The Wonders of Weather: Marine Extensions
In this extension of the Wonders of Weather workshop, participants will explore how El Nino affects the weather and explore historical changes in the global climate.
This workshop explores the cause and potential consequences of El Nino, the warming of the ocean off the coast of Peru. Participants will use data and observed weather phenomena around the world to determine what years El Nino occurred. They will also explore how climatologists determine historical weather patterns using ice cores. Lastly, they will watch a demonstration on cloud formation.
What You Need
Physical Requirements
- An area at the front of the group to do a demonstration.
- Space for participants to work in groups.
Activity 1: El Nino
- 2 shallow basins
- 1 pipette
- 1 food colouring container
- Straws (1 per participant)
- Water
- 2l bottle filled with tap water
- El Nino Task Card (1 per participant)
- El Nino worksheets (1 per participant)
- Data package (1 package for every 2-3 participants containing the following:
- Environment Canada Annual Report on Animal Migration and Behaviour
- Example NASA report on water temperatures in 2009-2010
- Folger Deep Temperature Graph
- Barkley Canyon Temperature Graph
Activity 2: Ice Cores
- 2 ice cores, each consisting of 10 plastic petri dishes each composed of the following materials, in order from the bottom:
- Red beads
- Yellow beads
- 20 black beads
- Plastic bugs
- White cotton balls
- 5 black beads
- Blue beads
- Small rocks
- Orange beads and yellow pipe cleaner
- Confetti
- 2 rulers
- Picture of an ice core
- Ice Core Worksheet (1 per participant)
- Ice Core Task Card
Demonstration: Cloud Making
- Large mason Jar
- Rubber gloves
- Water
- Matches
- Safety goggles
- Elastic
Guide:
Safety Notes
- Please be cautious while using water and keep electronic devices away from workstations. Keep paper towel nearby to clean up any spills.
- The cloud demonstration is to be done by the facilitator only, as it requires the use of matches. Please be aware:
- Try the activity before doing it with the group so you know what to expect and are aware of any glitches/ concerns when you are in an outreach setting.
- Be sure to inform educators that you plan to do an activity demonstration with matches and check with the school for safety protocols. If the school prohibits the use of matches, do not do the demonstration.
- Be extremely careful disposing of matches. Waste baskets often contain high levels of paper and other easily combustible materials.
What To Do
Activity Prep
- Fill a 2L bottle with tap water and let it come to room temperature overnight before the workshop.
- Construct Ice Cores if not done already.
- Print El Niño Worksheet (1 per participant), Ice Core Worksheet (1 per participant) and data packages (1 for every 2-3 participants). It may be helpful to have extra answer sheets available for the educator in case time runs out.
Activity 1: El Nino
- Briefly introduce the concept of wind and trade winds.
- Explain how El Niño occurs (upwelling vs downwelling).
- What would be the potential consequences if the water around Canada became warmer than usual?
- Discuss the potential affects of a warmer winter on people/society.
Part 1: El Nino?
- Fill both containers with 3 cm of room temperature water. Allow the water to settle so it is not moving before continuing.
- Using a pipette, siphon a few drops of food colouring.
- Place the pipette on the bottom of the container and gently squeeze the food colouring onto the bottom of each container.
- For each container, one participant will be the “wind” and the rest of the group will be observers. The person creating the wind must be the same distance away from his or her container.
- Container 1: With the dot of food colouring furthest from the participant, rest the straws on the edge of the container about 5cm over the edge of the container. They will blow gently through the straws on the surface of the water.
- Container 2: the other participant will blow gently on the surface of the water, not using a straw.
- Instruct participants to keep blowing gently on the surface of the water until all the food colouring is mixed evenly into the water.
- Ask the following questions:
- How did moving the water move the food colouring?
- Why is it important for providing fish with the nutrients they need to survive?
- Why would a lack of wind off the coast of Peru be a problem for our oceans?
Part 2: Analyzing Data
- Separate participants into groups of 2 or 3.
- Hand out data packages and El Nino worksheets to each group. Tell them that the data is from several different organizations who report on weather and related phenomena around the world.
- Using the collected data, participants are to answer the questions on their worksheet and determine if it is likely that an El Nino has occurred.
- Wrap-up by discussing the group’s answers, the importance of being able to identify and prepare for El Nino.
Activity 2: Ice Cores
- Introduce the topic of global warming.
- Explain how certain human activities contribute to greenhouse gas emissions.
- Discuss some of the ways that scientists (climatologists) study global warming.
- Show an image of an ice core and explain what scientists look for in the layers of ice.
- Separate participants into two groups and hand out Ice Core worksheets (1 per participant).
