the.Globe
“El Niño and it’s Impact on the
World”
Science Lesson Plan
the.Globe
is a feature of
A daily news broadcast for High School and Middle School students
now under development by MacNeil/Lehrer Productions
the.Globe
“El Niño and its Impact on the World”
Science Lesson Plan
Table of Contents
Letter to the Educator...................................................................................... 1
“El Nino and it’s Impact on the World” Science Lesson Plan ...................... 2
the.Globe
Fall, 2009
Dear Educator,
the.News online video reports for the.Globe provide middle and high school students with a valuable exercise in
science, social studies and language arts. This video report on the “El Niño and its Impact on the World”
examines the effects of this periodic weather phenomenon on the people and places worldwide.
http://www.pbs.org/newshour/thenews/theglobe
This video report is supported by a science as well as a language arts/social studies curriculum. All videos and
curricula have been informed by the.News instructional design that can be found on the website
www.pbs.org/newshour/thenews. the.Gov is open-captioned. The curriculum includes content-based standards,
discussion questions, student activities, vocabulary and primary reference sources. A complete transcript of
each video report includes time codes to assist in isolating specific segments of the video. This material is
presented as options to fit teachers’ instructional needs.
We welcome our new partners at the Omaha Public Schools who have joined the.News in a special pilot project
during the 09-10 school year. We are also launching a new authoring tool for students called YOU.edit, to
launch in early 2010. It will give students an online tool to remix the content of the.Globe reports (as well as all
the other the.News videos), so they can create their own multimedia presentations. This editing tool will reside
on our website so that it will be available to all students with an internet connection. It will be password
protected so that it can serve as a viable educational asset that allows classroom teachers to assign multimedia
projects within the security and content safety of the.News website.
For the first time we are now providing answers to our student “thought starter” questions found on the
home page underneath the video.
#1 California and the states along the Gulf of Mexico
#2 Oyster. Oxygen level decreases and the oyster dies
#3 Agriculture, Forestry, Economics
For more information and questions about this material contact me at kjaffe@newshour.org
Sincerely,
Karen W. Jaffe
Manager, Education Projects, the.News
MacNeil/Lehrer Productions
2700 S. Quincy St., Suite 250
Arlington, VA 22206
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“El Niño and its Impact on the World”
Science Lesson Plan
This lesson was designed to support the.News video “El Niño and its Impact on the World” The video can
be found online at http://www.pbs.org/newshour/thenews/theglobe
Grade Level (Middle School/High School)
Content Areas: Science
Key Concept
In this lesson, students will explore
the recurring weather phenomenon
known as El Niño. They will learn
about how, why, and where these
weather changes occur. They will
also explore the widespread
ramifications of El Niño in the world
and also at the community level.
Omaha Public Schools Courses and Standards
http://www.ops.org/District/LinkClick.aspx?fileticket=Hbqyrrg2ydM%3d&tabid
=912&mid=2006
Science - Grade 7, 8,
STANDARD DESCRIPTION
01 Examine problems using scientific inquiry.
01 Design, conduct, and communicate the results of a scientific
investigation to determine the identity of an unknown substance using its
physical properties.
04 Analyze and interpret geological / geographical data in order to make
inferences regarding earth s changes and people s choices.
06 Examine processes that change the Earth's surface.
02 Demonstrate an understanding of the external forces that have
changed the earth.
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Omaha Public Schools Courses and Standards
Subject: Science
Grade Level: 09 - 12
STANDARD DESCRIPTION
01 Examine problems using scientific inquiry.
01 Formulate questions and identify concepts that guide scientific investigations.
02 Design and conduct scientific investigations.
03 Use technology and mathematics to improve investigations and communications.
04 Formulate and revise scientific explanations and models using logic and evidence.
05 Recognize and analyze alternative explanations and models.
06 Communicate and defend a scientific argument.
02 Integrate unifying concepts and processes in science
01 Explain how change affects systems and organization within a system.
experiences.
