Our Changing Climate
THE OCEANS
TEACHER GUIDE
© 2015 Sally Ride Science
CONTENTS
Student Handouts are at the back of the Teacher Guide.
Introduction
About the Book ........................................................................................................................................ 3
Special Features ...................................................................................................................................... 3
Student Handouts .................................................................................................................................... 3
Time Needed ........................................................................................................................................... 3
Preparation .............................................................................................................................................. 3
Main Ideas
Main Ideas for the Our Changing Climate Series ...................................................................................... 4
Main Ideas for The Oceans ...................................................................................................................... 4
Reading
Before Reading the Book ......................................................................................................................... 5
Preview.............................................................................................................................................. 5
Activate Prior Knowledge.................................................................................................................... 5
Discuss.............................................................................................................................................. 5
Science Vocabulary Strategies............................................................................................................ 5
During Reading ........................................................................................................................................ 6
After Reading .......................................................................................................................................... 6
Igniting Student Interest in STEM Careers ................................................................................................ 7
Chapters
1: Oceans Rule! ....................................................................................................................................... 8
2: Change in the Air ........................................................................................................................... 9-10
3: Water, Water Everywhere .................................................................................................................... 11
4: Temperature’s Rising ................................................................................................................... 12-14
Measuring a Hidden World.................................................................................................................. 13
5: Seas on the Rise .......................................................................................................................... 14-15
6: Ocean Locomotion ....................................................................................................................... 15-16
7: Carbon-Nation .............................................................................................................................. 17-18
8: Weather Forecast ........................................................................................................................ 18-20
9: Working on the Food Chain ......................................................................................................... 20-21
10: Sea Changes .............................................................................................................................21-22
© 2015 Sally Ride Science
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INTRODUCTION
About the Book
The oceans cover more than 70 percent of Earth’s surface. They are home to more than 80 percent of life on our
planet—from seaweed to sharks. They store heat. They regulate our weather. They provide much of our food.
Many of our cities hug their shores. When it comes to understanding how Earth is responding to climate change
and what it means for our future, scientists look to the oceans for important clues.
Special Features
> Activities: 4 U 2 Do activities provide hands-on inquiry.
> Role Models: Experts Tell Us introduces scientists who study what oceans were like millions of years
ago, design undersea robots to track ocean conditions, and use satellites to monitor phytoplankton
populations and investigate hurricanes.
> Connections: Measuring a Hidden World is a photo essay that shows some of the tools scientists and
engineers use to collect information about the world’s oceans.
Student Handouts
>All 4 U 2 Do activities have been re-created and enlarged as Student Handouts, which are at the back of
the Teacher Guide. These fun activities clarify and extend key concepts and reinforce application of the
scientific method.
> The handouts provide students with an opportunity to work independently. They provide a clear list of the
steps and materials required for each activity.
> These activities engage multiple skills—science, math, reading, writing, thinking, and visual literacy.
Time Needed
> Reading 15-20 minutes per chapter
> Student Handouts Time will vary depending on the specific investigation.
Preparation
> Print the Student Handouts, which are at the back of the Teacher Guide.
> Write the main ideas for the Our Changing Climate series on the board or on an overhead
slide.
> Write the main ideas for each chapter of The Oceans and each chapter’s science terms on
the board or on an overhead slide.
© 2015 Sally Ride Science
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MAIN IDEAS
Main Ideas for the Our Changing Climate Series
> Earth’s air is made up of about 78 percent nitrogen, 21 percent oxygen, and 1 percent other gases,
including carbon dioxide and methane. It also contains a variable amount of water.
> The small amount of greenhouse gases in our air—carbon dioxide, methane, and water vapor—provide
Earth with a natural greenhouse effect.
> Human activities are adding carbon dioxide and other greenhouse gases to the air. This is amplifying
Earth’s greenhouse effect and making our planet warmer.
> The warming of Earth’s climate is affecting oceans and ecosystems around the world.
Main Ideas for The Oceans
Main ideas are provided for each chapter of The Oceans. As students read, have them demonstrate that they
understand these science concepts by writing down one or two ideas that support each concept. Encourage
students to use science vocabulary as they discuss the ideas in the chapter.
© 2015 Sally Ride Science
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READING
Before Reading the Book
> Preview: Encourage students to preview the book by looking at the cover, table of contents, chapter
titles, special features, photographs, captions, charts, and diagrams. Ask students to find photographs or
other parts of the book that are interesting to them.
> Activate Prior Knowledge: Create a K-W-L chart to record what students know about the oceans, what
they want to know, and what they have learned. Keep the chart up where all can see it. (After reading the
book, go back and discuss any misconceptions. Make any corrections to the chart.
> Discuss: Divide the class into four groups.
• Ask each group to list reasons it is important to study the oceans.
• Invite each group to share its list.
• Compare and contrast students’ lists.
Science Vocabulary Strategies
> Have students brainstorm what they think the meaning is of each science term in each chapter.
> Write each word and possible definitions on the board to refer back to after each chapter has been read.
> Have students create a personal dictionary in which they note unfamiliar words they come across while
reading each chapter.
> Assign one science term to each student and encourage them to research the origin and definition
of the word. Also, have them write an interesting and fun sentence using the word that will help their
classmates remember it.
> Write a cloze sentence on the board for each science term. Call on volunteers to complete the sentences.
> Create an Oceans word wall and have students add to the wall as they come across science terms they
are unfamiliar with.
