Topic Background:
According to article entitled "The Oceans in Motion: El Niño and Its Effects," found in the September/October issue of InterActive Teachermagazine, El Niño is a natural global climate cycle. During an El Niño, the sea surface temperatures in the eastern tropical Pacific warm up about every two to seven years. The warm water moves from the far western equatorial Pacific to the central/eastern equatorial Pacific. Therefore, one of the most readily recognized consequences of El Niño is that the otherwise cool waters around Peru increase in temperature while the western Pacific decreases in temperature.
What does this change in temperature mean for the organisms that call the coastal waters off Peru home? When the temperature around the Peruvian coast increases, the plankton (floating plants and animals that are the "meat and potatoes" of the fish world, serving as the primary food source for fish) disappear. Without the missing link of the plankton, the delicate food web at large is altered.
The consequences of the El Niño-related temperature shift can be catastrophic for certain marine organisms and we land-loving humans as well. In fact, El Niño's effects can be measured regionally (United States) and globally. Despite the apparently far-reaching effects of this natural climate phenomenon, while many people have probably heard of El Niño, they remain unaware of El Niño's cause(s) and effects on the world around them.
Activity Level: 3
(1 - Basic 2 - Average 3 - Above Average 4 - Advanced)
Target Audience: Grades 7 - 10
Activity Description:
In the following activity students will research and develop data about the meteorological, biological, environmental, and economical effects of El Niño both regionally and globally. The data will then be developed into a survey to be used in a population sample.
Sampling distributions are sometimes difficult for teachers and students at the middle school level. However, the collection, analysis, and expression of data are integral components of the scientific method. Sampling dist
A sample is a part of a larger group or set, usually called a population. A sample is used to discover one or more properties of the population. Several techniques can be used to obtain a representative sample . The technique used depends on prior knowledge about the properties of the population that will be measured.
Because we do not know the properties of the population in our exercise, we will use a sampling technique called a convenience sample. This type of sample enables us to choose those individuals who are easiest to reach. It is important to note that convenience sampling does not represent the entire population so it is considered a bia
Prerequisites: Prior knowledge of scientific method and graphing skills.
Learning Outcomes:
This activity will ensure that students:
Time Required: contingent upon extensions (1 week minimum)
Safety Issues:
Click here and print out Student Sample
Survey charts, along with Teachers' Guide.
Other materials:
Assessment:Use the internet or your local library to find 5 articles that contain meteorological, biological, environmental, and economical information about the effects of El Ni?o. Note the title, source, author, and URL (fancy name for the web site address) for each article. Divide the class into small groups (approximately 5). In small group settings, have students pool their resources, brainstorm, and collaborate to formulate questions they wish to poll their audience about. Its very important that the students interact with the members in their group by role-playing or pretending they are being interviewed by someone. This will give them the opportunity to consider a question from several different points of view. It will also help you, the teacher, to assess the caliber of the question asked. Have students write each question on a sticky note. Regionally (United States)-develop one question per area of investigation. Globally-develop one question per area of investigation. Reconvene as a class. Using the board, have students place their questions under the appropriate topic. Have someone read the questions as you facilitate summarizing/downsizing the questions on an easel pad Develop survey. Examine population and determine sample guidelines. Include such characteristics as size of sample, gender, age, race (white/other), etc. Please see Sample Survey sheets you printed out. (Both student and teacher formats are included). Conduct the survey and report findings. Perform data analysis -organizing data in graphs and tables -cross comparison of data on specific sections of the sample -look for patterns