02 Create models to test, compare, explain, or evaluate scientific phenomena.
03 Investigate the fundamental processes, principles and
01 Understand the flow of energy within systems.
Objectives:
Students will
•
•
•
•
•
•
Understand what El Niño is
Understand the conditions that contribute to an El Niño event
Research and identify consequences of El Niño
Create a map showing these effects
Brainstorm how different communities might be affected
Work in teams to create strategies for how specific cities might prepare for an
El Niño year
Omaha Public Schools Courses and Standards
Subject: Science
Grade Level: 09 - 12
STANDARD DESCRIPTION
01 Examine problems using scientific inquiry.
02 Integrate unifying concepts and processes in science
experiences.
04 Analyze the components of evaporation, condensation
and precipitation and how they affect weather.
05 Incorporate the relationship between atmospheric
pressure and wind.
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Key Vocabulary:
(Principal definition sources include the Merriam Webster Dictionary and NOAA,
the National Oceanic and Atmospheric Administration.)
Atmospheric pressure--The pressure exerted in every direction at any given
point by the weight of the atmosphere.
McRel Science Standard 1: (www.mcrel.org)
Understands atmospheric processes and the water cycle
Level III [Grade 6-8]
Benchmark 2.
Knows the processes involved in the water cycle (e.g., evaporation, condensation,
precipitation, surface run-off, percolation) and their effects on climatic patterns
•
•
•
•
•
Knows the processes involved in the water cycle
Knows the process of evaporation is part of the water cycle
Knows the process of condensation is part of the water cycle
Knows the process of precipitation is part of the water cycle
Knows the process of surface run-off is part of the water cycle
Benchmark 4.
Knows factors that can impact the Earth’s climate (e.g., changes in the composition of
the atmosphere; changes in ocean temperature; geological shifts such as meteor impacts,
the advance or retreat of glaciers, or a series of volcanic eruptions)
•
•
Knows that changes in atmospheric composition can have an impact on the
Earth’s climate
Knows that changes in ocean temperatures can have an impact on the Earth’s
climate
Benchmark 6.
Knows ways in which clouds affect weather and climate (e.g., precipitation, reflection of
light from the Sun, retention of heat energy emitted from the Earth’s surface)
•
•
•
•
•
Knows that clouds affect weather
Knows that clouds affect climate
Knows that clouds affect weather by reflecting light from the Sun
Knows that clouds affect weather through precipitation
Knows that clouds affect climate through precipitation
El Niño-- An irregularly recurring flow of unusually warm surface waters from
the Pacific Ocean toward and along the western coast of South America that
prevents upwelling of nutrient-rich cold deep water and that disrupts typical
regional and global weather patterns.
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Jet Stream—A long, narrow, meandering current of high-speed winds near the
tropopause blowing from a generally westerly direction and often
exceeding a speed of 250 miles (402 kilometers) per hour.
Sea surface temperature--The water temperature at 1
meter below the actual surface of the sea.
Southern Oscillation—A see-saw pattern of reversing surface air
pressure between the eastern and western tropical Pacific; when the
surface pressure is high in the eastern tropical Pacific it is low in the western
tropical Pacific, and vice-versa.
Thermocline—The region in a thermally stratified body of water which separates
warmer surface water from cold deep water and in which temperature decreases
rapidly with depth.
McRel Science Standard 1: (www.mcrel.org)
[Grade 9-12]
Benchmark 2.
Understands heat and energy transfer in and out of the atmosphere and its
involvement in weather and climate (e.g., radiation, conduction,
convection/advection)
1. Understands that weather involves the transfer of energy in and out of
the atmosphere
2. Understands that climate involves the transfer of energy in and out of
the atmosphere
3. Understands that weather involves the transfer of heat in and out of the
atmosphere
4. Understands that climate involves the transfer of heat in and out of the
atmosphere
Trade winds—A wind blowing almost constantly in one direction; especially a
wind blowing almost continually toward the equator from the northeast in the belt
between the northern horse latitudes and the doldrums and from the southeast in
the belt between the southern horse latitudes and the doldrums.
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McRel Science Standard 10. Understands the steps involved in conducting formal
scientific investigations
Level IV [Grade 9-12]
Benchmark 2.