© 2015 Sally Ride Science
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READING
During Reading
TIPS FOR GROUPING STUDENTS
Individual Students read silently. They should take note of science terms they are unsure of and any
questions they have about the material. Once students have completed the reading, discuss any words and/
or questions that they have.
Paired You may wish to pair two students of differing reading levels. Have the more proficient student read
aloud while the less proficient student follows along in the book. Then reverse roles.
Small Groups Group students of the same or different reading levels. Encourage students to ask questions of
one another when they are not clear about what they are reading.
Whole Class Randomly select students using the popsicle stick method. Have them take turns reading
paragraphs aloud to the class, and then pause and retell in their own words what they have just read. If
students struggle for more than a few seconds to read a word, tell them the word and have them continue
reading. At the end of each chapter, use the questions and activities listed below to check for understanding.
> Popsicle Stick Method—Write the name of each student on a popsicle stick. Place all sticks in a jar.
As you ask questions of the class, draw a name from the jar and do not put it back. In this way, you
will be able to give each student a chance to respond throughout the day. You may wish to have other
sticks labeled A, B, C, D, etc., so that when students are divided into groups, you can randomly pick
which group will go first. At the end of the day, return all popsicle sticks to the jar.
After Reading
> Start with a general discussion of what students thought was most important, interesting, strange, or
completely new to them about this book.
> Assign pairs or teams of students to build a concept map about the oceans based on the big ideas that
they learned while reading this book.
• Here is one way to get started with the concept map. Have students write The Oceans in a circle in
the middle of their concept map. Then, drawing lines and new circles, have them build a map of what
they know about the oceans. The second tier of circles could include the composition of The Oceans;
the layers of The Oceans; why Earth’s atmosphere is important; and how people are changing the
oceans. The third tier of circles should add more details about the ideas in the second tier.
> After reading The Oceans, go back to the K-W-L chart.
• Add any new big ideas students came across while reading the book.
• Review what students have learned about the oceans by asking these questions:
> What are the names of the world’s oceans?
> What role do the oceans play in regulating our weather and climate?
> What ocean plants are the bases of marine food chains?
> What are some examples of ocean food chains?
> What information do scientists gather about the oceans? What tools do they use to collect
this data?
> What causes ocean currents to move?
© 2015 Sally Ride Science
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READING
After Reading (continued)
> Describe some of the things that happen to water when it is heated. How does each of these
changes affect the world’s oceans?
> How are people changing the air?
> What does the Keeling Curve measure, and why is it one of the most famous graphs in science?
> How are the extra greenhouse gases, especially carbon dioxide, that people are adding to the air
affecting Earth’s climate?
> How are the oceans being affected by the warming of Earth’s climate?
> How are ocean food chains being affected by the warming of Earth’s climate?
Igniting Student Interest in STEM Careers
> Guide students in discussing what they learned about STEM (science, technology, engineering, and math)
careers related to the oceans and how the oceans are being affected by climate change. What surprised
them?
> Ask students what traits or skills these scientists share.
> Ask students to match their skills and interests to one of the scientists they read about. Would they want
to have this career? Why or why not?
> Have students brainstorm what they would enjoy about a career in science where they could discover
what prehistoric oceans were like, design undersea robots, or use satellites and computers to study
global sea levels, sea life, and weather patterns.
> Ask students, If you could spend a day working with one of the scientists or engineers, which one would
you choose and why? What three questions could you ask to learn more about the scientist and their
career?
© 2015 Sally Ride Science
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CHAPTERS
Chapter 1: Oceans Rule! (pages 4-5)
MAIN IDEAS
> Oceans cover more than 70 percent of Earth’s surface.
> Only about 5 percent of the oceans has been explored.
Science Terms: climate change, ecosystem
Science Understanding and Application
> Have students brainstorm the ways in which oceans are important to people around the world. [The
oceans are a source of food and medicine. They help regulate our climate, and they are used for
transportation and recreation.]
> Ask students, What are some clues scientists are looking for in the oceans to help them understand how
Earth is responding to climate change? [Sample answers: changes in the temperature of the oceans;
changes in sea level; changes in ocean life; changes in coastal ecosystems]
> Have pairs of students brainstorm why people have explored only 5 percent of the oceans. Then have each
pair share their ideas with the class. [Sample answers: The oceans are so wide and so deep that there is
much to explore. There are a limited number of submersibles that have been built to dive into the deep
parts of the ocean. There are not enough oceanographers and marine biologists to investigate the oceans.]
> Have students look at the photograph on pages 4-5 and describe what they see. Ask them to infer where
in the ocean this photo might have been taken. [Sample answer: The photo shows part of a coral reef with
sunlight penetrating the water and colorful coral colonies and fish. Therefore, the photo must have been
taken in tropical waters near the equator where coral reefs are found.]
> Supporting English Language Learners: Have students work with an English-proficient partner to write
down a list of words that describe the world’s oceans. [Sample answers: wide, deep, enormous, cold,
warm, salty, blue]
© 2015 Sally Ride Science
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CHAPTERS
Chapter 2: Change in the Air (pages 6-9)
MAIN IDEAS
> Earth’s air is made up of about 78 percent nitrogen, 21 percent oxygen, and 1 percent other gases,
including carbon dioxide and methane. It also contains a variable amount of water.
> The small amount of greenhouse gases in our air—carbon dioxide, methane, and water vapor—provides
Earth with a natural greenhouse effect.