- To analyze the ice cores:
- Count the number of sections in the ice core. Each section represents a different layer of ice.
- Carefully observe the different layers of material, looking for as many different materials and changes between the layers.
- Take the ice core apart and begin answering the questions on the worksheet using the Ice Core task card and information sheet.
- When finished, put the ice core back together in the original order.
- Wrap-up by discussing ways to reduce your carbon footprint.
Cloud Demonstration (facilitator only)
- Take out the large glass jar. Explain to the class this jar will represent the atmosphere and will contain our cloud.
- Add about 1 inch of cold (the colder the better) water to the jar, put the lid on the jar and splash the water around. After a few swirls, dump out the water, but do not dry out the jar.
- Light a single match and put it in the jar. All you need from the match is a bit of smoke.
- Quickly put the cuff of the rubber glove over the rim of the jar, with the glove falling into the jar. Use the rubber band to keep the glove attached to the rim of the jar. The set up should look like someone’s hand hanging in the jar with the glove stretched over the mouth of the jar.
- Reach into the glove and try to pull the glove out of the jar, without pulling the glove off of the rim of the jar.
- Release your pull on the glove and the water will be absorbed back into the air and the cloud will disappear. To make the cloud appear again, pull on the glove again.
Discovery
Activity 1: El Nino
Wind is the result of mixing hot and cool air by uneven heating from the sun. Water has a greater heat capacity than land and can absorb more heat than land. Because of this, the surface of the ocean or lake warms up more slowly than the land’s surface. Wind occurs when the cooler air from the ocean flows towards the warmer air above land. A trade wind is a special term to describe winds that blow near the equator.
As the wind blows over water, it pushes against the ocean blowing it away from the shore. This allows nutrients from deep cold water to come to the surface, feeding algae and other small animals that fish and birds eat. This process is called upwelling. When winds blow towards land, the water is pushed towards shore, causing it to pile up and sink down into the ocean, preventing nutrients from coming up. This process is called downwelling. In areas where there is downwelling, less animals and plants will grow because the nutrients are out of reach.
El Niño refers to the warming of the ocean off the coast of Peru, caused by a lack of trade winds. Because there isn’t enough wind to blow the warm water out to sea as it normally would, it causes the water to stay warmer than usual. El Niño lasts from 9-12 months and can have a major impact on the weather around the world, even as far as Canada.
In part 1 of Activity 1: El Niño, food colouring is added to the bottom of two containers filled with water. The containers represent the Pacific Ocean around the equator and the coloured water represents the nutrient dense water at the bottom of the ocean/lake. Participants should observe that the food colouring disperses more evenly (upwelling) when using a straw (trade wind) than without.
In part 2 of Activity 1: El Niño, students analyze the information provided by Ocean Networks Canada, Environment Canada and National Aerodynamics and Space Administration (NASA) and conclude that 2009/2010 was an abnormal year. For instance, the sea surface temperatures were higher than normal and animal behavior was different. Additionally, the water off the coast of Peru moved differently than it normally does. Participants should conclude that collectively the evidence points to 2009/2010 as an El Nino year.
Activity 2: Ice Cores
Ice is used to study the climate record because it preserves or protects things like dust and particles from changing over time. Scientists look at the thickness of the ice and snow layers to determine the temperature and duration of the winter. Scientists also look for particles stuck in the ice, chemicals in the ice, and the thickness of the different layers and bubbles of gas in the ice. All this information provides scientists with clues about what the environment on Earth was like at the time.
The temperature on Earth is in constant fluctuation, but that historically the changes occur over thousands of years. This gives animals and plants time to adapt and adjust to different conditions. This current episode of global warming we experience is occurring much more quickly, in over just 150 year or so.
Demonstration: Cloud Formation
This demonstration uses condensation to create a cloud inside a jar. In the first step, very cold water is swirled around the jar. This hydrates the air in the jar, or adds water molecules to the air inside the jar. Afterwards, a match is lit and is held inside the jar for a few seconds, providing smoke and dust. Immediately after the flame goes out, a glove is wrapped around the lid of the jar, sealing it. When the glove is pulled, a vacuum is created due to the change in air pressure and it forces the water molecules out of the air. The dust in the jar will act as a condensation site for the water and a thin misty cloud will appear in the jar.
Most of the world’s largest cities are in coastal areas, meaning that billions of people live within 150km of the ocean. Increased global temperatures can cause significant issues for the people living in coastal areas as sea levels rise. Higher ocean temperatures can lower oceanic biodiversity and have a significant impact on global food chains. It can also cause changes in wind patterns (such as El Nino and La Nina) and lead to more violent storms. It is important for everyone to take steps to reduce their carbon footprint to limit our impact on the environment.
