Presented By:
Rachel Crawford
Michelle Darguzas
Mary Rosa
Summary
 Students will learn how to interpret data and
demonstrate an understanding of how the ocean floor
topography influences the ocean’s currents.
Key Concepts
 Seafloor structure/bathymetry
 The influence of seafloor structure on ocean currents.
 The influence of surface winds on currents.
 The effects of currents on biological systems.
National Science Standards & Ocean Literacy: Essential
Principles & Fundamental Concepts

Unifying concepts and processes in
science: Evidence, models, and explanation;
Change, constancy, and Measurement

Science as inquiry: Understanding of scientific
concepts; Skills necessary to become
independent inquirers about the natural world

Physical science: Position and motion of
objects; Motions and Forces; Interactions of
Energy and Matter;

Earth and space science: Earth’s history;
Energy in the earth system; Structure of the
Earth System

Science in personal and social perspectives:
Changes in environments; Science and
Technology in Society; Natural Resources

The Earth has one big ocean with many
features.

The ocean and life in the ocean shape the
features of Earth.

The ocean supports a great diversity of life and
ecosystems.

The ocean is largely unexplored.

The ocean and humans are inextricably linked.
Objectives:
 Students will be able to
understand basic ocean floor
topography.
 Students will analyze the
influence of topography on
ocean currents.
 Students will interpret data from
coastal observing systems and
communicate findings to peers.
Background Information
 Just as wind currents are directed by structures on
land, so are the currents in the ocean. Currents are
similar to the wind that is influenced by both the
temperature and the land structures that deflect their
movement and flow.
 All living and non-living things on earth are
interdependent on one another. This holds true for
both the terrestrial and aquatic terrains.
Materials:
 Satellite map of South Atlantic Ocean (Go to the link
below) http://omgsrv1.meas.ncsu.edu:8080/oceancirculation/
 Currents (use for direction and speed)
http://assets.maracoos.org/
 Student data sheet
Student Data Sheet
 Google map worksheet
Draw your own currents assessment
Introduction:
 Compare images of clouds and currents that are used
in the satellite and NASA data bases.
 Point out that both have movement and both go
through deflection due to mountainous terrain.
 Have students discuss both the terrestrial and
aquatic features that could create these deflections
as well as what they think these deflections create.
 Show the link to NASA’s maps on cloud currents.
Procedures:
 Demo: using a tub of water with various
structures throughout the water, place a handful
of Packing peanuts in the water. Use a blow
dryer to create a wind current on both high and
low. Discuss with the students what is occurring
with the peanuts.
Procedures: Intro to Topography
 1. Intro to Topography


Show a map of Google Earth and
have the students locate the
Atlantic Ocean.
Have students locate various
features listed on the data sheet.
(These structures will include
the continental shelf, trenches,
and other sea floor structures.
Give students time to share their
answers with their peers.
Procedures cont.
 2. Activity:
 Next, have students work in pairs and will go to
http://omgsrv1.meas.ncsu.edu:8080/ocean-circulation/ to
retrieve the transect map. Discuss with students how to
work through site to create temperature profiles of the
ocean bathymetry.
 Students will create a graph of temperature profiles for
the dates and depths listed.
 Students will observe and analyze the characteristics of
each image. After the students have created the profile
graphs, have them describe why there are differences in
temperatures at each of the changing depths. Have them
discuss what features on the ocean floor my influence
these temperature variations.
Procedures cont.
 3. Assessments:
 Students will work in pairs to use real-time models to
observe, graph, and illustrate the currents at various
depths.
 Students will be able to identify and label features listed
for the ocean floor structure/bathymetry.
 Students will be able to assimilate and be able to discuss
the effect of water temperature on the movement of the
ocean currents.
 Student Assessment(Draw your own currents).
Additional Resources Highlights






NASA’s currents map: http://svs.gsfc.nasa.gov/vis/a000000/a003800/a003827/
SECOORA http://secoora.org/classroom/flowing_ocean/sab#glossary-sab
Current Velocities of the Gulf Stream: http://rads.tudelft.nl/gulfstream/
Gray’s Reef Marine Sanctuary: http://graysreef.noaa.gov/
http://secoora.us/documents/success-stories/gag-grouper
NOAA Ocean Explorer Gulf Stream Links:
 http://oceanexplorer.noaa.gov/explorations/islands01/background/bight/bight.ht
ml
 http://oceanexplorer.noaa.gov/explorations/03bump/logs/aug12/media/sst.html
 http://oceanexplorer.noaa.gov/explorations/03bump/background/geology/geolog
y.html
 http://oceanexplorer.noaa.gov/explorations/03bump/background/plan/plan.html
 http://oceanexplorer.noaa.gov/explorations/03bump/logs/aug12/aug12.html
 Students Interpreting Data Image
http://www.google.com/imgres?q=students+interpreting+data&um=1&hl=en&sa=N&r
ls=com.microsoft:en-us:IE-
Data Sites
 Sedberry, G.R. et al. The Role of the Charleston Bump in
the Life History of Southeastern U.S. Marine Fisheries.
South Carolina Department of Natural Resources Marine
Resources Research Institute. November 2000.
http://ocean.floridamarine.org/efh_coral/pdfs/south_caro
linaDNR.pdf
 Coastal Observing Research and Development Center
 http://cordc.ucsd.edu/projects/mapping/maps/fullpage.php
 Gray’s Reef National Marine Sanctuary
 http://graysreef.noaa.gov/about/welcome.html
 National Marine Protected Areas
 http://www.mpa.gov/
Extension Ideas:
•
Extension Activity.docx Grays Reef and Charleston Bump
•
Charleston Bump skit – water molecules (Students will create a skit with their group to
demonstrate the movement of water though a current and share with their peers).
•
Salinity profile comparing two points (north/south)/(inshore/offshore) (river mouths)
•
Temperature profile comparing two points (north/south)/(inshore/offshore) (river mouths)
•
Seasonal temperature/salinity/currents profiles
•
Hurricane and storm effects on temperature, salinity, currents
•
Given lat/long where would said object (turtle, lost person, etc.) – end up?
•
Maracoos site for advanced learners (more detailed – buoy drifters, additional buoy data, etc.)
•
Id’ing ocean floor topography based on transect profiles
•
SONAR mystery box