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The Ocean Floor Day 1 Warm Up 1.Why do you think we study oceans? 2.Complete this chart: What I know about oceans: What I want to know about oceans: 1. 1. 2. 2. 3. 3. Objectives Today I will be able to: • Identify the main oceans of the world. • Compare the methods used to map the oceans. • Name ENERGY resources found on the ocean floor. • Describe how the energy resources formed in the ocean. • Defend the use or protection of resources found in the ocean. Key Points • Approximately 70 % of Earth’s surface is covered by water. • The largest of Earth’s oceans is the Pacific. • The four major oceans are the Pacific, the Atlantic, the Arctic and the Indian. • Solar technology is used by scientists to measure ocean depth. • Submersibles can collect data about areas of the ocean that were previously unreachable by humans and stay underwater for a long time. • Energy resources obtained from the ocean include: oil, natural gas, and gas hydrates. • Heat from Earth’s interior and pressure from overlying rock transform the remains of marine sediments into oil and natural gas. • 30% of earth’s oil resources come from offshore drilling. • Non energy resources that come from the ocean include sand, gravel and salt. Our Oceans • As we know, oceanography is the study of oceans. • Over 70% of earth is covered by water, and most of that water is in the oceans. Our Oceans • There are four major oceans: – Pacific ocean: the largest and deepest – Atlantic ocean: about half the size of the Pacific – Arctic ocean: surrounds the far northern part of earth – Indian ocean Our Oceans • Can you identify the four major oceans? Mapping the Ocean Floor • Scientists use technology to map the ocean floor: 1. Sonar 2. Satellites 3. Submersibles Mapping the Ocean Floor 1. Sonar technology is used by scientists to measure ocean depth. – Also known as echo sounding, sonar works by transmitting sound waves towards the ocean floor. – How submarines use sonar Mapping the Ocean Floor 2. Satellites – Satellites orbit the planet and are able to measure surface height by bouncing microwaves off the ocean surface. – Ocean surface changes elevation based on the features on the sea floor. – Tracking climate change using satellites Mapping Ocean Floor 3. Submersibles • Submersibles are small underwater crafts used for deep-sea research. • Collect data about areas of the ocean that were previously unreachable by humans. • Remain underwater for long periods of time. • We will watch a video next week that was shot using submersibles. Check In – Oceans Day 1 Answer the following questions in complete sentences. 1. How much of the earth’s surface is covered by oceans? 2. Name the four main oceans. – Which one is the largest? – Which one is the deepest? 3. How has technology increased our understanding of the ocean? Use your notes and book (p.398 -400) to complete the following table: Technology: How does it work? What does it measure? Benefits Draw a picture of the technology Sonar Satellites Submersibles Ocean Resources • One of the reasons humans study oceans is because oceans are full of RESOURCES. • A resource is anything that can be used or sold. • There are two types of resources in the oceans: – Energy Resources (fuel) – Non-Energy Resources Energy Resources • Oil and Natural Gas – The main energy resource taken from the oceans • Over millions of years heat and pressure transformed the remains of marine sediments into oil and natural gas. • Right now 30% of earth’s oil resources come from a process known as offshore drilling. Video on Offshore Drilling Energy Resources • Oil and Natural Gas While offshore drilling seems like a simple solution to earth’s diminishing oil supply, it is controversial for several reasons. 1. 2. 3. 4. It is expensive It is dangerous It causes pollution Eventually we will still run out of oil • • Video about the debate to drill offshore – 2008 On Tuesday night there was accident off the coast of Louisiana, watch the CNN report from this morning. Energy Resources • Gas Hydrates – Gas hydrates are compact chemical structures made of water and natural gas. Gas Hydrate video Non-Energy Resources • Other major resources from the ocean floor include: – Sand – Gravel – Evaporative salts: used as table salt, dying fabric and de-icing roads Non-Energy Resources • Sand and Gravel – Used to for landfill and to make concrete. – The mining of sand and gravel can result in large amounts of sediments being suspended in water. – How might this affect marine organisms living in the area? • ____________________________ Check-In Questions – Oceans Day 1 Answer the following questions in complete sentences. 5. Name 3 energy resources obtained from the ocean. 6. How much of the world’s oil production currently comes from offshore regions? 7. Name 3 non-energy resources obtained from the ocean. Ocean Resources Activity Our oceans are homes to a variety of sea life, but they contain valuable resources. On earth day, let’s take a look at the pros and cons of using the oceans for its resources. 