- These activities can be used instead of or in conjunction with some of the standard Wonders of Weather activities. Be sure to introduce the activity topics using the correct suggested discussion from the original Wonders of Weather manual.
- During the cloud demonstration, participants can take turns pulling on the glove to make the cloud appear and disappear. Be sure to advise them not to pull too hard, because if they pop the seal created by the glove it will destroy the vacuum and make it impossible to force the water out of the air. If this does occur, you will need to start the experiment over from step one to recreate the cloud.
- To adapt for younger audiences or if matches are not permitted, the Cloud Demonstration can be replaced with Cloud in a Jar. This activity includes a Storytime component (may be omitted) and instructions on how to create a cloud in a jar using hairspray and ice.
- Refer to page 14-16 of the Wonders of Weather: Marine Extensions manual for instructions for different cloud games that can be played if you are unable to do the Cloud Demonstration or if there is extra time. The cloud games explore concepts regarding cloud formation and classification.
Web
NOAA, National Ocean and Atmospheric Administration. La Nina FAQ.
NOAA, National Ocean and Atmospheric Administration. What are El Niño and La Niña?
NOAA, National Ocean and Atmospheric Administration. El Nino
Rosenberg, M. (2009, April 20). El Niño - El Niño and la Niña overview.
Weather Wiz Kids: Cloud in a bottle.
Mrsciguy. (2007, April 21). Making clouds in a bottle.
Government of Canada. Sky Watcher’s Guide to Cloud Identification.
Mason, B. (2009, September 29). Weird, rare clouds and the physics behind them.
Chandler, D. (2005). Record ice cores reveals Earths’ ancient atmosphere. New Scientist Environment.
NOAA, National Oceanic and Atmospheric Administration (August 2021) Climate Change Impacts.
NASA Earth Observatory. (n.d.). Explaining rapid climate change: Tales from the ice.
Natural Resources Canada- Climate Science
Riebeek, H. (2005, December 2005). Paleoclimatology: The ice core record.
Barnola, J.-M., D. Raynaud, C. Lorius, and N.I. Barkov. 2003. Historical CO2 record from the Vostok ice core. In Trends: A Compendium of Data on Global Change. Carbon Dioxide Information Analysis Center, Oak Ridge National Laboratory, U.S. Department of Energy, Oak Ridge, Tenn., U.S.A.
Attachments
- The Wonders of Weather: Marine Extensions - Updated Guide
- The Wonders of Weather - Updated Guide (for reference)
- El Nino Task Card
- El Nino Worksheet
- Environment Canada Annual Report on Animal Migration and Behaviour
- Example NASA Report on Water Temperatures in 2009-2010
- ONC Graphs (includes Folger Deep Temperature Graph and Barkley Canyon Temperature Graph)
- Ice Core Task Cards
- Ice Core Worksheet
- Ice Core Images
- El Nino Worksheet Answers
- Ice Core Worksheet Answers
What's Happening?
Activity 1: El Nino
Wind is the result of mixing hot and cool air by uneven heating from the sun. Water has a greater heat capacity than land and can absorb more heat than land. Because of this, the surface of the ocean or lake warms up more slowly than the land’s surface. Wind occurs when the cooler air from the ocean flows towards the warmer air above land. A trade wind is a special term to describe winds that blow near the equator.
As the wind blows over water, it pushes against the ocean blowing it away from the shore. This allows nutrients from deep cold water to come to the surface, feeding algae and other small animals that fish and birds eat. This process is called upwelling. When winds blow towards land, the water is pushed towards shore, causing it to pile up and sink down into the ocean, preventing nutrients from coming up. This process is called downwelling. In areas where there is downwelling, less animals and plants will grow because the nutrients are out of reach.
El Niño refers to the warming of the ocean off the coast of Peru, caused by a lack of trade winds. Because there isn’t enough wind to blow the warm water out to sea as it normally would, it causes the water to stay warmer than usual. El Niño lasts from 9-12 months and can have a major impact on the weather around the world, even as far as Canada.
In part 1 of Activity 1: El Niño, food colouring is added to the bottom of two containers filled with water. The containers represent the Pacific Ocean around the equator and the coloured water represents the nutrient dense water at the bottom of the ocean/lake. Participants should observe that the food colouring disperses more evenly (upwelling) when using a straw (trade wind) than without.
In part 2 of Activity 1: El Niño, students analyze the information provided by Ocean Networks Canada, Environment Canada and National Aerodynamics and Space Administration (NASA) and conclude that 2009/2010 was an abnormal year. For instance, the sea surface temperatures were higher than normal and animal behavior was different. Additionally, the water off the coast of Peru moved differently than it normally does. Participants should conclude that collectively the evidence points to 2009/2010 as an El Nino year.
