Greg Shirah, Horace Mitchell, Thomas and Lucas, NASA/Goddard Space Flight Center Scientific Visualization Studio
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, 3 Cross Cutting Concepts, 2 Science and Engineering Practices
High School: 2 Disciplinary Core Ideas, 2 Cross Cutting Concepts, 1 Science and Engineering Practice
About Teaching Climate Literacy
Other materials addressing 2b
2.3 Earth's climate driven by the Sun.
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Teaching Tips | Science | Pedagogy |
- The visualization could be paired with sections of the film http://www.dynamicearth.spitzcreativemedia.com/ to show the connections of the wind and currents to Earth's entire system .
- Educator will have to reinforce with younger audiences how the visualization connects to the Earth's climate system. Visualization can be paused during viewing for educator to reinforce points of understanding.
- Educator will need to explain what processes are being illustrated in the images.
- CLEAN resource called the Global Ocean Conveyor Belt found http://www.andrill.org/education/elf_activities_3A.html could pair with this visualization nicely and reinforce concepts.
About the Science
- The images in the visualizations begin by displaying Earth's global wind patterns, then zoom in to reveal the connections to high-speed ocean currents.
- The animation uses data from computational models: wind patterns are from the MERRA computational model of the atmosphere; ocean currents are from the ECCO-2 computational model of the oceans and ice.
- Comments from expert scientist: It is a neat video. Got the 'wow' factor when it goes under the surface of the ocean. I would show it to students, especially if you're on the East Coast.
About the Pedagogy
- This animation is a great way to visualize wind and ocean circulation patterns. The high quality of the animation is engaging and would be very useful to explain complex processes that are hard to imagine.
- The visualization can be paired with the movie trailer found here http://archive.constantcontact.com/fs051/1101986886992/archive/1109187145138.html and http://www.dynamicearth.spitzcreativemedia.com/
- A teachers' guide to accompany the movie topics can be found at http://www.spitzinc.com/fulldome_shows/show_dynamicearth/resources/DynamicEarth-EducatorsGuide.pdf
Next Generation Science Standards See how this Animation supports:
Disciplinary Core Ideas: 3
MS-ESS2.C3:Global movements of water and its changes in form are propelled by sunlight and gravity.
MS-ESS2.C4:Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents.
MS-ESS2.D1: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.
Cross Cutting Concepts: 3
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.
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Science and Engineering Practices: 2
MS-P4.1:Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.
MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
Disciplinary Core Ideas: 2
HS-ESS2.C1:The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.
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.
Cross Cutting Concepts: 2
HS-C1.5:Empirical evidence is needed to identify patterns.
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.