> Human activities are adding carbon dioxide and other greenhouse gases to the air. This is amplifying
Earth’s greenhouse effect and making our planet warmer.
Science Terms: atmosphere, carbon dioxide, climate, glaciers, greenhouse effect, greenhouse gases, Keeling
Curve, nitrogen, oxygen, methane, photosynthesis, water vapor, weather
Place: Mauna Loa, Hawaii
Science Understanding and Application
> Ask students to compare and contrast weather and climate. [Weather—the condition of the atmosphere—
how hot or cold, wet or dry, calm or stormy, clear or cloudy—on any given day. Climate—the average
weather conditions of a place or region over a period of years.]
> Guide students to an understanding of the greenhouse effect. First have them review Warming Our World
on page 6 and the illustration and its caption on page 7. Next lead students in a discussion of the natural
greenhouse effect as they look at the illustration on page 7. Then ask students what is happening to the
greenhouse effect as people add more and more carbon dioxide and other greenhouse gases to the air.
[The Greenhouse Effect is the warming that occurs when greenhouse gases in the atmosphere trap heat.
Here’s how it works—The sunlight that reaches Earth is absorbed by the surface of the oceans and the
lands and warms our planet. The warm surface cools off by radiating the heat toward space. Greenhouse
gases in the atmosphere absorb some of the heat before it makes it out to space. They trap the heat,
making our planet warmer than it otherwise would be. As carbon dioxide and other greenhouse gases
build up in the atmosphere, the greenhouse effect is amplified, and this is warming our planet.]
© 2015 Sally Ride Science
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CHAPTERS
Science Understanding and Application (continued)
> Using the Keeling Curve on pages 8 and 9, ask students to calculate the average increase in carbon
dioxide (in ppm) in the air from 1958 to 2013. Then have them calculate the average rise in carbon dioxide
from 1958 to 1982 and from 1982 to 2013. Based on their calculations, have students draw conclusions
about what has happened to the amount of carbon dioxide in the air over the past 55 years and why. [In
the past 55 years, from 1958 to 2013, carbon dioxide levels increased at an average rate of 1.5 ppm
each year. From 1958 to 1982, carbon dioxide levels increased an average rate of about 1.1 ppm each
year. Then from 1982 to 2013, carbon dioxide levels increased at an average rate of about 1.8 ppm each
year. These calculations and a close look at the Keeling Curve show that the amount of carbon dioxide
in the air is rising faster today than it did in the recent past because people around the world are using
more energy. Most of the energy comes from coal-burning power plants that make electricity, but also
release tons of carbon dioxide into the air. And why is the world using more energy? Because the world’s
population continues to grow–it has increased by about 4 billion over the last 55 years. The economies
of developing nations such as China and India are growing, so the demand for fuel for automobiles and
electricity for homes and businesses has grown.]
Note: The carbon dioxide levels discussed here are from the eBook version of Ecosystems, which has
more recent figures than the print version.
> Help students make the connection between plants and photosynthesis and the zigzag line of the Keeling
Curve on pages 8 and 9. Have students make a science drawing of the magnified section of the graph and
add the following labels to their drawing: spring, fall, and average line of the graph. Then have students
write a caption that describes what is happening in their drawing. [Students’ label(s) for spring should
be placed where the zigzag line goes down and their label(s) for fall should be placed where the zigzag
line goes up. A line through the middle of the zigzags is the average line of the graph. Students’ captions
should say that most of Earth’s trees and other plants are in the Northern Hemisphere. When all of these
plants are growing in the spring, they take in lots of carbon dioxide as part of photosynthesis, so the
amount of carbon dioxide in the air goes down. Then in the fall, the amount of carbon dioxide in the air
goes back up when many plants become inactive and many trees lose their leaves. The dead leaves are
decomposed by microbes, which return carbon dioxide (stored in the leaves during photosynthesis) to
the air.]
> Have students take a breath, inhaling and exhaling deeply. Then have them read the part of the caption
on page 9 that says, “The squiggles show Earth breathing.” Ask students what this means. Have them
compare and contrast how they breathe with how Earth (that is, the countless plants on Earth) breathes.
[Earth breathes as plants take in carbon dioxide and release oxygen during photosynthesis. In contrast,
people take in oxygen and release carbon dioxide as part of their cells’ energy-making processes.]
> Supporting English Language Learners: Have students work with an English-proficient partner to read
one of the paragraphs in the chapter. Have students take turns reading the paragraph aloud to one another
and then retelling in their own words what they have just read.
© 2015 Sally Ride Science
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CHAPTERS
Chapter 3: Water, Water Everywhere (pages 10-11)
MAIN IDEAS
>
>
>
>
The five oceans on Earth are the Arctic, Pacific, Atlantic, Indian, and Southern.
The oceans make up the world’s largest ecosystem.
More than 80 percent of all life on Earth is in the oceans.
About 95 percent of our oceans is unexplored.
Science Terms: algae, microbes, zooplankton
Places: Alaska, Atlantic Ocean, Arctic Ocean, Baltic Sea, Canada, Caribbean Sea, Greenland, Indian Ocean,
Mediterranean Sea, Pacific Ocean, Persian Gulf, Red Sea, Russia, Scandinavia, Southern Ocean
Science Understanding and Application
> Have teams of students take turns looking at a globe of Earth. Starting with any ocean, have students
trace with a finger from that ocean to each of the others as they make their way around the world (with
their finger remaining on an ocean the whole time). What can students infer about the oceans from this
activity? [Sample answer: Although Earth really has one huge ocean, people have divided it into five
different oceans—Arctic, Pacific, Atlantic, Indian, and Southern.]