1. Read the excerpt on the back of your handout carefully. 2. Make a list of 5-10 pros – why we SHOULD extract resources from the ocean. 3. Make a list of 5-10 cons– why we SHOULD NOT extract resources from the ocean. 4. Write a persuasive paragraph (5-8 sentences) explaining why you are FOR extracting the ocean’s resources or AGAINST it. Try to convince the reader that they should share your opinion. Ocean Resources PROS CONS 5. Write a persuasive paragraph (5-8 sentences) explaining why you are FOR extracting the ocean’s resources or AGAINST it. Try to convince the reader that they should share your opinion. Ocean Resources Activity • Read your paragraph to a partner. • Compare opinions and talk for 2 minutes about why you feel the way that you do. • I will select several of you to share thoughts and opinions with the class. Be prepared! Brownie Ticket 1. What percentage of the earth is covered in LAND? 2. What technology do scientists use to measure ocean depth? a. submersible b. satellites c. sonar d. laser 3. Which of the following can submersibles do? a) collect data about areas of the ocean that were previously unreachable by humans b) remain underwater for long periods of time c) both a and b d) map the ocean surface from space 4. How much of the world’s oil production currently comes from offshore regions? Warm Up 11/15 1.How much of Earth’s surface is covered in land? 2.What can submersibles do? 3.Name at least 5 ocean resources Ocean Regions Monday November 15, 2010 Objectives • I will be able to illustrate and define the ocean floors regions and features. • I will be able to relate the theory of plate tectonics to the features on the ocean floor. Key Points • The three major regions of the ocean floor are the continental margins, the ocean basin floor and the mid-ocean ridges. • The gently sloping submerged surface extending from the shoreline toward the deep ocean is called the continental shelf. • At the continental margin in the Pacific Ocean there are earthquakes, volcanoes and plate activity. • Seamounts are volcanoes that form on the ocean floor. • Mid-ocean ridges are associated with mountainous topography. • The abyssal plains are thought to be the most level places on earth. • The deepest part of the ocean are ocean trenches. • Seafloor spreading occurs at divergent plates. Mapping the Ocean Floor • Scientists use submersibles, satellites, and sonar to map the ocean floor • The three main regions of the ocean floor are 1. The continental margin 2. The ocean basin floor 3. The mid-ocean ridges • THINK: Where have we heard about midocean ridges before? Ocean Regions • Where are the continental margins, mid-ocean ridge, and ocean basin floor? Ocean Regions • Continental Margins – The zone of transition between the continent and the ocean basin floor • In the Atlantic the continental margin is quiet and has little volcanic or earthquake activity • In the Pacific oceanic crust is pushed under continental crust – What is this called? • A subduction zone that causes earthquakes, volcanoes, and other plate interactions Ocean Regions • Continental Margins are divided into the continental shelf, continental slope, and continental rise 1. The Continental shelf is the gently sloping submerged surface that goes from the shoreline toward the deep ocean - contains important resources such as… (what were the resources we discussed on Friday?) Ocean Regions 2. The Continental Slope is a steep gradient that leads to the deep-ocean floor - Contains submarine canyons carved out by turbidity currents 3. The Continental Rise is the gently sloping surface at the base of the continental slope. Identify the different features of the continental margin Ocean Regions • The ocean basin floor is the area of the deep ocean floor between continental margins and mid-ocean ridges • There are a lot cool features of the ocean basin floor – Deep ocean trenches – Abyssal plains – Seamounts Ocean Regions • Deep-ocean trenches form at plate boundaries… which type of boundary do you think? – Trenches are the deepest part of the ocean. EXPLORE THE MARIANA TRENCH • Abyssal Plains are very level area of the deepocean floor – They are the MOST LEVEL places on earth • Seamounts are volcanoes that form on the ocean floor Ocean Regions • Mid-Ocean Ridges are found near the center of most ocean basins where plate boundaries meet • Mid-ocean ridges are associated with mountainous topography, seafloor spreading, and hydrothermal vents Check In Questions 1. What are the three major regions of the ocean floor? 2. Describe mid-ocean ridges. Where are they, what type of plate boundary are they associated with, what features would you see at mid-ocean ridges? 3. How is the continental margin of the Pacific different from the continental margin of the Atlantic? 4. What are the deepest parts of the ocean? 