Activity 2: Ice Cores
Ice is used to study the climate record because it preserves or protects things like dust and particles from changing over time. Scientists look at the thickness of the ice and snow layers to determine the temperature and duration of the winter. Scientists also look for particles stuck in the ice, chemicals in the ice, and the thickness of the different layers and bubbles of gas in the ice. All this information provides scientists with clues about what the environment on Earth was like at the time.
The temperature on Earth is in constant fluctuation, but that historically the changes occur over thousands of years. This gives animals and plants time to adapt and adjust to different conditions. This current episode of global warming we experience is occurring much more quickly, in over just 150 year or so.
Demonstration: Cloud Formation
This demonstration uses condensation to create a cloud inside a jar. In the first step, very cold water is swirled around the jar. This hydrates the air in the jar, or adds water molecules to the air inside the jar. Afterwards, a match is lit and is held inside the jar for a few seconds, providing smoke and dust. Immediately after the flame goes out, a glove is wrapped around the lid of the jar, sealing it. When the glove is pulled, a vacuum is created due to the change in air pressure and it forces the water molecules out of the air. The dust in the jar will act as a condensation site for the water and a thin misty cloud will appear in the jar.
Why Does it Matter?
Most of the world’s largest cities are in coastal areas, meaning that billions of people live within 150km of the ocean. Increased global temperatures can cause significant issues for the people living in coastal areas as sea levels rise. Higher ocean temperatures can lower oceanic biodiversity and have a significant impact on global food chains. It can also cause changes in wind patterns (such as El Nino and La Nina) and lead to more violent storms. It is important for everyone to take steps to reduce their carbon footprint to limit our impact on the environment.
Investigate Further
- These activities can be used instead of or in conjunction with some of the standard Wonders of Weather activities. Be sure to introduce the activity topics using the correct suggested discussion from the original Wonders of Weather manual.
- During the cloud demonstration, participants can take turns pulling on the glove to make the cloud appear and disappear. Be sure to advise them not to pull too hard, because if they pop the seal created by the glove it will destroy the vacuum and make it impossible to force the water out of the air. If this does occur, you will need to start the experiment over from step one to recreate the cloud.
- To adapt for younger audiences or if matches are not permitted, the Cloud Demonstration can be replaced with Cloud in a Jar. This activity includes a Storytime component (may be omitted) and instructions on how to create a cloud in a jar using hairspray and ice.
- Refer to page 14-16 of the Wonders of Weather: Marine Extensions manual for instructions for different cloud games that can be played if you are unable to do the Cloud Demonstration or if there is extra time. The cloud games explore concepts regarding cloud formation and classification.
Resources
Web
NOAA, National Ocean and Atmospheric Administration. La Nina FAQ.
NOAA, National Ocean and Atmospheric Administration. What are El Niño and La Niña?
NOAA, National Ocean and Atmospheric Administration. El Nino
Rosenberg, M. (2009, April 20). El Niño - El Niño and la Niña overview.
Weather Wiz Kids: Cloud in a bottle.
Mrsciguy. (2007, April 21). Making clouds in a bottle.
Government of Canada. Sky Watcher’s Guide to Cloud Identification.
Mason, B. (2009, September 29). Weird, rare clouds and the physics behind them.
Chandler, D. (2005). Record ice cores reveals Earths’ ancient atmosphere. New Scientist Environment.
NOAA, National Oceanic and Atmospheric Administration (August 2021) Climate Change Impacts.
NASA Earth Observatory. (n.d.). Explaining rapid climate change: Tales from the ice.
Natural Resources Canada- Climate Science
Riebeek, H. (2005, December 2005). Paleoclimatology: The ice core record.
Barnola, J.-M., D. Raynaud, C. Lorius, and N.I. Barkov. 2003. Historical CO2 record from the Vostok ice core. In Trends: A Compendium of Data on Global Change. Carbon Dioxide Information Analysis Center, Oak Ridge National Laboratory, U.S. Department of Energy, Oak Ridge, Tenn., U.S.A.
Attachments
- The Wonders of Weather: Marine Extensions - Updated Guide
- The Wonders of Weather - Updated Guide (for reference)
- El Nino Task Card
- El Nino Worksheet
- Environment Canada Annual Report on Animal Migration and Behaviour
- Example NASA Report on Water Temperatures in 2009-2010
- ONC Graphs (includes Folger Deep Temperature Graph and Barkley Canyon Temperature Graph)
- Ice Core Task Cards
- Ice Core Worksheet
- Ice Core Images
- El Nino Worksheet Answers
- Ice Core Worksheet Answers