> Divide the class into five teams and have each team develop a presentation about one of the world’s
oceans. Students can create a map of that part of the world highlighting their ocean and surrounding
countries, and include interesting facts such as depth, volume, temperature, and special features of the
seafloor. They can also include pictures and information about some of the species living there.
> With only 5 percent of the oceans explored, there is still much left to discover. Ask students if they have
read or heard about any recent ocean discoveries. Then ask students what they think scientists will learn
about the oceans in the future. What part of the ocean would they like to explore? [Sample answers:
Recent ocean discoveries—new species were discovered, including the carnivorous moonsnail at the
bottom of the Weddell Sea in the Southern Ocean around Antarctica and the furry crab in the South
Pacific Ocean, about 900 miles south of Easter Island. What scientists may learn in the future—As
scientists map more and more of the ocean floor, they will probably gain a better understanding of plate
tectonics and seafloor spreading. Scientists will no doubt discover new species of microbes and other
sea life and possibly new medicines. Scientists will probably learn more about ocean currents and how
they work. They will probably learn more about how the oceans and the atmosphere influence each other
to determine global climate.]
> Supporting English Language Learners: Provide picture support by showing students photos of ocean
organisms. Have them write the name of each species on the picture. This reinforces the spelling of the
word and connects the image to the word.
© 2015 Sally Ride Science
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CHAPTERS
Chapter 4: Temperature’s Rising (pages 12-21)
MAIN IDEAS
> Over the past 100 years, Earth’s average air temperature has warmed about 0.8°C (1.5°F).
> Earth’s average ocean temperature has risen 0.04°C (0.07°F) in just the last 50 years.
> Ocean ecosystems are being affected by warming temperatures.
Science Terms: bleaching, buoys, coral, coral reef, habitat, krill, marine life, plankton, salinity, satellites
Places: Antarctic; Arctic; Florida; Great Barrier Reef, Australia; Gulf of Alaska; Hudson Bay, Canada; North
Pacific Ocean; South Pacific Ocean; Wyoming
Science Understanding and Application
> What are some of the ways scientists know that the oceans are getting warmer? [Sample answer:
Scientists collect millions of water temperature readings in the world’s oceans using instruments on
research ships, buoys, piers, and satellites in space.]
>Explore What’s The Big Idea on pages 14-15 with students by doing the experiments to confirm these four
basic rules of water chemistry. Then have students investigate some global effects of Rule 1 and Rule 4.
• Rule 1: How are rising sea levels affecting people along low-lying coastal areas such as the island
nations of Kiribati or Tuvalu? [Sample answers: People living in low-lying coastal areas around the
world are measuring sea levels as they slowly rise. Kiribati and Tuvalu are only 5 meters above sea
level, so each centimeter that seas rise is important. In Tuvalu, waves crash over seawalls and wash
into coconut groves. Some islands in Kiribati have disappeared—they are under water.]
• Rule 4: How is melting sea ice affecting one ecosystem in the Arctic? [Sample answer: Sea ice is the
heart of most Arctic ecosystems. So as sea ice over the Arctic Ocean grows smaller and thinner, the
change is affecting Arctic food chains and a way of life for many creatures from algae, krill, and fish to
seals, polar bears, and walruses.]
© 2015 Sally Ride Science
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CHAPTERS
Science Understanding and Application (continued)
> Have students choose one polar animal and one tropical animal mentioned in this chapter to compare and
contrast the ecosystem in which each lives and how global warming is affecting the ecosystem and the
animal.
Sample comparison
Polar Bear
Coral
Ecosystem
Arctic
Tropical oceans around the equator
Description
The Arctic is covered in ice and
snow and is bitter cold. In one way
or another, most life in the Arctic
depends on the shifting sea ice
covering the Arctic Ocean much of
the year. Creatures of all kinds use
the sea ice to hunt for food, to breed,
and to raise their young. The plants,
animals, and microbes that live in
the Arctic are adapted to live in this
extreme ecosystem.
Coral reefs are found in warm tropical
waters around the equator. Coral reefs are
built by coral polyps, tiny animals that build
a calcium carbonate skeleton to protect
themselves. The corals are the living outer
layer of the reef, but generations of corals
built the other layers of the reef. Coral reefs
provide food and shelter for many other
kinds of sea life, including algae, sea urchins,
sea turtles, tropical fish, and manta rays.
Effect of
The Arctic air and ocean are getting
Global Warming warmer. This is causing sea ice to
melt. In turn, this is affecting the
polar bears’ way of life. With less
sea ice, polar bears are finding it
harder to hunt for food. Females are
finding it harder to fatten up before
food grows scarce and they enter
their dens in late summer.
Oceans around the world are getting warmer.
When the water around corals gets too
warm, corals expel the colorful algae that live
inside them. When this happens, corals turn
stark white. This is called coral bleaching.
It’s a sign that the corals are in trouble. If
the corals die, this can have a ripple effect
through the reef ecosystem. Without living
corals, the coral reef erodes and the other
creatures living in the reef lose their homes.
> Have students imagine they are coral biologists surveying a coral reef. Have students create an
informative presentation for students in a grade below them that describes what a healthy coral reef is
like; tells about the plants, animals, and microbes that live there; and explains how coral reefs are being
affected by warming temperatures. Students should include a labeled illustration or photos with captions
to engage their audience in their presentations.