Understands how new scientific information can
reinforce, modify, or disprove existing theories
Knowledge/skill statements
1. Understands how new scientific information can reinforce existing theories
2. Understands how new scientific information can modify theories
3. Understands how new scientific information can disprove existing theories
McRel Science Standard 11. Understands the nature of scientific knowledge
Level III [Grade 6-8]
Benchmark 2. Knows that all scientific ideas are tentative and subject to
change and improvement in principle, but for most core ideas in science, there
is much experimental and observational confirmation
Knowledge/skill statements
1. Knows that all scientific ideas are tentative
2. Knows that all scientific ideas are subject to change
3. Knows that all scientific ideas are subject to improvement in principle
4. Knows that for most core ideas in science, there is much experimental
confirmation
5. Knows that for most core ideas in science, there is much observational
confirmation
Upwelling--The process or an instance of rising or appearing to rise to the surface
and flowing outward; especially: the process of upward movement to the ocean
surface of deeper, cold, usually nutrient-rich waters along some shores due to the
offshore movement of surface waters.
Materials:
• the.News segment “El Niño and it’s Impact on the World”
•
•
•
•
http://www.pbs.org/newshour/thenews/theglobe
Access to the Internet and library sources
Student Handout—EXPERIMENT: In Hot Water
Student Handout--World map
Student Handout--El Niño cause and effect worksheet
Student Handout--El Niño effects
Time Frame 2-4 class periods
• Opening activity—15 minutes
• Part 1--Hands-on activities exploring El Niño—what is El Niño and how does it
occur? Students create mini El Niño effects in the classroom and witness a
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•
demonstration showing how the weather changes occur and what impact they
have around the world (1-2 class periods)
Part 2--Map the effects of El Niño and connect El Niño as cause to the effect of
specific worldwide events.(1-2 class periods plus time for research)
McRel Science Standard 12--Understands the nature of scientific inquiry
Level III (Grades 6-8)
Benchmarks
1. Designs and conducts a scientific investigation (e.g.,
formulates hypotheses, designs and executes investigations,
interprets data, synthesizes evidence into explanations)
2. Establishes relationships based on evidence and logical
argument (e.g., provides causes for effects)
3. Evaluates the results of scientific investigations, experiments,
observations, theoretical and mathematical models, and
explanations proposed by other scientists (e.g., reviewing
experimental procedures, examining evidence, identifying
faulty reasoning, identifying statements that go beyond the
evidence, suggesting alternative explanations)
4. Knows possible outcomes of scientific investigations (e.g.,
some may result in new ideas and phenomena for study; some
may generate new methods or procedures for an investigation;
some may result in the development of new technologies to
improve the collection of data; some may lead to new
investigations)
Background:
For centuries fishermen working the waters off South America
have noticed a phenomenon that can occur every few years
around Christmas causing cool waters to warm, dependable
winds to die and nets to be empty. The phenomenon is called
El Niño (Spanish for “Christ Child” because it happens around
the 25th of December).
During an El Niño year, the winds that usually blow sunwarmed Pacific air and water from east to west stop blowing
altogether, or in some cases even start blowing in the opposite
direction. Warm water starts to pool in the eastern waters off
South America (instead of the usual western areas of the Pacific
near Indonesia and Australia) triggering a variety of wild weather
patterns that can have ramifications across the globe.
Dying Oysters in Chesapeake Bay, malarial outbreaks in sub
Saharan Africa, wildfires in Sydney Australia, flooding in Peru—
El Niño can set these events in motion.
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Warm water leads to warm, wet air in unusual places causing abnormal rainfall, storms
and flooding. The pooling warm water and lack of surface wind also reaches deeper and
stops the ocean mixing known as upwelling where nutrients from the deep cool waters
rise up and mix near the surface. The warm waters don’t have as much oxygen in them.
Less oxygen means less nutrient-rich
plants and plankton. Less food means
fewer fish, which means fewer sea lions
and other animals that depend on the fish
for survival.
What is El Niño, anyway? How can you
identify an El Niño Year? What can be done? How can you prepare for an El Niño year
in your area be it desert, rainforest, coastal or inland?
