Oceanography - Arlington Public Schools

Oceanography - Arlington Public Schools

Science Curriculum Unit Planner Grade: 5 Strand: Interrelationships in Earth/Space Systems SOL: 5.6 The student will investigate and understand chara...

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Science Curriculum Unit Planner

Grade: 5 Strand: Interrelationships in Earth/Space Systems SOL: 5.6 The student will investigate and understand characteristics of the ocean environment. Key concepts include a) geological characteristics; b) physical characteristics; and c) ecological characteristics. Time: 3-4 weeks 1. Desired Results Enduring Understandings (BIG Ideas) The Earth’s oceans are complex environments. Essential Questions

   

What are the geological, physical and ecological characteristics of the ocean? How are the features and systems of Earth’s oceans interrelated? How have ocean environments been affected weather related factors? (El Nino, global warming) What characteristics change in the Earth’s oceans? (pressure, salinity, light, temperature, volcanoes, tectonic movements, earthquakes)  How do changes in the Earth’s oceans affect the ocean’s ecosystems? How have organisms adapted to the Earth’s ocean environments? Understanding the Standard Essential Knowledge, Skills and Processes Students will: Create and interpret a model of the ocean floor and Important features of the ocean floor near the label and describe each of the major features. continents are the continental shelf, the continental Research and describe the variation in depths associated slope, and the continental rise. These areas are covered with ocean features, including the continental shelf, with thick layers of sediments (sand, mud, rocks). slope, rise, the abyssal plain, and ocean trenches. The depth of the ocean varies. Ocean trenches are very Design an investigation (including models and simulations) related to physical characteristics of the deep, and the continental shelf is relatively shallow. ocean environment (depth, salinity, formation of waves, Ocean water is a complex mixture of gases (air) and causes of tides, and currents, such as the Gulf Stream). dissolved solids (salts, especially sodium chloride). Interpret graphical data related to physical Marine organisms are dependent on dissolved gases for characteristics of the ocean. survival. The salinity of ocean water varies in some Explain the formation of ocean currents and describe places depending on rates of evaporation and amount of and locate the Gulf Stream. runoff from nearby land. Design an investigation (including models and simulations) related to ecological relationships of the The basic motions of ocean water are the waves, ocean environment. Oceans cover about 70 percent of the surface of Earth.

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currents, and tides.

Interpret graphical data related to the ecological characteristics of the ocean, such as the number of Ocean currents, including the Gulf Stream, are caused organisms vs. the depth of the water. by wind patterns and the differences in water densities Analyze how the physical characteristics (depth, (due to salinity and temperature differences). Ocean salinity, and temperature) of the ocean affect where currents affect the mixing of ocean waters. This can affect plant and animal populations. Currents also affect marine organism can live. Create and interpret a model of a basic marine food navigation routes. web, including floating organisms (plankton), As the depth of ocean water increases, the temperature swimming organisms, and organisms living on the decreases, the pressure increases, and the amount of ocean floor. light decreases. These factors influence the type of life forms that are present at a given depth. Science Vocabulary Plankton are tiny free-floating organisms that live in Shaded words are found in the vocabulary card section water. Plankton may be animal-like or plant-like. Animal-like plankton are called zooplankton. Plant-like in the Teaching Resources book. Starred (*) words are mentioned in the Curriculum plankton (phytoplankton) carry out most of the photosynthesis on Earth. Therefore, they provide much Framework for the SOL. of Earth’s oxygen. Phytoplankton form the base of the *Continental shelf, *continental slope, *continental ocean food web. Plankton flourish in areas where rise, *sediment, *ocean trenches, mid-ocean ridge, nutrient-rich water upwells from the deep. *abyssal plains, seamount, island, gravity, *tide, *current (surface and deep-ocean),* wave, *salinity, *density, sonar, oceanographer, submersible, Arctic Ocean, Indian Ocean, Atlantic Ocean, Pacific Ocean, Southern Ocean, *Gulf Stream,* temperature,* sunlight, *phytoplankton, *zooplankton, *food web, water cycle, tsunami, breakers, white caps, *water pressure, desalination, scuba, jetty, tide pool, shore, headland 2. Assessment Evidence Prior Knowledge • • • • • • •

A diversity of animals and plants live in the ocean environment and share limited resources. Water is necessary for life. River waters flow into the oceans. Tides are a basic cycle occurring in nature. Water cycle. Food chains begin with the sun. Animals have life needs and specific physical characteristics.