> Supporting English Language Learners: Call students’ attention to the phrases “hard, rocky skeleton”
and “all the heat they can bear.” Point out that the italicized words have multiple meanings. Explain that
in Coral Reef Grief, hard means “firm, stiff, or rigid,” and in White Out, bear means “to put up with or
endure.” Ask students to contrast these meanings with the meanings of the same words in the phrases
“the exam was hard” and “the polar bear spends most of its life on sea ice.” [Answers: hard = difficult;
bear = a large, heavy mammal with thick, shaggy hair, a small tail, and sharp claws]
© 2015 Sally Ride Science
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CHAPTERS
Connections: Measuring a Hidden World (pages 20-21)
> Which ocean would students like to deep-sea dive in to learn more about it?
> What sea life might they see during their dive? What might they find on the seafloor?
> What tool(s) would students like to learn how to use to study the oceans?
Experts Tell Us (p. 17)
Paleoclimatologist Karen Bice
Before reading, guide students in analyzing the word paleoclimatologist
to figure out what a paleoclimatologist does. What does paleo mean?
[ancient] Encourage guessing. Then ask students what a climatologist is.
[a scientist who studies climates] Therefore, a paleoclimatologist studies
what the climate was like a long time ago. Some paleoclimatologists take
samples from the ocean floor to learn about Earth’s climate millions of
years ago. After students have read the interview independently or a volunteer has read it aloud,
discuss these topics:
> Karen is a kind of time traveler. She enjoys investigating what ancient oceans were like. Ask
students, If you could be a time traveler here on Earth, where would you go and what would
you like to investigate?
> The oceans are like a huge laboratory for Karen. Encourage students to think about
other careers where the world can be used as a laboratory. [Sample answers: botanist,
oceanographer, atmospheric chemist, geologist]
> Karen analyzes fossilized shells for clues about the conditions that the animals that made
the shells lived in. This information helps her understand how Earth’s oceans may change
as they warm today. Ask students to think about other things that could be analyzed to find
clues about Earth long ago. [Sample answers: rocks, fossilized remains of plants or animals,
layers of the ocean floor, layers of mountain cliffs, layers of glaciers]
> Recently Karen made a discovery that ancient oceans were much hotter than anyone
thought. What would students like to discover about Earth?
Chapter 5: Seas on the Rise (pages 22-23)
MAIN IDEAS
> As the oceans warm, seawater expands and sea levels rise.
> Hundreds of millions of people live along coasts around the world.
> Some coastal habitats are threatened as oceans rise.
Science Terms: mangrove forest, tide gauges
Places: Bangladesh; India; Kiribati; Malé, Maldives; Mumbai; New York; Rio de Janeiro, Brazil; The
Netherlands; Tokyo; Tuvalu; Venice
© 2015 Sally Ride Science
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CHAPTERS
Science Understanding and Application
> On a world map, have students locate the cities mentioned in Oceanfront Homes. What other major cities
can they find along low-lying coasts?
> How might sea-level rise affect U.S. cities in the future? Scientists have mapped out the vulnerable areas
of the coastal U.S. Have students go online to the U.S. Geological Survey at
http://woodshole.er.usgs.gov/project-pages/cvi/ and click on the map to enlarge it. Ask students to
locate their state if it is along a coast and to use the key to find out the sea-level rise risk factor (low,
moderate, high, very high). If students do not live in a coastal state, have volunteers name a state that a
friend or relative lives in and investigate the risk level there.
> Have pairs of students research the Sundarbans and write a science article about a rare animal whose
habitat there is threatened by rising seas. [Sample animals: Royal Bengal tiger, water monitor lizard,
snubfin dolphin, river terrapin] Remind students to follow these guidelines:
• Come up with a title that identifies the topic
• Write a lead that grabs readers and interests them enough so that they keep reading
• Include facts that are interesting, odd, or funny
• Use subtitles to organize different sections of the article
• Write a conclusion that connects the big ideas of the article
> With seas on the rise, how might oceanfront homes be designed in the future? Have each student make
a drawing of a home for a family living on a coast or river delta. Have them label their drawings and write
captions that describe how the homes are designed to withstand rising sea levels.
Chapter 6: Ocean Locomotion (pages 24-27)
MAIN IDEAS
> Oceans are in constant motion because of daily tides, waves, and currents.
> Oceans are part of Earth’s water cycle, which circulates water around the globe.
> Huge ocean currents transport heat around the planet.
Science Terms: condensation, equator, evaporation, ocean currents, recycle, water cycle
Places: Amazon River, Europe, Gulf Stream, Labrador, Mississippi River, Nile River, Paris
Science Understanding and Application
> Using a world map, guide students in tracing the route of ocean currents around the globe, as shown on
page 26. Start by asking students what makes ocean currents move. [Differences in temperature and
density cause ocean currents.] Now have students imagine they are in a submersible riding along the
surface of the Gulf Stream up the East Coast of the U.S. What would happen to the submersible when it
reaches the North Atlantic? Why? [The submersible, with students in it, would dive to the seafloor. As the
Gulf Stream makes its way north, it loses heat to the air. The water becomes cold and dense and sinks
thousands of meters to the bottom of the ocean.] Have students continue tracing the ocean current (now a
cold, deep ocean current) as it makes its way around the world.
