Kamie Dyson
“World Oceans”
Objectives:
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The students will understand that the all the different oceans on the Earth actually make up one
“World Ocean”.
The students will understand that when the water around the equator is warmer than if rises to
the top and when the water that is colder from around the poles that it sinks.
The students will understand that the rising and sinking of warmer and colder water cause the
ocean currents.
The students will understand that the entire globe is affected by ocean currents and that
includes the weather conditions.
Materials:
Materials needed for the whole class:
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Globe
Research Materials
Computer with internet access
Access to a freezer
Materials needed for each group:
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Pitcher or container
Tap Water
Food Dye (dark color)
Ice Cube Tray
Glass Baking Dish
Procedures:
1. Break up the class into groups and start the activity off by having the students in the
group to mix the food dye into the water, and then pour the water into an ice cube tray,
and finally have the students freeze the ice cube trays.
2. Make sure that a globe is visible for all students to see and then bring to your student’s
attention that all the oceans on the Earth are actually connected. (Questions to ask: Is
the water warmer near the equator or near the poles?)
3. After asking the above question inform the students that the experiment that they are
about to do will demonstrate how the water that is colder will be near the poles and
how the water that is warmer will be near the equator and how they mix together and
create ocean currents.
4. Have the students in the groups fill a clear baking dish with warm tap water. This warm
tap water will represent the warm water that is near the equator.
Kamie Dyson
5. Have the students take two of the previously frozen ice cubes and place them at
opposite ends of the baking dish with warm water. These two ice cubes represent the
cold water that is near the poles. Ask the students to make predictions about what is
going to happen.
6. The students should notice that the cold water (the colored water) will sink, but still
move along the bottom of the baking dish. The cold water is trying to merge with the
warm water in the middle of the baking dish. The warmer water will make its way
toward the ends of the baking dish. As the cold water merges with the warm, the cold
water will rise.
7. Have the students record their results. The students should also have a diagram that is
labeled with explanations of how the different water temperatures in the different
regions of the “world oceans” cause ocean currents.
8. In addition to the experiment the students can also do research on the internet on how
and why ocean currents affect weather and the Earth.
The students at the end of this experiment should be able to understand that the oceans of the world
make up one large “world ocean” and should understand that colder water is located at the poles and
warmer water is located by the equator. The students should also be able to see the path that the water
travels (ex: cold water travels to the warm water)
References:
Mary C. Cahill, middle school science coordinator, Potomac School, McLean, Virginia.