SIP Activity Template - Pacific Science Center · Web viewSea surface temperatures change the temperature of the air above water; therefore ocean currents are a large part of climate

Edition: 7/21/2014 1:02 PM

Ocean: The Motion Potion

Sphere Demo©2023 Pacific Science Center

Created as part of the Exploring Earth Systems Science grant; This project was made possible in part by the Institute of Museum

and Library Services grant number MA-10-13-0107-13.

Please direct questions to: [email protected]

Terms of use: These materials are for non-commercial use only, and cannot be sold. These materials are for your organization’s internal use only. Additional

requests should be made before sharing beyond your organization. If these materials or a portion of these materials are copied as is, please

credit as follows: “Ocean: The Motion Potion demonstration created by Pacific Science Center, Exploring Earth Systems Science grant. This project was made possible in part by the Institute of Museum and Library Services grant number MA-10-13-0107-13”.

Title: Ocean: The Motion Potion ©2014 Pacific Science Center, p. 1

If new activities are created that are based on this original activity, please credit as follows: "Activity modified from the Ocean: The Motion Potion demonstration created by Pacific Science Center, Exploring Earth Systems Science grant. This project was made possible in part by the Institute of Museum and Library Services grant number MA-10-13-0107-13”.

DescriptionOcean: The Motion Potion is a live, 20 minute demo best for grades 6-8, featuring Science on a Sphere, a dynamic interactive data modeling tool. In this show, students will use standard science practices such as planning an investigation and analyzing data to explore ocean currents and their impact on climate. Using hands-on props and interaction with a live science interpreter, they will learn about wind-driven surface currents as well as density-driven deep ocean currents, and how the movement of water can make it warm in Europe and cool in California.

Props and Materials

Permanent iPad Laser pointer Science Toolbox Signs for Science Toolbox

o Ask A Questiono Investigateo Analyze Datao Communicate Information

Metal sign holders Easel Whiteboard Laser pointer Bottle with message inside Books Map Giant yellow key Legend for key 2 large plastic beakers 2 thermoses 2 stir sticks Ladle Measuring spoon Yardstick Laminated white circle Round magnet Drying rack


Consumable

Material: Quantity: Resupply Information:Ice Full vase CaféFood coloring 2 colors Grocery storeSalt 1 container Grocery storeDry erase marker 1 Office supply storeWet erase marker 1 Office supply store

Packing iPad: Put away in the cabinet in the office, making sure it is locked. Laser pointer: Put away in the Sphere cabinet. Science toolbox, toolbox signs, books: Store in the demo cart in the cart

closet. Metal sign holders: Store in labeled drawer in cart closet. Easel and whiteboard: Store against the wall in the cart closet by the demo

cart. Giant key, yardstick, laminated white circle: Store with general demo

items in the cart closet. Glass bottle with message inside, legend for key, salt, food coloring,

measuring spoon, salt, magnet, wet erase marker: Store in drawer labeled “Oceans” in cart closet.

Large beakers, thermoses, stir sticks, ladle: Store these items on the drying rack next to the demo items in the cart closet.

Maintenance After each demo, all items for the water experiments should be washed

thoroughly in the catering closet. This includes the large beakers, thermoses, stir sticks, and ladle. Place these items upside down on the drying rack to dry for the next demo.

Safety Take care with volunteers for this demo. Warn them about hot liquids and be

careful with food coloring, which can stain clothes. Choose volunteers who are old enough to safely stir a hot liquid or dispense food coloring.

KeyG GuestP PresenterBold italics indicate action.Italics indicate a note to the presenter.

indicates a cue

Data-sets

Blank – Ocean: The Motion Potion, Live Presentation starting here soon

NASA Sea Currents Ocean Surface Vector Winds Ocean gyres overlay NASA Sea Surface temperatures Ocean conveyor belts animation


NASA Sea Surface temperatures Ocean gyres overlay


Ocean: The Motion Potion

Concepts Maps are a way of organizing data that can help scientists find patterns and form

theories about the ocean. Surface currents are driven by winds that are partially dictated by the rotation of

the Earth. Deep ocean currents are driven by salinity and temperature of water at different

depths. Sea surface temperatures change the temperature of the air above water;

therefore ocean currents are a large part of climate patterns.Learning Objective Using a key to decipher a map, visitors will combine their knowledge of ocean

currents and sea surface temperatures to draw conclusions about climate. Visitors will manipulate a two dimensional model of the Earth to understand how

the Earth’s rotation affects winds, comparing it to ocean data in order to interpret currents.