5. What are the most level places on Earth? Ocean Regions • Draw a diagram of the ocean floor and define the terms. • Include all three regions of the ocean and the features listed here: Continental margin Deep-ocean trenches Continental shelf Abyssal plain Submarine canyon Seamounts Turbidity currents Mid-ocean ridges Continental rise Seafloor spreading Ocean basin floor Hydrothermal vents Ocean Regions – Back of Diagram • Many features of the ocean are related to plate tectonics. • On the back of your ocean regions diagram, create a handout that explains: – How seafloor spreading is related to plate tectonics – How mid-ocean ridges are related to plate tectonics – How seamounts are related to plate tectonics. • Be creative and informative! • Be sure to use complete sentences and drawings. Brownie Ticket 1. Which of the following occurs at the continental margin of the Pacific Ocean? a) b) c) d) Volcanic activity Earthquakes Plate interactions All of the above 2. The gently sloping submerged surface extending from the shoreline toward the deep ocean is called ___. a) b) c) d) Continental shelf Continental slope Continental rise Submarine canyon 3. Volcanoes that form on the ocean floor are ____. Tuesday November 16, 2010 OCEAN WATER Warm Up 11/16- Remember you have a quiz today! 1. Where does seafloor spreading occur? 2. What is associated with mid-ocean ridges? 3. The gently sloping submerged surface extending from the shoreline toward the deep ocean is called ___. 4. Put the following in order as you move from the shoreline to the middle of the ocean: – Continental shelf, continental rise, continental slope 5. What technology do scientists use to measure the depth of the oceans? CHAPTER 14 QUIZ: Ocean Features • You MAY use your check-ins and ocean floor diagram • You MUST be silent • You have 20 minutes • Relax, if you need a pencil/pen, I will give it to you after I hand out the quiz papers • If you finish early, work on vocabulary due Friday Ocean Water: Salinity Objectives • Students will be able to describe the composition of seawater • Students will be able to analyze changes in salinity Ocean Water: Salinity - Key Points • Salinity is the amount of dissolved substances/ salts in the oceans • It is expressed in ‰, parts per thousand • Salinity, temperature, and density vary within the ocean • Salinity and temperature affect the density of water • Increased salinity and decreased temperature result in more dense water Ocean Water: Salinity • Salinity is the amount of dissolved solid material in water (more commonly thought of as salt) – The most common salt in seawater is sodium chloride – Because the proportion of the dissolved substances is such a small number, oceanographers express salinity in parts per thousand, ‰ – Where do you think these salts come from? Ocean Water: Salinity • The main source of these salts in seawater is chemical weathering of rocks on the continents – They reach the ocean through runoff • The other major source is the earth’s interior Ocean Water: Salinity • Brainstorm with a partner a list of things that might be affected by the salinity (salt content) of ocean water • • • • • What organisms live where Ocean currents Wind currents Weather Our lives Ocean Water: Salinity • The salinity of ocean water varies slightly around the world • What can differences in salinity do? • In general, when the amount of water in the oceans changes, the salinity changes • Anything that increases the amount of water will decrease salinity (make the water more dilute) • Anything that decreases the amount of water will increase salinity • Brainstorm: what are some processes that could increase the water in oceans? Decrease the amount of water? Ocean Water: Salinity Factors that decrease salinity by adding water to the oceans: - Precipitation - Runoff from the land - Icebergs and sea ice melting Factors that increase salinity by removing water from the oceans: - Evaporation of ocean water - The formation of icebergs and sea ice The highest salinity would be found in areas with the greatest amount of evaporation. Ocean Water: Salinity • Salinity and Density – Recap: What is density? What is its formula? – The two main factors that affect density are salinity and temperature – The higher the salinity, the more dense the water Salinity Analysis • You and a partner need to analyze the factors that increase and decrease the salinity in the oceans and design a handout that will educate others • Include the following: (15 points) 1. 2. 3. 4. 5. 6. 7. 8. 9. • What is salinity? (1 pt) What is the main source of dissolved substances in the ocean? (1 pt) In general, what causes an increase in salinity? (1 pt) What are specific things that increase salinity? (3 pts) In general, what causes a decrease in salinity? (1 pt) What specific things decrease salinity? (2 pts) Where is the highest salinity found? (1 pt) In what part of the world would you find these conditions? (1 pt) Scientists fear that global warming is going to significantly impact our planet… what is global warming’s likely effect on salinity? (1 pt) Name at least 3 ways that your answer to #6 could have effects on sea life or human life. (3 pts) Your handout must be: ORGANIZED, GRAMMATICALLY CORRECT, CREATIVELY PRESENTED Brownie Ticket 1. Which of the following is NOT a process that decreases the salinity of seawater? A. Runoff from land B. Icebergs melting C. Precipitation D. Evaporation 2. Ocean salinity is usually expressed in _______ 3. Where is the highest salinity usually found? 