© 2015 Sally Ride Science
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CHAPTERS
Science Understanding and Application (continued)
> Ask students why ocean currents are important to the health of our planet. [Oceans currents move heat
around the planet from the warm equator to the cold poles. They bring nutrients up from the seafloor to
the surface, making them available for phytoplankton, which are the basis of most ocean food chains.]
> Supporting English Language Learners: Have pairs of English language learners work together to read
the first sentence of Ocean Locomotion and Together 4 Ever on page 24 and You Can’t Fool Mother Nature
on page 27. Then have students rewrite the sentences in their own words and compare sentences.
4 U 2 Do
Water Cycle in Your Kitchen (p. 25)
Students have read about the “altered states” of water in the water cycle—and now they’ll create
their own water cycle. Pass out the Student Handout. Students will be using a hot burner for this
investigation, so there must be an adult present.
Experts Tell Us (p. 27)
Mechanical Engineer Naomi Leonard
Before students read the profile, discuss with them what they think a
mechanical engineer does. A mechanical engineer designs, builds, and
tests machines such as rovers that explore other planets, roller coasters
for amusement parks, and cars that are safer in crashes. After students
have read the interview to themselves or a volunteer has read it aloud,
discuss these topics:
> Naomi created and programmed a fleet of undersea robots to act like a school of fish.
Have students discuss what this means. [Sample answer: A school of fish is made up of
many fish. Each fish is independent, but as a group, the fish respond to each other. This is
called responsive behavior, and Naomi wanted to program her robots to use this beneficial
strategy.]
> Now have students design a robot or a group of robots. Have them base their designs on a
familiar plant or insect or other animal to take advantage of some beneficial behavior that
living thing possesses. What would students program their robot(s) to investigate?
> Ask students to create a four- or five-panel cartoon about a day in the life of one of Naomi’s
undersea robots. [Possible prompts: What part of the ocean would the robot investigate—a
continental shelf, a deep ocean trench, an underwater volcano? What would the robot do
if it encountered a new species of sea life? What would the robot do if it got tangled up
in a huge fishing net near the ocean surface or got trapped in an old sunken ship on the
seafloor? What information would the robot report back to Naomi?]
© 2015 Sally Ride Science
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CHAPTERS
Chapter 7: Carbon-Nation (pages 28-31)
MAIN IDEAS
> The oceans have absorbed about half of all the extra carbon dioxide people have put into the air over
the last 150 years.
> Phytoplankton take in carbon dioxide from the water for photosynthesis, making more room for carbon
dioxide from the air to dissolve in the oceans.
> All the extra carbon dioxide going into the oceans is making them slightly more acidic.
> Increasing ocean acidity makes it harder for sea organisms to build their protective shells
or exoskeletons.
Science Terms: calcium carbonate, chlorophyll, exoskeleton, marine snow, microscopic, ocean food chain,
phytoplankton, pteropods, sediment
Science Understanding and Application
> Ask students how the oceans have “buffered the effects of our bad habits.” [Sample answer: Carbon
dioxide in the air dissolves in the oceans. About half of all the extra carbon dioxide released into the air
since people began burning fossil fuels is stored in the oceans. Phytoplankton take in carbon dioxide as
part of photosynthesis and use its atoms to build molecules for their cells and to store sugars for food.
Photosynthesis effectively stores carbon dioxide in living things until they die and decompose, which
releases the carbon dioxide back into the water or air.]
> What happens to carbon dioxide when it dissolves in the oceans? [Sample answer: When carbon dioxide
dissolves in the oceans, it combines with water molecules to form carbonic acid. This is the weak acid
that is making the oceans slightly more acidic.]
> Many polar animals depend on pteropods or sea butterflies. Have students research sea butterflies to
learn more about polar food chains they support. Then have students make a list of some of the polar
animals that could be affected if the sea butterfly population decreases. [Some of the animals in a polar
food web that depend on sea butterflies are zooplankton, salmon, mackerel, herring, cod, and baleen
whales.]
> Have students collect, label, and display pictures of a wide variety of ocean creatures that build protective
shells or exoskeletons out of calcium carbonate, or limestone. Which are the largest and smallest they
can find?
4 U 2 Do
Shell-Shocked (p. 31)
As the oceans become more acidic, many sea organisms are in danger. Pass out the Student
Handout. In this activity, students will simulate what is starting to happen in the world’s oceans.
© 2015 Sally Ride Science
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CHAPTERS
Experts Tell Us (p. 29)
Biological Oceanographer Mike Behrenfeld
Before students read the profile, discuss with them what they think a
biological oceanographer does. A biological oceanographer studies ocean
organisms, their relationships to one another, and how they adapt to their
environment. After students have read the interview to themselves or a
volunteer has read it aloud, discuss these topics:
> Mike says, “Being out in the middle of the ocean is one of the
most beautiful places on the planet.” Have students describe where they think the most
beautiful place on Earth is and why.
> Discuss with students what part of Mike’s career interests them. Would they enjoy being in
the ocean? Or would they like studying sea creatures and how climate change is affecting
them? What would students like to study about the oceans?
> Mike’s research on phytoplankton relies on satellite images. “You can’t see phytoplankton
with your eyes, but you can see them from space,” he says. Ask students how satellites can
“see” microscopic ocean plants from space. Then discuss with students what other parts of
Earth’s land or oceans might be better explored from space. Why?
Chapter 8: Weather Forecast (pages 32-33)
MAIN IDEA
> Global climate warming is affecting weather patterns around the world.