Visitors will see an experiment demonstrating that colder, saltier water sinks and use this knowledge to interpret a deep ocean current diagram.

Set-up1. Open the Sphere cabinet, turn off daily demo, and call up the show

announcement playlist.2. Push the benches so that there are several rows facing the Sphere.3. From the bin in the cart closet, take one vase and the thermos with red tape

around it to Building One. Go to the café and fill the vase with ice. Go to the break room and fill the thermos 2/3 full with HOT water. Return to the cart closet with your treasures.

4. Put both vases and the thermos labeled with blue tape on a cart and go to the catering closet.

5. Fill the vase full of ice 2/3 full with cold water. 6. Fill the other vase 2/3 full with lukecold water. 7. Fill the blue-taped thermos 2/3 full with lukewarm water. 8. Roll the demo cart back to the sphere and set it up on one side. Put 3 scoops of

salt into the lukecold water and stir until dissolved.9. Store the vases and thermoses in the cart for easy access during the demo.10.Set up the easel with the whiteboard on it to one side.11.Set up the metal sign holders along the railing of the sphere.12.Make sure the correct cards for the Science Toolbox are in the Science Toolbox,

and put the toolbox in the cart.13.Make sure you have the correct legend for the big yellow key, and put the key in

the cart for future use.14.Put the ladle, stir sticks, and food coloring with the vases and thermoses. Store

the paper map, books, white laminated circle, magnets, message in a bottle, yardstick, and markers in the cart so they are easily accessible.

15.Have the iPad and laser pointer ready.

Script


Pre-Show Cue next dataset, which will be a blank/black sphere.

This will let you keep the attention of your audience for the intro portion of the show.

Intro

P: Hi! My name is ______________. Can everyone say, “Hi, ______________?”

G: Hi, _______________.

P: I’m really glad you made it today—maybe you can help me with something. I was sitting on the beach recently and I noticed this bottle. It has a message in it. Take out message from the bottle. Wanna hear what the message is?

G: Yes. No. I don’t know.

P: It says, “Am I headed somewhere cool?” I ask myself that every day. Hm. To find out where this bottle is going, I have to find out where it came from. Can anyone tell me where they think this bottle came from? Show bottle to first row.

G: Another country. Uwajimaya. Japan. Amazon dot com.

P: This language is Japanese, so maybe it came from Japan. I wonder how a bottle from Japan could end up on a beach in Washington State. I found it right next to the ocean, so seems likely that the ocean might have moved it. Do you know how the ocean moves things?

G: Wind. Waves. Poseidon! Amazon dot com.

P: We have some guesses about how the ocean moves things, but if we were to put this bottle back in the ocean, where might it travel to next? And what’s it like there—is it cool?

G: Uhh . . .

P: This is a tough question. Whenever I have a question about something, I use my Science Toolbox! I carry it with me everywhere. Take out toolbox and pretend to dig through it. The tools in here help me figure out what to do step by step. Ooh, let’s try this one. What does it say? Put up ‘Ask A Question’ tag.

G: Ask a question!

P: Great. We have two questions—where is our bottle headed, and is it cool there? Let’s see what else is in here that we might need. What’s this one? Pretend to dig through it and put up ‘Investigate’ tag.

G: Plan an investigation!

P: Awesome! I love investigating, because it means I get to use a marker! Let’s break this investigation down. We need to figure out where the bottle is headed, so first we need to figure out what is going to get it there. Some of you said waves.


Some of you said currents. We’ve all seen ocean waves—they are generally produced when the wind pushes the water’s surface, making it rise and fall. Currents, on the other hand, are directed movement of ocean water, flowing in a particular direction like a conveyor belt. Sounds like investigating currents will help us figure out what direction our bottle is going! Write ‘Currents’ on the board. Do you think currents happen in the deep ocean?

G: Maybe?

