Web view5th Grade Unit Plan. SOLS: ... What percentage of the Earth’s surface is covered with water ... These areas are covered with thick layers of sediments (sand, mud,

5th Grade Unit PlanSOLS: 5.6 Characteristics of the ocean environment

Day 1: ESSENTIAL QUESTIONWhat percentage of the Earth’s surface is covered with water?

SOLS Science 5.6a The student will investigate and understand characteristics of the ocean environment, including geological characteristics.Oceans cover about 70 percent of the surface of Earth.

Math 5.8 The student will find perimeter, area, and volume in standardunits of measure.

Math 5.2a The student will recognize and name fractions in their equivalent decimal form and vice versa.

Math 6.2c The student will demonstrate equivalent relationships among fractions, decimals, and percents.

Engage tiles and graph paper – how many squares can you cover;how many leftover

or

http://mdk12.org/instruction/thinking_skills/mathematics/grade3/3C1b.html

Explore how many squares covered / how many not?

http://www.narragansett.k12.ri.us/resources/necap%20support/gle_support/Math/resources_geometry/demo_conc_grid.htm

Explore globe toss game / graphsee globe toss and mapshttp://www.learner.org/jnorth/tm/humm/WhyComeGlobalGame.htmlpredict ocean cover from graphSee apple activities http://www.teachingboxes.org/upwelling/resources/ApplesandOcean.pdf

Extend Analyze map to determine land /ocean coverage from mapCompare to prediction from Ask student to represent as fraction and decimal – relate to percents and probability.

Evaluate Exit ticket. If you caught the globe, what is the likelihood that your thumb would land in the ocean?

Day 2: ESSENTIAL QUESTIONWhat are the important features of the ocean floor?

SOLS Science 5.6a The student will investigate and understand characteristics of the ocean environment, including geological characteristics.Near the continents are the continental shelf, the continental slope, and the continental rise. These areas are covered with thick layers of sediments (sand, mud, rocks). The depth of the ocean varies. Ocean trenches are very deep, and the continental shelf is relatively shallow.

Math 5.17 Repeating pattern

Engage give kids pictures of a shelf, a slope (example skier on slope), a floor, a bucket, something to represent rise – what can you do with each? How might they connect? Draw a picture

Explore video showing ocean floor with water removed – look at map without water and observe edges of each continent – discuss how they are the same/different

Explain vocabulary lesson explaining interconnectedness – what pictures from Extend the engage activity relate to each word?

continental shelfcontinental slopecontinental riseabyssal plainocean trenches

Evaluate create and interpret a model of the ocean floor and label and describe each of the major features

Day 3: ESSENTIAL QUESTIONHow could you measure the depth of the ocean from surface to floor?

SOLS Science 5.6a The student will investigate and understand characteristics of the ocean environment, including geological characteristics.The depth of the ocean varies. Ocean trenches are very deep, and the continental shelf is relatively shallow.

Science 5.2d The student will investigate and the uses and applications of sound waves.

Math 5.15 Graphing, analyzing graphsMath 5.8d Estimate and then measure to solve problems

Engage Pose question – group discussion – whole group share

Explore Mapping activity with shoebox, rocks, water, rulers, chart

Explain Discuss results of activityRelate observations and data to what we saw on maps

Extend Do scientists have other ways to determine depth? Discuss use of sonar (relate to missing Malaysian airliner or Titanic discovery) and satellites – show rest of video from previous day

Evaluate Journal: Describe why it might be harder to take measurements of depth in the ocean than it would be on land.

Day 4: ESSENTIAL QUESTIONWhat are the physical characteristics of ocean water?

SOLS Science 5.6b The student will investigate and understand characteristics of the ocean environment, including physical characteristics.Ocean water is a complex mixture of gases (air) and dissolved solids (salts, especially sodium chloride). The salinity of ocean water varies in some places depending on rates of evaporation and amount of runoff from nearby land. Interpret graphical data related to physical characteristics of the ocean.

Science 5.4 Matter – chemical composition of waterMath 5.15 Graphing, interpreting line graph

Engage Give students a sample of “ocean” water – pie chart – colored pencilsIn groups have students quesstimate how much of the ocean water is water and how much is something else (have them specify) – color in pie chart to represent amount of each

Explore read about components of ocean water – revise pie chart

Explain water cycle – reference to matter experiment; where does salt come from; diff types of salt Vocabulary: salinity

Extend analyze graph showing evaporation/precipitation graph

Evaluate Exit ticket – Describe at least three things you learned about ocean water.

Day 5: ESSENTIAL QUESTIONHow does salt content affect/create ocean currents?

SOLS Science 5.6b The student will investigate and understand characteristics of the ocean environment, including physical characteristics.Ocean currents … are caused by … the differences in water densities (due to salinity).