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Throughout the Unit Formative Assessment: • Teacher observation of students engaged in cooperative learning investigations. • KWL • Class created science rubric • Science notebook (questions, summaries, charts, drawings) • Informal assessment through observation of students’ participation in hands-on activities and use of vocabulary in classroom discussions. Summative Assessment: • Test/assessment • Completion of accurate model of ocean floor. • Successful creation of an interpretation of a

marine food web. 3. Learning Plan References to Adopted Materials:  Science Fusion – Unit 11 Earth’s Oceans Lesson 1 – “What are the oceans like?” Lesson 2 – “How does ocean water move?” Lesson 3 – “How can you model ocean water?” Lesson 4 – “What are some ocean ecosystems?”  Science Fusion – Unit 6 Energy and Ecosystems Lesson 1 – “What are roles of organisms in ecosystems?” (focus on ocean organisms: floating, swimming, ocean floor) Lesson 2 –“How does energy move through ecosystems?” (focus on marine food web) Lesson 3 – “What role do decomposers play?” (focus on decomposers in the ocean)

Suggested Activities: refer to VDOE ESS sample lessons (see websites below) Review Activities:  Bingo with related vocabulary  Matching – oceanography vocabulary words with their definitions and/or pictures  http://www.rockingham.k12.va.us/resources/elementary/5science.htm Outdoor Connections:  Stream study: If your school is close to a stream, analyze the water for its dissolved oxygen level and/or its pH level. If you can, also see what types of macro-invertebrates are in a sample of the stream. Arlingtonians for a Clean Environment (ACE) can visit your school to help with this activity.  Outdoor Classroom Water source: The same tests can be done as stated in the previous bullet, minus the macro-invertebrates study.  Modeling a Wave: In a baby pool, or a very large tub, take students outside to create a model of an ocean wave. What happens if more force is applied?  High Tide Demonstration: It is recommend to do outside since it might be a little messy. Of course, this can take place inside too! For directions, please see worksheet attached to this section. 4. Resources Trade books: Alien Deep: Revealing the Mysterious Living World at the Bottom of the Ocean, by Bradley Hague (see Science Literacy for lesson) Giant Squid: Searching for a Sea Monster, by Mary M. Cerullo with Clyde F. E. Roper (see Science Literacy for lesson) Secrets of Sound: Studying the Calls and Songs of Whales, Elephants, and Birds, by April Pulley Sayre (see Science Literacy for lesson) Web Sites: •

VDOE Science Standards of Learning and Curriculum Framework: http://www.doe.virginia.gov/testing/sol/standards_docs/science/ VDOE Science Enhanced Scope/Sequence Sample Lesson Plans:

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http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml

 www.brainpop.com  http://www.pbs.org/wnet/savageseas/ (wave simulator, deep-sea simulator, journey to the ocean floor, Trieste, Black Smokers)  http://suzyred.com/ocean.html (Web links)  www.seasky.org (Ocean Realm, Games, Sea Lab, Sea Links, Ocean Exploration.)  http://www.EnchantedLearning.com/subjects/astronomy/planets/earth/Continents.shtml (click on Water Cycle and Oceans) Videos:  Marine ecosystems (Biomes of the World in Action series), Schlessinger Media, c2003  Open Ocean, BBD Video, c2003  The Blue Planet: Seas of Life, Warner Home Video, c2002  Ocean exploration (Bill Nye the Science Guy), Disney Educational Productions, c1997  Understanding Oceans, Discovery Communications, c1997  Ocean (Eyewitness Series), DK Vision, c1997  Water cycle (Bill Nye the Science Guy), Disney Educational Productions, c1997  Oceanography (Bill Nye the Science Guy), Disney Educational Productions, c1997  Seashore, DK Vision, c1996 Discovery Education:  Junior Oceanographer: The Life in the Sea. (Gr. 3-5). Run time: 17:06.  Oceans: Earth’s Last Frontier. (Gr. 3-5). Run time: 25:00.  Planet Earth: Deep Ocean. (Gr. 3-12). Run time: 41:29.  The Global Ocean Realm. (Gr. 9-12). Run time: 20:00.  Earth Science: Oceans. (Gr. 6-8). Run time: 20:00. Field Trips:  None specified Other:  Engineering is Elementary Unit – Taking the Plunge: Designing Submersibles (Grades 3-5)  Sally Ride Science Career Books (see your science lead teacher for more information)  Project WET: K-12 Curriculum and Activity Guide  Project WILD: K-12 Curriculum and Activity Guide  Project WILD – Aquatic: K-12 Curriculum and Activity Guides  Environmental Education Activity Guide: PreK-8, Project Learning Tree

Arlington Public Schools 2013