P: Sounds like we should check it out. Write ‘Surface’ in front of ‘Currents’, then add ‘Deep Ocean Currents’ below it on the board. Once we figure out where our bottle is going going, we’ll figure out whether or not it’s cool there. You all know what I’m asking is whether it’s going to be hip and groovy where this bottle is headed. No. Just kidding. What I really want to know is what the temperature is going to be like where this bottle is headed, so let’s investigate the weather last. Write ‘Weather’ on the board. Okay, that’s our investigation! What should we start with first?

G: Surface currents.

P: Great! I’m going to go back to my science toolbox to figure out how to investigate currents. What does this one say? Pretend to dig through it, then put up ‘Analyze Data’ tag.

G: Analyze data!

P: Data is information, and as it turns out, we have a lot of information about the ocean. I have books, diagrams, maps. Take out books, diagrams, and map. Oh, maybe I can use this map to find out where earthquakes happen. Look at map. Hm. Yes. Oh, I see. What, did you want to see? Turn the map around so the audience can see. This is kind of small. Maybe we can just spend the next twenty minutes looking at this one at a time. Oh, you don’t like that idea? You know what, this map isn’t really accurate anyway. It’s flat and the world is round. I wish I had something really big and round that everyone could see. Something we could all look at at the same time to analyze data about the oceans.

G: Look behind you, stupid.

P: No, I’m not sure my head is big enough. It doesn’t have a lot of data in it anyway. Oh, you mean this?

Cue NOAA logo.

P: What a great idea! This is called “Science on a Sphere” and it was given to Pacific Science Center by NOAA, which is the National Oceanic and Atmospheric Administration. Can we get a big round of applause for NOAA?

G: Clap clap clap

P: We can use the sphere to look at information about the entire Earth. A map like this isn’t useful for finding your way to Starbucks or grandmother’s house. You can’t see smaller things such as roads or buildings, but you can see information about larger things, such as landmasses, oceans, and the weather. What were we investigating again?


G: The ocean!

P: Fantastic! Let’s look at surface currents.

NASA Sea currents

P: These aren’t ocean currents! I just see a bunch of big black blobs, and big blue blobs with swirly green stuff in it. I’m going to need a key to find out what these colors mean. Hm. I think I have a key somewhere. Take out key. Do you think this will help?

G: You are preposterous. Ha ha ha!

P: Actually, this is exactly the kind of key we need! Turn key over to show the color code. This kind of key tells me what these colors mean. Select a guest. Hi, what’s your name?

G: Kirk.

P: Excellent, Kirk. Since we’re seeing a bunch of swirly green, can you tell me what green means using this key? Hand the key to the guest.

G: Green is fast-moving water.

P: Excellent! On this map, black is land. Dark blue is slow-moving water; green is fast-moving water, and the shades between blue and green indicate increasing speed. Let’s give Kirk a big round of applause! Now that we know what information this map is showing us, let’s analyze it. Do you notice any patterns in where the water is moving fastest?

G: Yes!

P: Right. You might notice a lot of currents along the borders of the continents. Land helps shape currents, because it serves as an obstacle for both wind and water. This creates coastal currents.

Vocab: COASTAL CURRENTS

P: If you’ve ever built a sandcastle on the beach, then gone swimming in the ocean, and after a while noticed that you’ve drifted farther down the beach than where you built your sand castle, you would have experienced one kind of coastal current.

NASA Sea currents

P: Okay, so I get how the coastlines shape coastal currents, but how about the currents that travel across the middle of the ocean? Look here—we can see the water moves fast along the east coast of the US, then up and across the ocean and over to the UK. Follow this line with pointer. What do you think causes water to move this way?

G: Wind. Katara of the Water Tribe. Dolphins.


P: I heard someone say wind. Let’s check out how wind moves, and see if it makes the same patterns as water.

Ocean Surface Vector Winds

P: This map just shows how the winds move over the oceans, not land. The continents are green in this map, so that we can focus on how the wind is moving over the water. Just as the different colors gave us a sense for how fast the water was traveling for the various currents, here, we see different colors are used to show the different wind speeds. Dark blue is for slow-moving wind, and as we go through light blue, yellow, and orange, the wind is moving faster and faster. The arrows allow us to see the direction of the winds. Does the wind travel in similar patterns to the water? G: Maybe . . .

P: Notice how the wind curves, making these circles. Outline a gyre with the pointer. Can anyone guess why the wind is moving in a giant circle?