Science 5.4 Matter – mass/densityMath 5.8d Measurement; recordkeeping

Engage

Explore Experiment with fresh and salt water. Predict which has greater density? Record observations.

Explain Discussion of observations. Conclusions.

Extend Is it possible that different parts of the ocean with differing salinities may react the same way? Extend experiment: same amount of water; vary amounts of salt – conduct experiment; compare results

Day 6: ESSENTIAL QUESTIONHow does water temperature affect/create ocean currents?

SOLS Science 5.6b The student will investigate and understand characteristics of the ocean environment, including physical characteristics.

Math y statement

Engage In small groups, students brainstorm what kinds of effects they think temperature will have on ocean water. As a class, each group will share, then write, one of their ideas on the board until all groups have reported and all ideas on presented.

Explore Deep ocean current activity in lab groups.

Explain Discussion.

Extend Plan possible extensions. Each lab group comes up with a way to alter the activity.

Evaluate Compare results of salt water and deep ocean current activities.

Day 7: ESSENTIAL QUESTIONHow do currents move organisms and objects around in the ocean?

SOLS Science 5.6b The student will investigate and understand characteristics of the ocean environment, including physical characteristics.Describe and locate the Gulf Stream.

VS.2c The student will locate and identify water features important to the early history of Virginia (Atlantic Ocean - Provided transportation links between Virginia and other places (e.g., Europe, Africa, Caribbean)). Cardinal directions

Math 5.17 Patterns

Engage Read Sargasso Sea book.

Explore Show video of Great Pacific Garbage Patch, http://education.nationalgeographic.com/education/encyclopedia/great-pacific-garbage-patch/?ar_a=1

Explain Create triple T-chart comparing and contrasting current movement in the Atlantic and Pacific Oceans.

Extend How did Atlantic serve as a “transportation link”? Give students maps of North Atlantic with currents named. Have them locate places on map (London, Jamestown) and have students follow the flow of currents from Europe to America and back.

Evaluate

Day 8: ESSENTIAL QUESTIONWhat is the primary cause of waves in ocean waters?

SOLS Science 5.6b The student will investigate and understand characteristics of the ocean environment, including physical characteristics.

Math 5.15 Graphing and analysis

Engage

Explore Wave activity – tray with water, straws, record wave movement based on force of winds (length, height, as hits land, other observations)

http://www.pbs.org/wnet/savageseas/ (wave simulator activity), deep-sea simulator, journey to the ocean floor, Trieste, Black Smokers)

Explain

Extend

Evaluate

Day 9: ESSENTIAL QUESTIONWhat are the causes and effects of tides?

SOLS Science 5.6b The student will investigate and understand characteristics of the ocean environment, including physical characteristics.

Math 5.15 Probability, Graphing

Engage

Explore Tidal effects on beaches activity

Explain

Extend Create a graph based on slope

Evaluate

Day 10:ESSENTIAL QUESTIONWhat does all this information (gases, dissolves solids, movement, temperature, density, pressure) tell you about ocean waters?

SOLS Science 5.6b The student will investigate and understand characteristics of the ocean environment, including physical characteristics.

Math 5.15 Graphing (i.e., map making)Math 5.17 Patterns

Engage Class share

Explore

Explain Using what students know about the ocean floor, temperature, salinity, etc., have students create a model of what happens at 3 levels of the oceanIntroduce terms (pertain to level of light in ocean)SunlightTwilightMidnight How might these terms correlate to amount of pressure, temperature, etc.

Extend

Evaluate

Day 11:ESSENTIAL QUESTIONHow does depth, temperature, pressure, and amount of light affect the types of lifeforms present at differing depths?

SOLS Science 5.6c The student will investigate and understand characteristics of the ocean environment, including ecological characteristics.As the depth of ocean water increases, the temperature decreases, the pressure increases, and the amount of light decreases. These factors influence the type of life forms that are present at a given depth. Marine organisms are dependent on dissolved gases for survival.

Science 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains.

Science 3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources.

Science 4.5c The student will investigate and understand how plants and animals, including humans in an ecosystem interact with one another and with the nonliving components in the ecosystem, including flow of energy through food webs.