Partnership for 21st Century Skills (http://www.21stcenturyskills.org/) Critical Thinking and Problem Solving
• Understanding the interconnections among systems
• Framing, analyzing and synthesizing information in order to solve problems and
answer questions
Communication and Collaboration
• Articulating thoughts and ideas clearly and effectively through speaking and
writing
• Demonstrating ability to work effectively with diverse teams
• Assuming shared responsibility for collaborative work
ICT Literacy
• Using digital technology, communication tools and/or networks appropriately to access,
manage, integrate, evaluate, and create information in order to function in a knowledge
economy
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Lesson Plan:
Opening activity—
What do we already think we know about El Niño? Since there has been a media frenzy
of sorts reporting El Niño in recent years, many students have no idea that this
phenomenon has been playing havoc with weather patterns for thousands of years at
least. This quick activity gets students focused and gives a sense of understanding.
1. Divide students into teams of two and ask them to brainstorm ideas about what
they already know about El Niño.
o What is it?
o How does it happen?
o Has it affected them?
2. Share thoughts with the class
Main Activity
This section is divided into two stand alone lessons or can be used back-to-back. Part 1
takes a hands-on approach to understanding El Niño by physically showing and feeling
the process. It consists of an El Niño demo to be performed by the teacher and observed
by the class as well as an experiment to be conducted by the students themselves
individually or in pairs to illustrate the connection between water temperature and
atmospheric temperature. Students will again be asked to make conclusions based on
their findings.
In Part 2, students are asked to map the effects of El Niño and connect El Niño as cause
to the effect of specific worldwide events.
Part 1: Make Your Own El Nino
Seeing is believing in these hands-on activities that show how El Niño happens. Students
will be able to see and feel the El Niño effect in class and apply it to a greater
understanding of weather patterns set in motion by the El Niño phenomenon.
***************************************************************
STUDENT EXPERIMENT: In Hot Water
1. Divide students into teams of two.
2. Distribute the student handout: “In Hot Water”
3. Give each pair the materials for “In Hot Water” and review directions.
4. Have students complete the experiment and describe their findings.
5. Questions to consider (can also be used for assessment)
a. What did you notice about the temperature of the air over each cup?
b. Can you define the water cycle?
c. How was it illustrated in your experiment?
d. Which cup had more precipitation?
e. Why?
f. How do your findings apply to a real world scenario?
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g. How do your findings connect with El Niño?
6. Students should make conclusions about their experiment and share findings with
the class.
What’s Going On?
Conclusions should include:
• The hot water warms the air above it. The cool water doesn't.
• The moisture in the air over the cup with warm water
collects on the inside of the plastic wrap, and, as it cools,
forms tiny droplets and falls back down. This is the water
cycle. Water evaporates into the air, condenses and then precipitates.
• Have students imagine the air over the hot water of the tropical Pacific Ocean.
Huge amounts of water evaporate into the air. Once the warm wet air starts to
cool, rainclouds form and flooding results in South American countries along
the coast.
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STUDENT EXPERIMENT: In Hot Water
How does water temperature affect the weather? Create this tempest in a teacup and see
for yourself.
What You Need (per student or group)
Two same-size containers (ceramic or paper cups that can hold hot water work fine)
Hot water
Cold water
Plastic wrap
Rubber band
What You Do
1. Fill one cup with hot water.
2. Fill the other with cold.
3. Place each of your hands over a cup. Don’t touch the water but feel the air.
4. Make observations about the temperature of the air over the cups.
5. Create a rainstorm.
a. Secure a piece of plastic wrap over the top
of each cup with a rubber band.
b. Observe what happens.
c. Record what you see.
6. Review the steps in the water cycle.
7. How is each step illustrated in this experiment?
8. Write down all findings.
9. How do your findings apply to El Niño?
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TEACHER DEMO: What is El Niño Anyway?
In this demo you will illustrate for the students what an El Niño event looks like. In this
activity students will observe the demonstration and make conclusions about what they
see. They will then apply the information to the real world and create maps to illustrate
their findings.