G: It is looking for McDonalds. It is trying to find Waldo?

P: The reason the wind moves in giant circles is because of the motion of the Earth. If the Earth didn’t rotate, the wind would move in straight lines heading either north or south due to differences in temperature and pressure. But because the Earth rotates, the wind curves—to the right in the northern hemisphere and to the left in the southern hemisphere. The way the rotation affects motion is called the Coriolis Effect.

Vocab: CORIOLIS EFFECT

To see how the Coriolis Effect works, I’m going to need this spinning wheel. Attach the wheel to the board, and take out the yardstick and wet erase marker. Let’s say that this wheel represents the Earth. Now I need a volunteer. What’s your name?

G: Picard.

P: Great! Picard, you are a brave soul. Please hold this marker. Now I’m going to put a yardstick on this wheel so you can draw a line straight up and down. Hold the yardstick vertically against the wheel. Can you do that?

G: Yes.

P: Excellent. This is the way the wind travels if this circle isn’t rotating. Now you’re going to do the same thing—try to draw a straight line—except now I’m going to rotate the wheel. Hold the yardstick against the wheel, and slowly spin the wheel clockwise while the visitor draws the line. Stop spinning the wheel and take the yardstick away. What happened?

G: The line curved.

P: Yep! The paths of wind are curved because the Earth rotates. Let’s give Picard a round of applause!


G: Clap clap clap

Ocean Surface Vector Winds

P: When we put coastal currents together with the Coriolis effect, get wind moving water along the coast, traveling to the right in the northern hemisphere and to the left in the southern hemisphere. So the Earth’s rotation causes the currents move in big circles, called gyres.

Vocab: GYRES

P: There are five big ocean gyres, and they follow the paths traveled by the wind.

NASA Sea currents with ocean gyres overlay

P: We’ve investigated some currents caused by the wind pushing the water at the sea surface. But the oceans are really deep. Do you think the wind is strong enough to move the water deep beneath the ocean’s surface?

G: Probably not.

P: You are right. Even the strongest winds experienced on earth don’t have enough force to reach deep into the ocean and move its depth. If we’re going to investigate currents that occur down deep, we’re going to have to think of something else that might cause the water to move. Any ideas?

G: Nemo. Ariel. Lion Turtles!

P: Hm . . . I’ve a notion. Would you believe me if I told you that the ocean is a potion that creates motion?

G: Edge away from the crazy person . . .

P: Well, let’s assume for a second that besides being an awesome rhyme, that there is some meaning to my lyrics. Let’s take a look at the properties of our potion. The first property of the ocean we want to consider is . . . temperature! The temperature of water depends on where you are, and how much Sun the water is getting.

NASA Sea Surface temperatures

P: Here we’re looking at the temperature of the ocean’s surface. The continents are black, because we want to focus on the oceans. The cooler temperatures are dark blue, and as we move through the colors of the rainbow—yellow, green, red—we’re increasing in temperature. Where is the water the warmest?

G: The middle. The Equator.

P: Right, the middle of the planet. That’s because the sunlight shines directly on the middle of the Earth. As you travel towards the poles, the sunlight hits the earth at a slanted angle. Also, at the equator, the sunlight has to travel through less atmosphere—as it travels towards the earth surface closer to the poles, it must travel through a thicker slice of atmosphere. What parts of the Earth are coldest?

G: The top and bottom. The poles.


P: The top and bottom. We know from looking at surface currents, though, that all of this water is moving. What happens when warm and cold water mix?

G: Tepid.

P: Hm. I don’t know either. But I just happen to have some warm water and cold water here. Want to find out?

G: This is going to rock our world(s).

P: Awesome! I’m going to need another fearless volunteer to help me with this, so we can see where the warm water is going and where the cold water is going. What is your name?

G: Adama.

P: Fantastic! Adama, I’m going to put some drops of green food coloring into this thermos of warm water and give you this big stir stick. Please mix this up for me. Put in the food coloring and give them the stir stick. Take out the vase of cold water. Thank you, Adama. Everybody give him a big round of applause. Now let’s see what happens when we mix these two. Pour the warm water slowly over the ladle into the cold water vase. What do you notice?

G: They only mix slightly. The warm water is generally sitting on top.