Math y statement

Engage Students are separated into groups. Each group is given a picture of a different marine organism (rockfish, shark, anchovy, bristle worm, bottlenose dolphin) Based on prior knowledge, brainstorm a list of all the things this organism will need in order to survive. Write on chart paper and place on wall. Use Sample 1 pics from Scope and Sequence (not sun, phyto- or zoo- plankton). http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade5/interrelationships_in_earth-space_sys/sess_5.6c.pdf

Explore Give each group blue and yellow sticky notes – as groups walk from chart to chart , on blue record new info (additions); yellow (incorrect info)

Explain Whole group – create Venn diagramWhat was common to all?What were differences?Make sure the following info is included:

Marine organisms are dependent on dissolved gases for survival.As the depth of ocean water increases, the temperature decreases, the pressure increases, and the amount of light decreases. These factors influence the type of life forms that are present at a given depth

Extend Dissolved oxygen activityhttp://peer.tamu.edu/curriculum_modules/Water_Quality/module_3/activity.htm

Evaluate

Day 12:ESSENTIAL QUESTIONWhat types of organisms can be found in the three main levels of the ocean based upon abiotic and biotic factors?

SOLS Science 5.6c The student will investigate and understand characteristics of the ocean environment, including ecological characteristics. As the depth of ocean water increases, the temperature decreases, the pressure increases, and the amount of light decreases. These factors influence the type of life forms that are present at a given depth.

Math 5.15 chart, graph

Engage Give students the same pictures from yesterday and an ocean depth map – http://www.mbgnet.net/salt/oceans/zone.htmHave students place organisms in the ocean where they think they should be – justify rationaledesign an investigation (including models and simulations) related to ecological relationships of the ocean environment

Explore Whole class - chart group info

Organism Sunlight zone Twilight zone Midnight zone

Explain Class discussion: Why did you put these organisms where they are? What is in that environment that the organism needs? Compare actual location of organisms to class consensus.

Extend Which layer of ocean do you think has the most organisms?Quick assessment – 1-2-3 fingers: recordIn groups interpret graphical data related to the ecological characteristics of the ocean, such as the number of organisms vs. the depth of the water. Find a graph that has this info for them to

Evaluate

Day x: ESSENTIAL QUESTIONWhat are the relationships between and among organisms within an ecosystem?

SOLS Science 5.6c The student will investigate and understand characteristics of the ocean environment, including ecological characteristics.

Science 4.5c The student will investigate and understand flow of energy through food webs.

Math 5.17 Pattern

Engage Use the same pictures as yesterday to create a food chain for these organisms. Be able to justify your reasoning.

Explore Have the same pictures on the SmartBoard. A representative from Group 1 places the organisms in their chosen order. Have a rep from Group 2 make one change and explain why. A rep from Group 3 does the same. S/he can change back, make a different change, or no change – with justification. Same for each group.

Explain Follow-up question: Is there anything missing? What are missing sources of energy in your food chain? (sun, plankton)

Read or video on plankton – phyto and zooPlankton are tiny free-floating organisms that live in water. Plankton may be animal-like or plant-like. Animal-like plankton are called zooplankton. Plant-like plankton (phytoplankton) carry out most of the photosynthesis on Earth. Therefore, they provide much of Earth’s oxygen. Phytoplankton form the base of the ocean food web. Plankton flourish in areas where nutrient-rich water upwells from the deep.

Extend Create and interpret a model of a basic marine food web, including floating organisms (plankton), swimming organisms, and organisms living on the ocean floor.

Evaluate

Day x: ESSENTIAL QUESTIONHow much energy is required to provide the tuna for a tuna sandwich?

SOLS Science 5.6c The student will investigate and understand characteristics of the ocean environment, including ecological characteristics.

Science 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains.

Science 3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources.

Science 4.5c The student will investigate and understand the flow of energy through food webs.

Math 2.1 CountingMath 5.17 PatternsMath 5.8c Metric conversionsMath 3.17 Bar graphs

Engage Share a marine food chain on the SmartBoard. Ask students if only one shark eats one dolphin? Does one dolphin eat only one rockfish? Does the rockfish eat only one anchovy? And so on? What does each organism represent? (population of a species) Share a marine food web. What can you tell me about the web that is different from the food chain? Record responses. In both the chain and web, are each of the populations equally distributed throughout the ecosystem?

Explore (Note: Attached are 17 cards. If there are more students in a class, the

teacher can make a second set of cards and determine which ones to use for this activity.)

Students go outside to a designated area that is the “ocean” and seat themselves in a circle around a kiddie pool (or other container, like a bucket). The teacher explains that each student will represent a marine organism and will be given a name tag with their name and what they eat. Each student will also receive color-coded disks (or laminated paper, pompoms, etc.) that represent individual organisms within their population. Use the color-coded chart in the Attachment to determine the color disk each species receives. Species such as the eel (Level 5 consumer) will only receive one disk; others, like the scorpionfish, manta, and shark (Levels 3-4) will receive about 5; barnacles and blennies (Levels 2-3) will receive about 10; and zooplankton and phytoplankton will get 20 or more. It is better that they receive more disks than fewer.

