NOTE to the Teacher
 In an inquiry classroom, teachers facilitate the construction of
new knowledge by activating and then pursuing the inquisitive
nature of each learner. (Golden Apple Foundation, 2003) It is
recommended that students explore the concepts through
interactions with the hands-on activities prior to using the
powerpoint presentations.
 Powerpoint presentations have been created for the
convenience of the teacher and are intended for use as a
supplement to the hands-on activities. Teachers may modify and
adapt them as they choose to meet the needs of their students.
In these two activities (Cold Salty Deep and Global
Ocean Conveyor Belt), students create models of
ocean currents to demonstrate the thermohaline
circulation of water throughout the Earth’s system.
Cold, Salty, Deep & Global
Ocean Conveyor Belt
ELF Activities: Hydrosphere 3A & 3B
http://andrill.org/education/elf/activities/3a
http://andrill.org/education/elf/activities/3B
There is only one ocean and the waters are not still.
www.noaa.gov
In the above picture notice how the waters of all the oceans are connected.
Cold, salty, dense water sinks under warmer, fresher water.
The sinking of cold water at the poles
and its replacement by warmer water
from the equator creates a current.
This is called a thermohaline
circulation because it is based on
temperature and water density due
to salt content.
thermo = temperature
haline = salt
Image: national academy of sciences
Due to winds and surface currents, the waters continually move and mix.
www.noaa.gov
This map shows the movement of surface water due to the action of the winds.
The Great Ocean Conveyor Belt
www.noaa.gov
Red = warm surface water
Blue = cold salty deep water
A Polar View of the Global Ocean
Conveyor Belt
www.wikipedia.com
Warm water carried north
away from the Equator
provides Europe with mild
winters.
Satellite image showing water temperatures along the eastern U.S.
Images: www.noaa.gov
This material is based on work supported by an Environmental Literacy Grant from
the National Oceanic and Atmospheric Administration’s Office of Education
(NA09SEC4690009) and prior work supported by the National Science Foundation
under Grants ANT-0342484 and ESI-0632175. Any opinions, findings, and
conclusions or recommendations expressed in these materials are those of the
authors and do not necessarily reflect the views of the National Oceanic and
Atmospheric Administration or the National Science Foundation.
http://andrill.org/education/elf/activities