thermoahaline circulation. Applying this understanding to the global ocean conveyor belt will take some guidance and classroom discussions.
Have you used these materials with your students? Do you have insights to share with other educators about their use? Please share with the community by adding a comment below.
Please use this space only for discussion about teaching with these particular materials.
For more general discussion about teaching climate literacy please use our general discussion boards.
To report a problem or direct a comment to the CLEAN project team please use our feedback form (or the feedback link at the bottom of every page).
Off-topic posts will be deleted.