The teacher explains that s/he will call a student’s name (or class number). That student will stand, introduce him/herself (“Hello, I am a Blenny”) and states what it eats (“and I eat zooplankton”). Zooplankton stands and places one of its disks in the pool, then introduces itself and states what it eats (“and I eat phytoplankton”). Phytoplankton stands and places one of its disks in the pool, then introduces itself and states “and I use nutrients and the sun’s energy to make my own food and produce oxygen.” Once the chain has been tracked to the beginning (phytoplankton) all participants sit down.

Play continues in this manner until all students have been called and their food chain tracked.

Select a few students to collect all the disks from the pool. While they are counting up each separate color, the teacher will ask the rest of the students to discuss their observations on the activity.

Students will return to the classroom where a chart of the colors will be created. From this data, students will create bar graphs. Start with yellow, then orange, red, purple, blue, and green.

Explain Once graphed, students should be able to turn their graphs on their side to see a pyramid with the phytoplankton on the bottom. Explain that this represents how much energy is required at each level to feed the level of organisms above it. Have students make observations based on this period.

Also explain that energy flows through a food web – it does not cycle through it. Share and discuss the visual below.

On average, only 10% (1/10 or 0.10) of the energy from an organism is transferred to its consumer. This means that a top-level consumer, such as a tuna (or a moray eel, as in the activity), is supported by millions of primary producers from the base of the food web or trophic pyramid.

Food webs throughout the world all have the same basic trophic levels. However, the number and type of species that make up each level varies greatly between different areas and different ecosystems.

Extend Suppose you wanted a tuna sandwich. How much energy would the tuna have required? Have students notice a pattern in the information below. Have them explain how you convert from grams to kilograms. Use individual white boards for students to calculate as you describe each trophic level of the chart below.

http://www.sciencelearn.org.nz/Contexts/Life-in-the-Sea/Sci-Media/Images/Tuna-sandwichNOTE: http://www.sciencelearn.org.nz/Contexts/Life-in-the-Sea/Teaching-and-Learning-Approaches/Build-a-marine-food-web has an amazing alternative activity.

Evaluate The following activity is taken from http://csc.noaa.gov/psc/seamedia/Lessons/G5U5L2%20An%20Ocean%20of%20Energy.pdf

Engage students by creating a scenario. Tell them that the tuna’s name is Charley. He is very hungry and he wants to be a BIG tuna. (Charley doesn’t know that Starkist likes big tunas!) Explain that we must help him by figuring out how much energy is needed at the lower levels of the pyramid to support his big appetite. Explain that, starting from the base of the pyramid, only 10% of the energy reaches the next level.

If Charley is 5 kilograms, how many grams of organisms at each of the lower levels is needed to sustain him? Have students work in pairs to complete the pyramid, and solve Charley’s problem. Have students share their work and conduct a discussion to clarify their understanding of the process and correct any misconceptions.

INTEGRATED LESSON PLANDay x: ESSENTIAL QUESTIONS

What everyday human activities have an impact on oceans and marine environments? How can humans control that impact with careful planning?

FOLLOW-UP ACTIVITYDay x: ESSENTIAL QUESTIONS

What everyday human activities have an impact on oceans and marine environments? How can humans control that impact with careful planning?

SOLS Science 5.7g The student will investigate and understand how Earth’s surface is constantly changing. Key concepts include human impact.

Science 4.5 The student will investigate and understand influences of human activity on ecosystems.

Science 4.9a The student will investigate and understand important Virginia natural resources, including watersheds and water resources“We all live downstream.”

Math 5.5 create and solve single-step and multistep practical problems involving decimals

Engage Review yesterday’s activity. We discussed oil pollution. Brainstorm other forms of pollution that might enter ocean water from land. List on board.

Explore/ Share graph and discuss.Explain

Extend/ Have students create word problems using the above data to focus on Evaluate the negative/harmful effects of pollutants as well as the positive/helpful

effects of eliminating certain pollutants. Students may work in pairs or groups of three.

Students write and post their problems. Pair up groups to critique each other’s work and ask any clarifying questions. Groups revise their problems and repost them. Students continue to work in groups as they take a “gallery walk” to solve each problem.

See alsohttp://www.apsva.us/cms/lib2/VA01000586/Centricity/Domain/75/5-6Oceanography.pdf for prior knowledge, formative and summative activities, vocab

Vocab – bingo, matching

Some ideas:http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/387/Water%20Water%20Everywhere%20%20Oceans.pdf]

http://journeythroughtheuniverse.org/downloads/Content/ESS_GK-4_L1.pdf

http://www.pbs.org/wnet/savageseas/ (wave simulator, deep-sea simulator, journey to the ocean floor, Trieste, Black Smokers)