P: Right. The warm water is sitting on top! That’s because warm water is less dense than cold water. Density is how much “stuff” is packed into a given space. Small bits of stuff are called particles. When something is very dense, the particles are close together, and when something is less dense, the particles are farther apart. Cold water is denser than warm water because the particles in cold water are closer together than they are in warm water. This makes cold water heavier than warm water, which means cold water sinks, and warm water rises. That rising and sinking is certainly a potion in motion! Okay, now let’s get to the second ingredient of our motion potion. Anyone want to guess what it is?

G: Turpentine, otter poo, your mom.

P: Good guesses, but the second ingredient is . . . salinity! Salt.

Vocab: Salinity

P: Some parts of the ocean are saltier than others, such as where the fresh water of rivers flows into the ocean. Similar circumstances impact the salinity of the water worldwide. I wonder what happens when less salty water mixes with really salty water. Want to do another experiment?

G: Now I just want salt water taffy . . .

P: I’m going to need another volunteer. What is your name?

G: Reynolds.

P: Alright. Reynolds, I’m going to put some drops of green food coloring into this


thermos of fresh water and give you this big stir stick. Please mix this up for me. Put in the food coloring and give them the stir stick. Take out vase of salty water. Thank you, Reynolds. Everybody give him a big round of applause. Now let’s see what happens when we mix these two. Pour the fresh water slowly over the ladle, holding the ladle over the salt water. What do you notice?

G: They don’t mix much at all. The non-salty water is sitting on top.

P: Right. The fresh water is sitting on top! That’s because fresh water is less dense than salty water. Fresh water from land mixes into the ocean, making it all salty, but some parts are saltier than others. When water freezes in these cold polar regions, salt doesn’t always freeze with it. We’re left with a lot of really cold, salty water right where that ice is forming. What does cold, salty water do?

G: Sink!

P: Exactly. So in the polar regions, we have cold, salty water sinking, and then warmer, less salty water moving on top of it. Because it’s cold in the poles, more ice forms, That water gets chilled and salty as well. Warm water moving in and cold, salty water sinking creates a current beneath the whole ocean. This happens continually, cold salty water sinking, warm less salty water moving over it. The ocean is a motion potion!

Ocean conveyor belts animation

P: This is sometimes called the thermohaline current—thermo refers to temperature; haline refers to salinity. Both temperature and salinity can cause the water to sink, with fresher, warmer water coming on top of it to fill the void or vacancy created by the water that sunk, creating a global conveyor belt.

Vocab: OCEAN CONVEYOR BELT

P: Over the course of a thousand years, this conveyor belt will mix together all the water on Earth. Now we know a bit of how the ocean moves—along a global conveyor belt deep within the oceans, and along gyres caused by wind on the surface. But the last thing we’re supposed to investigate is the weather. Do you have any idea what the weather has to do with the movement of the ocean?

G: No. Yes. Amazon dot com.

P: Well, we found out that different parts of the ocean are different temperatures. Do you think that the temperature of the ocean can affect the air above it?

G: Probably.

P: Great, we think that water can change the temperature of air. What about the opposite—do you think that air can change the temperature of water?

G: Um . . .

P: To answer this question, let’s think about jumping into a swimming pool on a really hot day. Is the water warm or cool?


G: Cool!

P: Cool. But the air is hot! Why doesn’t the air heat up the water?

G: No idea.

P: The answer is that it takes a lot of energy to heat up water. If the ocean is cold, it’s going to take more than one balmy day to heat up the ocean. Now, if you get a bunch of balmy days—say it’s summer—then over time the ocean will gradually heat up. So, the ocean can warm the air, but the air takes a long time to warm the ocean. The opposite is also true—the ocean can cool the air, but the air takes a long time to cool the ocean. Let’s look at the sea surface temperature again.

NASA Sea Surface temperatures

P: Remind me—where is the Earth going to be warmest?

G: The middle. The Equator.

P: Right. The Sun is providing a lot of heat at the Equator, enough heat to warm up the water there. Now, we know from looking at surface ocean currents that this water is going to move along gyres. Trace the Gulf Stream with your pointer. Because it takes a long time to cool the ocean, this warm water at the Equator is still going to be warm as it moves along the east coast of the United States and then moves across the ocean to western Europe. And what does warm water do to air?

