Title: Oil Spill Scenario Exercise

Contributing Teacher: Elizabeth Youngman, Phoenix Country Day School (created : November 2003, revised Nov 2004)

Suggested Grade Level: grades 7-12

Time required:

5 - 12 class periods in total. In my class, this is the final test for a unit in Ocean Science.

2 classes to discuss convection and wind driven currents and to review web sites together
2- 4 classes for the background labs and demonstrations
3 classes for understanding the ESI maps, more are possible if an in-depth study is to be made
1 class to explore the GNOME software.
2 classes to work out the scenario.

Materials and Technology Needed:

Computers with internet connections to look at the current web site and for the scenario. For the introduction to ESI maps, printed copies of the maps and legends for each student pair. These maps are also available in GIS format and can be used with Arc View. For the convection current lab, hot and cold water, cups and clear plastic pans, like the ones sold in garden shops for plant container liners. For the oil spill lab, paint trays, oil and a variety of materials to try for clean-up methods.

Safety Considerations:

When using the hot and cold water, require the students to wear lab aprons and to work carefully so as not to spill the hot water. This part of the unit can be effectively taught using an aquarium and done as a demonstration. When using the internet, students must be made aware of the school's acceptable use policy and be supervised by an adult.

Teacher Preparation:

Objectives and learning Outcomes:

By the completion of these activities:

Purpose:

The purpose of this activity is to give a real-life application to the concepts of Physical Oceanography. The Channel Islands provide a perfect case study, since their designation as a National Marine Sanctuary was inspired by a serious oil spill in the 1970's. Understanding currents on a global scale precedes this exercise which focuses on a more limited area, but one with interesting current and wind patterns.

Procedure:

Background reading and lessons: Wind patterns, currents, waves and tides are all concepts that can be taught as part of an oceanography unit. Using Environmental Sensitivity Maps and discussing the ecology of the region helps to draw students into seeing how animals and the ocean are connected and that physical environment is an important component of ecology.

Lab Activities and Demonstrations: I use many labs and activities to create models and hands-on activities for understanding the concepts. Here are three that coordinate with this project - understanding convection currents, oily spills lab, understanding ESI maps. All can be found on my web site:http://www.pcds.org/share/sci8/labs/labindex.htm

Engagement in the Scenario: To engage the students in the scenario I show them video footage from the Exxon Valdez spill and photographs that I have of that spill. We also research other spills together such as the recent Prestige oil spill off the coast of Spain. We look at that spill's site where it is possible to see the progression of the spill over a number of days. We have discussed currents in class in earlier lessons. I ask them to return to their current maps and to predict which way an oil spill in the Channel Island region would move. We begin watching the web sites with real time current data about one week before the exercise date. That way the students develop the sense that currents and winds are variable and not absolute.

Results / Analysis:

This was an exciting way to wrap up a unit on oceanography. The students not only demonstrated their knowledge of Physical Oceanography they became involved and engaged in a realtime activity. I enjoyed seeing their excitement as they tried to predict which way the spill would move.

grading criteria in word document format

Teacher reflections:

11/03 In the experiential learning cycle we have three parts to any kind of learning activity; "what, so what and now what?" This activity gives meaning, (so what? and now what?) to the many topics that we discuss when studying the Ocean. I especially like seeing the kids engaged in the drama of where will the spill go. We have the opportunity to visit the Channel Islands during the course of study so the kids are very driven to prevent the spill from reaching their adopted island. This activity is in the second and the third parts of the experiential learning cycle; "what, so what, now what" Now that I know about currents, waves, tides, density, oil slicks and biological parts of the ocean ... so what? This activity helps to bring it all together. This was my first year using this activity in this way and I found it to be very intriguing to use real time data.(picture below, we have wireless internet and laptops) I especially like the application of hard data about the currents, waves and tides to the oil spill clean up questions. Next year I plan to spend more time using the mohid simulation site and work with the current and wind speed data a little more in advance.

11/04 added the GNOME software to the test. Students reacted positively to using this software. The bouys that we used for currents last year had changed so I used archived data and chose a scenario date from the past.

Extensions:

Using this same model, explore ocean debris and its movement on currents. I haven't found the site about the NIKE shoes that floated around the ocean on the kuroshio (?) current and landed in Oregon, but I would like to include that as a case study as well. I use this website http://www.coastalcleanup.org/pub1/index.cfm for a quick discussion and graphing activity of ocean debris and it would be great to also link it to a current lesson.

Assessment Suggestions:

I grade these tests for their use of the real time data in the students predictions for where the spill will go. I grade the section on how will the oil effect your island. I also grade the labs and preliminary activities.

Standards Addressed:

National Standards:

Program Standard B- The program of study in science for all students should be developmentally appropriate, interesting, and relevant to students' lives; emphasize student understanding through inquiry; and be connected with other school subjects.

Program Standard C - The science program should be coordinated with the mathematics program to enhance student use and understanding of mathematics in the study of science.

Content Standard D - Earth and Space Science Energy in the Earth System - Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.

Content Standard E Science and Technology - Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. Technology also provides tools for investigations, inquiry, and analysis.

Arizona Standards:

6SC-E7- Describe the composition an physical characteristics ( including waves, tides and features of the ocean floor) on the earth's bodies of water.

References / Resources:

Background Materials:

Oil Spill ! - an event-based curriculum from Dale Seymour Publications

Project Earth Science - Physical Oceanography - curriculum and readings from NSTA

NOAA CD-ROM with ESI maps and guides http://response.restoration.noaa.gov

Web Sites

NOAA website with lessons, activities and links for kids - http://response.restoration.noaa.gov/kids/kids.html

Oil Spill response Site for the Santa Barbara area - http://ccs.ucsd.edu/oilspill/

Santa Barbara Channel - Santa Maria Basin Circulation Study - http://ccs.ucsd.edu/research/sbcsmb/

Up to date weather forecasts: http://www.weather.com choose a city in the region, for example Santa Barbara

Realtime wind and current patterns: http://ccs.ucsd.edu/research/sbcsmb/buoys/immap/

Realtime wave chart : http://cdip.ucsd.edu/models/socal_now.shtml

The tide chart: http://ccs.ucsd.edu/oilspill/tide/ or http://www.tidelinesonline.com

Prestige Simulations and Information: http://www.mohid.com/Prestige/Simulations_Gallery.htm

GNOME software

Tutorial page about oil spills with plenty of pictures. .