1. 2. 3. 4. Areas with high precipitation Areas with high rates of evaporation Areas with lots of runoff All of the above OCEAN WATER: TEMPERATURE, DENSITY, AND ZONES OF LIFE November 17, 2010 Objectives • Salinity and temperature affect the density of water • Increased salinity and decreased temperature result in more dense water • Scientists divide the ocean into zones of marine life based on sunlight, distance from the shore, and depth of the water Ocean Water: Temperature and Density • Just like salinity, the temperature of the ocean varies • At the surface of the ocean, temperature differences are mostly due to the amount of energy received from the sun – This means: • Areas at lower latitudes (closer to the equator) receive more direct, and intense sunlight and are therefore warmer Ocean Water: Temperature and Density • Temperature varies with depth – In most places, the water temperature decreases as you go deeper (this isn’t as true near the poles) – Temperature does not decrease evenly – Thermocline: area of rapid change in temperature (thermo= heat, cline = slope) – Important because it creates a vertical barrier between types of marine life Ocean Water: Temperature and Density • Yesterday we said that the two main factors that affect density are salinity and temperature • Warmer water is less dense and will rise • Colder water is more dense and will sink Ocean Water: Temperature and Density • Ocean water is layered based on differences in density Surface/mixed zone Transition zone Deep zone Ocean Water: Temperature and Density • Surface zone – Water is the warmest because it is heated by the sun – Water is mixed by waves, currents, and tides – Temperature is fairly uniform – Only about 2% of the ocean Ocean Water: Temperature and Density • Transition zone – Temperature decreases quickly with depth – Thermocline – About 18% of the ocean water • Deep zone – Sunlight never reaches this zone – Temperatures are very cold (only a few degrees above freezing) – 80% of the ocean water Thoughtful question • With your partner, discuss the following question: In which of the three zones of the ocean would you expect to find the lowest density sea water? Why? (3 minutes) Questions to consider while discussing: - Would you expect the lowest density to float or sink? - What factors determine the density of sea water? Check In Questions 1. What is the layer of rapid temperature change with depth called? 2. What factors affect the density of seawater? How do these two factors affect the density? 3. Where is most ocean water located? Describe this zone. Salinity Analysis • You and a partner need to analyze the factors that increase and decrease the salinity in the oceans and design a handout that will educate others • Include the following: (15 points) 1. 2. 3. 4. 5. 6. 7. 8. 9. • What is salinity? (1 pt) What is the main source of dissolved substances in the ocean? (1 pt) In general, what causes an increase in salinity? (1 pt) What are specific things that increase salinity? (3 pts) In general, what causes a decrease in salinity? (1 pt) What specific things decrease salinity? (2 pts) Where is the highest salinity found? (1 pt) In what part of the world would you find these conditions? (1 pt) Scientists fear that global warming is going to significantly impact our planet… what is global warming’s likely effect on salinity? (1 pt) Name at least 3 ways that your answer to #6 could have effects on sea life or human life. (3 pts) Your handout must be: ORGANIZED, GRAMMATICALLY CORRECT, CREATIVELY PRESENTED The Diversity of Ocean Life Chapter 15 Section 2 Warm up 11/18 • Come up with at least 10 different creatures that live in the sea… write it on your warm up paper. • We’ll be using this list throughout the class, so keep it available. Brownie Ticket: 1. Most ocean water is located in which zone? a. b. c. d. Mixed zone Transition zone Surface zone Deep zone 2. Where would you find the lowest density seawater? a. b. c. d. Surface mixed zone Transition zone Deep zone Abyssal zone 3. The ocean layer of rapid temperature change with depth is known as the ___. a. b. c. d. Trophic zone Deep zone Mixed zone Thermocline Objectives • Students will be able to: – Differentiate between the photic and aphotic zones. – Describe the three types of marine organisms based on where they live and how they move – Give examples of the three types of marine organisms Ocean Life zones • Many of you have said that the interesting thing about the oceans is the life-forms • In addition to dividing the ocean into zones based