Science Terms: drought, hurricane, typhoon
Science Understanding and Application
> Wherever students live, climate plays an important role in their lives. Ask students to think about some
of the ways their lives (food, clothing, recreation) and their community (buildings, industries, farming) are
based on the local climate. Have there been any major changes in the local climate in recent years?
> Divide the class into 10 teams. Assign each team one year during the past decade and have them
research to find out the total amount of precipitation (rain, sleet, snow) that fell in their area for that year.
Then have volunteers from each team work together to create a precipitation bar graph on the board.
Have one volunteer draw the graph and label the X-axis “Year” and the Y-axis “Precipitation in Inches.”
Have students decide the scale of the Y-axis in advance—for example, 0 to 100 inches in 10-inch
increments. Then have each volunteer draw and label their bar on the graph. When the graph is complete,
ask students what the trend of the precipitation graph shows. What conclusions can students draw from
the graph about precipitation patterns in their local area over the past 10 years?
© 2015 Sally Ride Science
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CHAPTERS
Science Understanding and Application (continued)
> Have students explore what has happened to Lake Mead, Nevada, the reservoir behind Hoover Dam,
which supplies water for millions of people in Nevada, Arizona, California, and northern Mexico. Have
students compare rainfall and water levels from the1960s to today, and investigate how the changes
have affected fresh water supplies and recreational activities. You may wish to have students go online
to NASA’s Earth Observatory at http://earthobservatory.nasa.gov/Study/LakeMead/ and Wikipedia at
http://en.wikipedia.org/wiki/Lake_Mead for information.
> Have students investigate and write descriptions of a Category 4 and Category 5 hurricane that hit land in
the U.S. You may wish to have them go online to learn about hurricane intensity at the National Hurricane
Center, which is run by the National Oceanic and Atmospheric Association, at
http://www.nhc.noaa.gov/aboutsshs.php. Then have students compare and contrast a Category 4 and
Category 5 hurricane.
> Supporting English Language Learners: Pair students with an English-proficient partner to write an
informative paragraph about how weather patterns are changing around the world. Have the pair reread
pages 32-33, and have the student learning English describe the photographs. Then have students write
a paragraph using the structured paragraph format:
• Start with a topic sentence
• Then write three supporting sentences
• Finish with a concluding sentence
© 2015 Sally Ride Science
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CHAPTERS
Experts Tell Us (p. 33)
Atmospheric Scientist Judith Curry
Before students read the profile, discuss with them what they think
an atmospheric scientist does. Atmospheric scientists study the
atmosphere—its composition of gases and other chemicals; its winds,
clouds, and weather; and how these factors affect the rest of Earth’s
environment. Some atmospheric scientists predict the weather. Others
study past weather, assess the threat of climate change, or investigate
how human-made pollutants affect the air. After students have read the interview to themselves or a
volunteer has read it aloud, discuss these topics:
> Ask students if anyone in the class has experienced a hurricane. Have them describe
what it was like. If no students have, discuss what students know or have read about
Hurricane Katrina.
> Below is a list that describes some aspects of Judith’s career. Copy the list onto the board.
Then divide students into groups of eight and have them discuss which part of Judith’s job
they would enjoy most and why. Have each student negotiate with the other students in
their group for one part of Judith’s job.
1.
2.
3.
4.
5.
6.
7.
8.
Use satellite images to compare hurricane strength
Use a computer to analyze data and create graphs
Meet with colleagues to discuss new findings
Witness a hurricane from a safe distance
Write articles about new findings
Hold TV and radio interviews
Testify before Congress about Earth’s changing climate
Teach college classes about the connections between the oceans and the atmosphere
Chapter 9: Working on the Food Chain (pages 34-37)
MAIN IDEAS
> Phytoplankton are the basis of most ocean food chains.
> Vertical ocean currents, or upwellings, carry nutrients from the seafloor to the surface.
> As sea surface temperatures warm, phytoplankton populations decrease and food chains are disrupted.
Science Terms: upwellings, vertical currents
© 2015 Sally Ride Science
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CHAPTERS
Science Understanding and Application
> Have students research one of the animals they read about in this book or another favorite ocean animal.
Then have students draw and label a diagram that shows the ocean food chain it belongs to.
> Have a volunteer look up the definition of a food web and write it on the board. Then ask students how
a food web is different from a food chain. [Answers: In ecosystems the energy in food passes along in
food chains. At the bottom of each food chain is always a producer. Food chains connect to make a food
web.] Next have pairs of students work together to draw a food web that shows how different food chains
connect together in an ocean ecosystem.
> How is the warming of the ocean temperature affecting ocean food chains? [Sample answers: Rising
sea-surface temperatures cause seawater to form a layer of warm water over the cold water below. This
stratified water prevents the mixing of nutrients in upwellings or vertical currents. As a result, nutrients
from the seafloor don’t reach phytoplankton in the surface waters. Phytoplankton populations drop,
disrupting ocean food chains. Species that are not naturally a part of an ecosystem can move in when
ocean conditions change. For example, with warmer ocean temperatures, jellyfish and salps are invading
some ecosystems, disrupting other species and ocean food chains.]
Chapter 10: Sea Changes (pages 38-39)
MAIN IDEAS
> The oceans are so enormous that changes spread slowly through them.
> People must greatly reduce their greenhouse gas emissions to stop global climate warming.