1. From the previous experiment discuss with your students their findings and
conclusions.
a. Warm waters warm up the air around them.
b. Warm water means wet air.
c. Wet air means storms
2. Explain that there’s more going on where the water meets the air and above and
below as well. And that you will be making a classroom El Niño effect.
What You Need
Rectangular clear container (glass or plastic--approx.18"x4"x4")
Cold water
Cooking oil
Blue food coloring,
Hair dryer
Blank newsprint paper to set the container on
Markers for making map
Handout: world map showing the Pacific Ocean
What You Do
1. Make your Pacific Ocean—
a. Place the container in the center of the blank piece of newsprint and in the
margins mark the coast of South America on the east side and
Indonesia/Australia on the west side.
b. Fill container half full of water.
c. Mix in a few drops of blue food coloring.
2. Create your “warm water” layer
a. Pour cooking oil over the surface of the water until you have about 1 ½
inches of oil. (It’s OK if it seems to mix. Just let it rest until everything is
separate again.
3. Let the tradewinds blow!
a. Plug in your hair dryer (Keep it away from any water, including spills. If
you DO happen to drop it into your ocean, DON’T fish it out; unplug it.)
b. Turn on your blow-dryer and blow the air stream across the water from
East (South America to West (Australia/Indonesia)
c. Ask students to describe what they see in terms of the "warm" and "cold"
water.
4. Stop the tradewinds
a. Ask students to describe what happens when the trade winds stop.
5. Explore, examine and discuss.
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What’s Going On?
The container represents a slice of Pacific Ocean between Indonesia and South America.
The blue is the cooler nutrient-rich water and the oil
layer is the layer of warm water created naturally
when the sun’s rays hit the surface. Where the two
layers meet is the thermocline. The hair dryer
represents the trade winds.
•
When the tradewinds blow
o Students should notice that the “warm
water” (oil) piles up in the West as it is blown by the trade winds. This is the
normal condition for the equatorial Pacific Ocean.
o Have students take out their maps and use red markers to show the normal
location and direction of the warm water and air in the Pacific (along the
eastern Australian coast and around Indonesia). They should label these
“normal conditions.”
o Discuss what happens to the air above the warm water in terms of how much
moisture the air can hold.
o Notice how the blue water moves upwards and mixes up more towards the
surface at the east end. This mix-up is called upwelling and it’s essential for
bringing up nutrient-rich water from the bottom to the surface.
o Discuss how plankton feed on the nutrients, and in turn fish feed on the
plankton, so these areas tend to be rich in fish and other sea life.
o Make the point that food chains begin with weather conditions.
•
When the tradewinds stop
o Students should see that the layer of warm water flows across the ocean from
West to East.
o this is the warm water part of the El Niño condition.
o Notice that the upwelling that you saw with the tradewinds has stopped. Now
a thick layer of warm water (oil) covers the surface in the East, choking off
the cool, nutrient-rich waters from rising up to the surface.
o Have students take out their maps and
use blue markers to show the El Niño
location and direction of the warm water
and air in the Pacific (across the Ocean
from Australia to
South America.).
They should label them “El Niño conditions.”
o Have students show the patterns of El Niño in the world's
oceans using different colors to represent warmer and
cooler water, and arrows to represent the direction in which the
water is moving.
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Part 2 Mapping the effects of El Niño and examining the chain of events stemming from
El Niño--Exploring the widespread ramifications of El Niño in the world and also at the
community level. (1 class period, plus time for research)
1.
2.
3.
4.
5.
6.
7.
8.
Review the findings of the previous demonstration and experiment.
Discuss what El Niño is and how it happens.
Compare the discussion points with those created in the warm up activity.
Explore ways in which the weather patterns can cause effects that occur far from
the Pacific Ocean.
Divide students into teams of two.
Disperse handouts to each pair of students and have them draw from the list of
events to complete the El Niño Cause and Effect flowcharts.
Have each pair then research weather events worldwide and see if they can pin
these events back to El Niño.
Teams share discoveries with class.
Teacher’s Notes for Cause and Effect Templates/ Worksheets
For this activity, make copies of these 2 pages for every pair of students in your class.
