A classroom activity: tracking El Niño

Ribbe, Joachim (2016) A classroom activity: tracking El Niño. Teaching Science, 62 (2). pp. 11-17. ISSN 1449-6313


This paper aims to introduce an activity for teachers to assist in meeting learning outcomes as defined in the earth and environmental science units of the Australian Curriculum. The focus of the classroom tasks is on a global ocean feature referred to as El Niño. This phenomenon is part of the El Niño Southern Oscillation, which is largely responsible for driving year-to-year changes in expected mean rainfall. It is an intrinsic Earth system process. The activity involves the use of ocean observations and data, the introduction of physical and statistical concepts, and the application of computational tools leading to improved computational competencies and an understanding of Earth system processes. The activity demonstrates how science is not only helping to understand the workings of our natural world but how science also underpins economic management and the well-being of our nation. The activity enables teachers to deliver on required curriculum learning outcomes that include understanding key Earth system features, theory, models and evidence and the use of science inquiry skills to collect and analyse data to explore Earth system processes.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: The Australian Science Teachers Association (ASTA) is the sole copyright holder. Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Health, Engineering and Sciences - School of Agricultural, Computational and Environmental Sciences
Date Deposited: 06 Jul 2016 03:43
Last Modified: 06 Jul 2016 03:43
Uncontrolled Keywords: El Nino; Australian curriculum; El Nino Southern Oscillation; rainfall; climate
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/29367

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