on density, we can divide the ocean into zones for life • Three factors are used to define these marine life zones 1. The availability of sunlight 2. The distance from the shore 3. The water depth Ocean Life zones • The availability of sunlight – Photic zone: The region of the ocean where sunlight penetrates (photos = light) – The area where sunlight does not penetrate is called the aphotic zone (without light) • Organisms here have to be creative to make/find food – Bioluminescence: animals creating their own light IN THEIR BODIES to hunt or avoid being hunted – Most organisms survive by eating each other The Diversity of Ocean Life • The organisms of the ocean are classified by where they live and how they move • The three categories are: 1. Plankton 2. Nekton 3. Benthos Plankton • Planktos = “wandering” • Plankton are organisms that drift with ocean currents • Examples include: – Algae – Zooplankton: “animal plankton” – Phytoplankton: “plant plankton” • Just because plankton drift doesn’t mean they can’t swim on their own- they either swim weakly or move in the vertical direction only Phytoplankton Zooplankton •“plant plankton” • Undergo photosynthesis •“animal plankton” •The larval stages of many marine organisms such as… - fish - sea stars - lobsters - crabs Your brainstorm list • Were there any plankton on your list? • Write those plankton on post-its to add to our ocean wall Nekton • Nektos = “swimming” • Nekton are all animals capable of moving independently of the ocean currents by swimming or other means of propulsion • Examples: – – – – Most adult fish Squid Marine mammals Marine reptiles • More abundant near continents and islands, and in colder waters Your brainstorm list • Were there any nekton your list? • Write those nekton on post-its to add to our ocean wall Benthos • Benthos = “bottom” • Benthos are organisms that live on or in the ocean bottom • Most live in shallow coastal areas – Algae living on the ocean floor must be in shallow areas where sunlight reaches • In deeper parts of the ocean no photosynthesis can occur- the ocean is cold, dark, and still: animals MUST feed on each other Pictures of benthos Your brainstorm list • Were there any benthos your list? • Write those benthos on post-its to add to our ocean wall Check In – Use complete sentences 1. In which ocean zone does sunlight penetrate? 2. How are marine organisms classified? 3. Name the three categories of marine life. 4. Give an example of each type of marine life. 5. Explain why algae can only survive on the sea floor when it’s shallow. Blue Planet • Complete the worksheet while watching Blue Planet Exit Ticket 1. Which of the following is a type of nekton? a. b. c. d. Zooplankton Bacteria Shark Sea star 2. What term describes organisms that live on or in the ocean floor? a. b. c. d. Pelagic Nekton Plankton Benthos 3. Organisms that drift with ocean currents are called __. a. b. c. d. Nekton Benthos Plankton Photic Warm Up 1. In which zone of the ocean do plants live? 2. What term describes organisms that live on or in the ocean floor? 3. Organisms that drift with ocean currents are called what? 4. What is the name of the zone where sunlight penetrates? 5. THINK: In what ways does water move in the ocean? Water Movement Oceans Water Movement – Day 6 Objectives • TODAY, I WILL BE ABLE TO: • Identify the affects of waves on the shoreline. • Describe how wind affects ocean water movement. • Identify patterns of ocean currents. Key Points • A wave is visible evidence of energy passing through water. • The sawing and grinding action of rock fragments in the water is called abrasion. • Beach nourishment decreases beach erosion without the construction of protective structures. • Beach nourishment, groins and seawalls are designed to prevent or slow shoreline erosion. • The energy that drives surface ocean currents comes from wind. • Friction is involved in the development of surface currents. • The Coriolis effect causes surface ocean currents to be deflected. • The rising of cold water from deeper layers to replace warmer surface water is called upwelling. • Ocean currents that move toward the poles are warm. • An ocean current that is moving toward the equator is cold. Types of Water Movement • There are three general types of ocean water movement: 1. Waves 2. Surface currents 3. Deep-Ocean currents • Each plays a different role in the movement of water in the oceans. Waves • When you go to the beach, what is one of the first things that you notice? • WIND! • It’s always windy by the ocean! Did you know that… • Let’s take a closer look. • A wave is visible evidence of energy passing through water. Waves • Waves are continuously beating against the shoreline. • This continuous motion will cause the shoreline to change shape over time. • The sawing and grinding action of rock fragments in the water is called abrasion. • Abrasion creates all sorts of geological structures along the shoreline. Waves Shoreline abrasion has the power to smooth rocks. Waves