Pairs work together to create a cause-and-effect flowchart for several El Niño-related
events and then map the events. (El Niño events are listed on the right.
Extension Assignment: Have students work in teams to represent specific American
cities such as New Orleans, Los Angeles, New York, Boston, Chicago, Seattle, Dallas or
St. Paul. They will gather information and describe how El Niño has had an effect on the
city either positively or negatively. Then they will outline a plan for the city to prepare
for an El Niño year. What aspects of life would change because of this new weather
pattern? What aspects of the infrastructure of each city might change (e.g., food
distribution, industry, tourism)? Students then share their answers.
Assessment: Students will be assessed on participation, completion of handouts and level
of research, creativity and presentation.
Resources:
•
•
•
•
NASA.gov: Making Sense of the Weather—El Nino:
http://kids.earth.nasa.gov/archive/nino/
Nationalgeographic.com: http://www.nationalgeographic.com/elnino/
NOAA.gov: http://www.elnino.noaa.gov/
NOVA Online: http://www.pbs.org/nova/elnino/
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STUDENT HANDOUT
***************************************************************
STUDENT EXPERIMENT: In Hot Water
How does water temperature affect the weather? Create this tempest in a teacup and see
for yourself.
What You Need (per student or group)
Two same-size containers (ceramic or paper cups that can hold hot water work fine)
Hot water
Cold water
Plastic wrap
Rubber band
Directions:
1. Fill one cup with hot water.
2. Fill the other with cold.
3. Place each of your hands over a cup. Don’t touch the water but feel the air.
4. Make observations about the temperature of the air over the cups
5. Create a rainstorm.
a. Secure a piece of plastic wrap over the top of each cup with a rubber band.
b. Observe what happens.
c. Record your findings.
6. Review the steps in the water cycle.
7. How is each step illustrated in this experiment?
8. Summarize your findings.
9. How do your findings apply to El Niño?
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World Map handout
Graphic of world map (taken from Google maps from a cite called ICT
http://ict.concrete.org.uk/images/world-map-outline.jpg
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Student Handout: Cause and Effect worksheet
Cause
El Niño
Effect
Cause
Forest fires in Indonesia
El Niño
Effect
Cause
Dying oysters in Chesapeake Bay
El Niño
Effect
Cause
Malaria outbreaks in Kenya
El Niño
Effect
Cause
Mudslides in California
El Niño
Effect
Destruction of coral reef habitat in Australia
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EL NINO EVENTS
(Note: Duplicate listings indicate multiple use on cause-and-effect worksheets)
Bloom of mosquito growth
Drier than normal weather
Drier than normal weather
Drought
Exposure to sun
Flood
Flooding
Flooding in Peru
Heavy rains
Heavy rains
Heavy rains on farmlands
Lack of oxygen in bay
Patched soils dry out plant roots
Pooled water perfect for breeding mosquitoes
Protective algae death
Rise in sea temperature
Rising rivers
Runoff of fertilizer into bay
Trees, grasses and shrubs die
Wetter than normal conditions
Wetter than normal conditions
Wetter than normal conditions
Wetter than normal conditions
Cause and Effect world Map Handout
(Graphic of world map with callouts for Indonesia, California, Maryland, Great Barrier
Reef, Peru, Kenya)
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Cause and Effect Answer sheet
Cause
Effect
Cause
Effect
Cause
Effect
Cause
Effect
Cause
Effect
El Niño
Drier than normal conditions
Parched soils
Dying plants
drought
Forest fires in Indonesia
El Niño
Wetter than normal conditions
Heavy rains
Flash floods across farmland
Fertilizer runoff into bay
Dying oysters in Chesapeake Bay
El Niño
Wetter than normal conditions
Heavy rains
Pooling water
Increase of mosquito population
Malaria outbreaks in Africa
El Niño
Wetter than normal conditions
Heavy rains
flood
Mudslides in California
El Niño
Rise in sea temperature
Drier than normal weather
Exposure to sun
Protective algae death
Destruction of coral reef habitat in Australia
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