Science Term: thermal inertia
Science Understanding and Application
> Ask students to write a haiku about why it’s important to protect our oceans. For inspiration, have them
look at the photograph on page 39. Remind students of the basic rules of writing a haiku:
• Use three or fewer lines of about 17 syllables total.
• Refer to a season (winter, spring, summer, fall).
• Compare and contrast two events.
> If greenhouse gas emissions completely stopped today, why would the oceans continue to change
throughout this century? [Because the oceans are so vast and so deep, it will take a long time for all
the heat and all the carbon dioxide they have already absorbed to spread through them. The heat and
greenhouse gases in the air will continue to reach a balance with the oceans. This means that the oceans
will continue to get warmer, sea levels will continue to rise, and seawater will continue to get more acidic.]
© 2015 Sally Ride Science
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CHAPTERS
Science Understanding and Application (continued)
> As a class, brainstorm a list of eco-friendly actions that students can take at school and at home to cut
down on greenhouse gas emissions and help keep our oceans healthy. [Sample answers: Replace old
lightbulbs with long-lasting compact fluorescent lightbulbs; turn off lights when they are not being used;
set the thermostat so it doesn’t overheat or overcool a room; use energy-efficient appliances; carpool
or use public transportation; plant trees; choose products with little packaging; buy locally grown foods;
reduce waste, reuse products, and recycle plastic, glass, cans, and paper.]
> Have teams of students investigate and report back to the class on what is happening in their community
to halt greenhouse gas emissions and create a more ecologically sound community. [Sample things
to investigate: Are utility companies offering clean energy choices? Has public transportation switched
to clean fuels? Have public buildings such as libraries and police stations replaced old lightbulbs with
energy-efficient ones? Have school districts assessed energy leaks in their schools, landscaped with
native plants, and switched to automatic lighting systems?]
> Supporting English Language Learners: Pair students with English-proficient partners to write a brief
caption for the photograph on page 39 that describes why it is important to keep our oceans healthy.
4 U 2 Do
Slow to Cool; Slow to Warm (p. 38)
Even if greenhouse gas emissions stopped today, scientists say the oceans would continue to
grow warmer. Oceans take longer to heat up and cool down than the air does. Pass out the Student
Handout. In this investigation, students see thermal inertia in action.
© 2015 Sally Ride Science
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Our Changing Climate
THE OCEANS
STUDENT
HANDOUTS
© 2015 Sally Ride Science
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THE OCEANS • 4 U 2 DO • Water Cycle in Your Kitchen
Water Cycle in Your Kitchen (See page 25 of The Oceans)
You can make it rain, and you won’t need your umbrella.
Safety first: Make sure you have an adult around.
> Put a large hand mirror in the freezer until it gets really cold.
> While the mirror is cooling, fill a teakettle with water.
> Place the teakettle on the stove, and bring the water to a boil.
MATERIALS
>
>
>
>
>
Mirror
Access to a freezer
Teakettle
Access to a stove
Oven mitt
Prediction
When you put the cold mirror over the teakettle spout and the steam hits it, what will happen?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Investigation
Is the mirror cold yet? If it is, use an oven mitt as you carefully hold the mirror over the kettle spout so that the steam hits
the mirror. What do you see?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Record Your Data
Draw the parts of the water cycle that you can see.
© 2015 Sally Ride Science
THE OCEANS • 4 U 2 DO • Shell Shocked
Shell Shocked (See page 31 of The Oceans)
MATERIALS
>
>
>
>
>
Seashell or a piece of chalk
Clear drinking glass
White vinegar
Spoon
Paper towel
Even though the oceans are only a little more acidic, the change can make a difference.
Drop part of a seashell into a clear drinking glass. A piece of chalk will work if you don’t have a seashell. Pour white
vinegar (which contains acetic acid) over the shell until it’s completely covered. Leave the shell in the vinegar for a
few days.
Prediction
What do you predict will happen to the seashell if you leave it in the vinegar for a few days?
_________________________________________________________________________________________
_________________________________________________________________________________________
Look at the shell every day and write down what you see.
Observations
Day 1
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Day 2
_________________________________________________________________________________________
_________________________________________________________________________________________
Day 3
_________________________________________________________________________________________
_________________________________________________________________________________________
After a few days, lift the shell out of the vinegar with a spoon. Place the shell on a paper towel, and press down on it with
the spoon. What happened? Why?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
© 2015 Sally Ride Science
THE OCEANS • 4 U 2 DO • Slow to Cool, Slow to Warm
Slow to Cool, Slow to Warm (See page 38 of The Oceans)
MATERIALS
> 2 similar drinking glasses
> Water
> Access to a refridgerator
Thermal inertia. Say what? This is just a fancy way of saying that water takes longer to heat up and cool down than
air does.
> Take two similar glasses
> Fill one glass with water and leave the other one empty. It isn’t really “empty”—it’s filled with air!
> Put both glasses in the refrigerator and wait 10 minutes.
Prediction
What do you predict will happen to the glasses when you take them out?
_________________________________________________________________________________________
_________________________________________________________________________________________
Investigation
> When you take them out of the refrigerator, which glass feels colder?
> If it is warm out, take the glasses outside. Which glass warms up faster?
Record Your Data
Inside your classroom
Outside on a warm day
Empty glass is colder
Empty glass warms up faster
Full glass is colder
Full glass warms up faster
Why? ____________________________________
Why? ____________________________________
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© 2015 Sally Ride Science