Shoreline abrasion has created this sandstone cliff off the coast of British Columbia. Waves Shoreline abrasion has created this sandstone cliff off the coast of British Columbia. A Sea Arch formed by abrasion and erosion. Waves • In some areas, like the Outer Banks of North Carolina, work is being done to protect the shoreline and keep it from being eroded. • Three protective structures that protect a shoreline from erosion are: beach nourishment, groins and seawalls. • Why would it be important to protect shorelines like the Outer Banks? Waves • Beach nourishment is the addition of large quantities of sand to the beach system. • Beach nourishment decreases beach erosion without the construction of protective structures. Why would beach nourishment be important in an area like this? Waves • Groins are barriers built to trap sand to keep the shoreline from losing sand. Waves • A Seawall is a wall built to shield the coast and defend property from breaking waves. Surface Currents • Surface currents are movements of water that flow horizontally on the surface of the ocean. • Like with waves, the energy that drives surface ocean currents comes from wind. • Friction is also involved in the development of surface currents. – Remember the video from earlier? The same concept applies. Surface Currents Map What do you notice about the current pattern in the northern hemisphere? What do you notice about the current pattern in the southern hemisphere? Surface Currents • Because of the earth’s rotation, currents are deflected to the RIGHT in the Northern Hemisphere and to the LEFT in the Southern Hemisphere. • This is known as the Coriolis effect. • BOTTOM LINE: The Coriolis effect causes surface ocean currents to be deflected. Surface Currents • Wind can also cause vertical water movements. • Upwelling is the rising of cold water from deeper layers to replace warmer surface water. Surface Currents • Upwelling brings greater concentrations of dissolved nutrients, such as nitrates and phosphates, to the ocean surface. • The importance of upwelling. Deep Ocean Currents In which direction do the warm currents flow? What about the cold currents? Deep-Ocean Currents • Ocean currents that move toward the poles are warm. • An ocean current that is moving toward the equator is cold. • Video showing ocean currents. • Why is the water moving towards the equator cold? Where does it become cold? • It becomes cold when the current moves deeper under the water. Colder water is denser. • What about the warm water? • It warms up when the current brings it up to the surface. This happens around the equator because of exposure to sun. Check In – Use complete sentences • What is the visible evidence of energy passing through water? • Define abrasion. How does abrasion shape the coast? • List the 3 ways beach erosion can be decreased. Which of those doesn’t involve constructing (building) anything? • Where does the energy come from that drives surface ocean currents? • Which FORCE is involved in the development of surface currents? • What temperature are the currents that move towards the poles? What about the currents that move towards the equator? • What causes surface ocean currents to be deflected? Putting it all together • Take a look at how salinity, density and temperature affect the ocean currents. • Here! You be the expert! • I will assign each of you a team number. • On the back of your notes, write your team number in the designated spot. • Now, look at your team number and write down what YOU are going to be the expert on today… You be the expert 1. 2. 3. 4. 5. 6. 7. Coriolis Effect Upwelling Waves Shoreline abrasion Shoreline protection Cape Hatteras Deep-Ocean Currents You be the expert First, read on your own in your books about your subject area. 1. 2. 3. 4. 5. 6. 7. Coriolis Effect – pg. 449 Upwelling – pg. 450-451 Waves – pg. 455-456 Shoreline abrasion – pg. 463-464 Shoreline protection – pg. 466-467 Cape Hatteras – pg. ES 32 Deep-Ocean Currents – pg. 451-453 As you read, write down at least 5 key points. If you have time, draw a simple diagram of your subject area in the space provided. You be the expert • When I tell you to, with your groups determine the 5 MOST IMPORTANT key points. • Write them down. • This will be turned in to the teacher when time has expired to share with the class. You be the expert • As I read about each subject, each of you is required to write down ONE thing about each subject that you feel is most important. Exit Ticket 1. Name one thing that decreases beach erosion without the construction of protective structures. 2. Ocean currents that move toward the poles are: a. warm b. cold c. the same temperature d. pretty 3. What causes surface ocean currents to be deflected? a. Deep currents b. the Coriolis effect c. The earth’s rotation d. global winds Study Guide • Study guides are to be completed for homework. We will work on them again on Monday, so DO NOT LOSE THEM! • They will be turned in TUESDAY for a grade!!