Science 7 Standard 3 08-06
8/28/02
2:29 PM
Page 97
Standard Indicator
7.3.5
Currently Warm
Purpose
Students will identify and explain that heat energy carried by ocean
currents has a strong influence on climate around the world.
Materials
Activity
A. Pre-Activity Discussion
1. Show students the transparency of the BLM Map of the World’s
Oceans and ask them to locate Indianapolis, Indiana, and
Anchorage, Alaska, on the map.
2. Show students where Iqaluit, Canada, is on the map.
3. Tell students that the average temperature for January in
Indianapolis is −3.8°C. Ask students if they think the average
temperature for January in Anchorage is higher or lower than
the average temperature in Indianapolis.
4. Tell students that the average temperature in January
in Anchorage is −10°C.
5. Tell students that the average temperature in January in Iqaluit,
Canada, which is not quite as far north as Anchorage, is −30°C.
6. Ask students if they can think of any reasons why Anchorage
would be so much warmer than Iqaluit.
7. Explain that many things can affect climate and that the class
will be investigating ocean currents to determine if they might
affect the difference in expected temperatures.
B. Investigating Currents
1. Divide students into groups of two or three and distribute
a copy of the BLM to each student. Provide research material,
a laminated copy of the BLM, and markers to each group.
(continued)
Standard 3 / Activity 2
Indiana Science Grade 7 Curriculum Framework, October 2002
NEEDS
Have students who
need a challenge
research individual
currents within the
larger regions. For
example, the Gulf
Stream (United States)
and the Kuroshio
(Japan) both cause
coastal areas in high
latitudes to have warm
climates. Ask students
how this has impacted
the human settlement
of these areas.
extending
THE
ACTIVITY
Have students
predict and then
research whether the
average temperature
of a coastal region is
higher or lower than
an inland region of the
same latitude. If some
results are different
than expected, have
them investigate
whether the altitudes
at the two places differ.
Standards Links
7.7.1, 7.7.3
page 97
Standard 3
For the teacher: overhead transparency of Black Line Master (BLM)
Map of the World’s Oceans
For each student: copy of BLM Map of the World’s Oceans, pencil
For each group of students: research materials on ocean currents such
as an atlas, geology/meteorology books, etc.; laminated copy of BLM;
red and blue overhead markers
meeting
individual
Science 7 Standard 3 08-06
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Page 98
Activity (continued)
2. Assign each group an ocean region (North Atlantic, South
Atlantic, North Pacific, South Pacific, Indian Ocean, Southern,
or Arctic).
3. With the help of the research materials provided, direct students
to draw and label the currents in their region on their laminated
map, using red for warm currents and blue for cold currents.
Standard 3
C. Discussion
1. Have each group draw the currents in their region on the
class transparency using the appropriate color marker.
2. Have students draw and neatly label all the currents
on their maps.
3. Ask students: “Do you think that the currents might affect the
climate of the regions by which they pass?”
4. Explain that because oceans cover nearly three-fourths of Earth’s
surface, they absorb more solar energy than anything else.
5. Explain that ocean currents from the equator carry warm water
to the north and south and that this warm water influences the
climate as winds pass over it and carry warm air to land (e.g.,
Anchorage is located near a warm current that raises the
temperature).
6. Ask students: “Based on this information, how do the currents
coming from the poles differ from the ones coming from
the equator? How does this influence climate?”
Classroom Assessment
Basic Concepts and Processes
After students have finished their maps and discussed their findings,
ask questions, such as the following:
Would you predict that the weather on the coast of England is
warmer or cooler than the inland areas?
Why do you think that?
How is the Antarctic climate affected by the ocean currents?
How do you know?
page 98
Standard 3 / Activity 2
Indiana Science Grade 7 Curriculum Framework, October 2002
8/28/02
2:29 PM
Page 99
Standard 3 / Activity 2
Indiana Science Grade 7 Curriculum Framework, October 2002
S. Atlantic
Ocean
S. Pacific Ocean
Equator
Equator
N. Pacific Ocean
N. Atlantic
Ocean
Arctic Ocean
Arctic Ocean
Map of the World’s Oceans
Name:
Indian
Ocean
Science 7 Standard 3 08-06
Black Line Master 1
page 99
Science 7 Standard 3 08-06
8/28/02
2:29 PM
Page 100
Map of the World’s Oceans
Teacher Directions
Make one transparency of the BLM Map of the World’s Oceans and one copy of the BLM
for each student. Make one copy of the BLM for each group of students and laminate each.
Answer Key
io
rth Equatorial
Equatori
al Coun
terc
S ou
tic
th At la n
Warm Currents:
Alaska Current
Agulhas Current
Brazil Current
East Australian Current
Equatorial Counter Current
Gulf Current
Kuroshio Current
North Atlantic Current
North Equatorial Current
Norway Current
South Equatorial Current
Black Line Master 1
page 100
ul
has
East
A
rctic Circumpolar
Anta
al
ic
nguela
Be
us
tr
th Equato
So u
r ia
l
Peru
Pac
if
Equatorial
Countercurrent
South Equato
ri
urrent
Bra
zil
Ku
r
No
North Equatorial
Equatorial Countercurrent
South E quatorial
il an
a
South
la
At
Ca n
lf
Gu
f
rway
No
ary
Ca
li
n
o r ia
hio
os
rth
No
Alaska
North Pacific
n
nt
ic
brad o r
La
h
as
Oy
Eas Gree
t
lan
d
There may be discrepancies with the names of the currents, but students should explain
that cold currents tend to move away from the poles and warm currents tend to move away
from the equator.
Ag
South Indian
Antarctic Circumpolar
Cold Currents:
Antarctic Circumpolar Current
Benguela Current
California Current
East Greenland Current
Labrador Current
North Pacific Current
Oyashio Current
Peru Current
South Atlantic Current
South Indian Current
South Pacific Current
Cool Currents:
Canary Current
Standard 3 / Activity 2
Indiana Science Grade 7 Curriculum Framework, October 2002