G: Heat it up!

P: Right! This warm water moving along the United States and across the ocean to Europe means that we’ll have warm air in the same places, because the ocean will heat the air. So even though western Europe doesn’t get as much heat from the Sun as the tropics, it does get warm air from the ocean, which means western Europe is warmer than it would be otherwise. Basically, the Sun heats the Earth unevenly, but the ocean helps distribute that heat more evenly. Without the ocean, the poles would be a lot colder and the middle of the Earth would be even hotter. On top of that, what does hot air do?

G: Rise!

P: Definitely. Warm, moist air rising from the ocean may rise and cool, creating clouds, which eventually release the moisture as rain. Without the ocean, we wouldn’t have weather as we know it! In the end, this bottle helped us answer our question. Remember, it asked, “Am I headed somewhere cool?” Let’s look at our surface currents.

Ocean gyres overlay

P: If this bottle started in Japan, where might this bottle go next?

G: Oregon. Portland. Hawaii! California.

P: I heard someone say California. Here we’ve got a current coming south from the poles, which we know are cold. This current comes down along the west coast of


the United States carrying cold water. Trace the California Current. That cold water cools the air above it. You may think of California as a warm and sunny place, which is true, but this current keeps California cool and breezy in the summer. Compare that to the other side of the United States. Remember this current? Trace the Gulf Stream. This current carries warm water from the Equator up along the eastern coast of the United States. That’s why the east coast is a lot hotter than the west coast in the summer! So now we know that where this bottle is going is indeed cool! Now that I’ve answered my question, what does my Science Toolkit say to do next? Put up ‘Communicate Information’ tag.

G: Communicate information.

P: Awesome. The ocean is fundamentally important to life on Earth. We can’t live without it. Aside from sustaining a bunch of different kinds of marine life, it plays a significant role in moderating our planet’s climate. People call it the HVAC system—or heating and cooling system—of the planet. Wow, knowing that gives me so much emotion! So, let’s make some commotion and let the world know that the ocean is a motion potion! That’s our show everyone; give yourselves a big round of applause!

G: Clap clap clap

P: I’ll be up here for the next little bit if you want to come chat or have any questions. Thanks and have a great rest of your day!


Appendix

ResourcesSpecific:

Currentso http://oceanservice.noaa.gov/education/tutorial_currents/welcome.html

Gyreso http://oceanmotion.org/html/background/geostrophic-flow.htm

Properties of Water:o http://water.usgs.gov/edu/waterproperties.html

Weathero http://www.noaa.gov/weather o http://oceanexplorer.noaa.gov/facts/climate.html

General: Ocean:

o http://oceanexplorer.noaa.gov/facts/facts.html o http://ocean.nationalgeographic.com/ocean/

Next Generation Science Standards

Science Practices: Kindergarten

o Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1)

Fourth Gradeo Analyze and interpret data from maps to describe patterns of earth’s

features. (4-ESS2-2) Middle School

o Analyze and interpret data to provide evidence for phenomena. (MS-ESS2-3)

Disciplinary Core Ideas: Third Grade

o The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (3-PS2-1)

Middle Schoolo The complex patterns of the changes and the movement of water in

the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns (MS-ESS2-5)

o Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2-6)

o The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6)

Crosscutting Concepts: Kindergarten

o Systems in the natural and designed world have parts that work together. (K-ESS2-2)

Second Grade


http://ocean.nationalgeographic.com/ocean/

http://oceanexplorer.noaa.gov/facts/facts.html

http://oceanexplorer.noaa.gov/facts/climate.html

http://www.noaa.gov/weather

http://water.usgs.gov/edu/waterproperties.html

http://oceanmotion.org/html/background/geostrophic-flow.htm

http://oceanservice.noaa.gov/education/tutorial_currents/welcome.html

o Simple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2)

Middle Schoolo Models can be used to represent systems and their interactions. (MS-

ESS1-2)

Credits

Contributors:Joy DeLyria, Science Interpretation Program Supervisor (script creator)Lauren Slettedahl, Interpretation Programs Coordinator (consulting, props)


Documents

SIP Activity Template - Pacific Science Center · Web viewSea surface temperatures change the temperature of the air above water; therefore ocean currents are a large part of climate