Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: The Living Seas |
Author(s): Donna J. Bourdon |
| Grade Level: 5 |
School Address: 188 Main St., Massena, N.Y. 13662 |
| Subject Area: Science |
School Phone/Fax: (315) 769-5911 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
| •Properties of ocean water |
•Follow steps of scientific method to gather information and interpret results |
| •Factors that produce ocean movement |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Students will gather water samples from the Raquette River. They will transfer samples to to three small jars labled A, B and C. Jar A will be the control. To jar B add one teaspoon of dissolved Miracle Grow, and to jar C, add one tablespoon of same. T%he jars were then placed on a sunny windowsill. The students then obsevered the jars each day for five days, n oting any changes in the color or composition of the samples. After five days, a speciman from each jar was put under the microscope and compared. The students noticed a color change and identified the growth of algae as the cause. Students were then asked to predict what would happen if this algae production went unchecked and how it would affect the river ecosystem. Students were able to conclude that the unchecked use of poisons (as represented by the Miracle Grow) would have a profound affect on the health of the river ecosystem.
Connection to State Learning Standards
Content Area: Science
Level: 5
| Benchmarks: |
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Benchmarks: |
| Standard: Human decisions and activities have had a profound impact on the physical and living environment. (Standard 4 Key idea 7) |
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Standard: ELA Standard 2: Reading, Writing, Listening, Speaking for information and understanding |
Unit Theme: The Living Seas
| Standard: Human decisions and activities have had a profound impact on the physical and living environment(Standard 4 Key idea 7) |
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Standard: ELA Standard 2: Reading, Writing, Listening,Speaking for information and understanding-- |
| Benchmarks: |
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Benchmarks: |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| K WK L
The characteristics of ocean water - density
- pressure
- depth
The causes of ocean movement: - waves
- currents
How scientists can map ocean floor
Oceans are essential to maintaining a healthy environment
The oceans face problems caused by man: -oil spills - destruction of coral reefs - overfishing - pollution in tributaries and along populated coasts |
Assess prior knowledge
Which solution has the most salt?
The effect of depth on water pressure
Present information about the varying depth of the oceans
Make some waves
Use literature to explore effects of tsunami on human population Result of high density water mixing with water of lower density Result of mixing water with different temperatures
How can you map what you can't see activity
SONAR uses and applications
Demonstrate the importance of the water cycle Warm and cold currents and moderating effects on world temperatures Interdependence of living things
How can you clean up an oil spill? |
Pre-test, graffiti carousel
Cooperative learning Observe and collect data Demonstration
Construct a profile of the depth of the Atlantic Ocean from the coast of Massachusettes to the coast of Portugal.
Construct models
Graph results
Flow chart
Marine food chain |
Students work in groups to respond to each of ten questions. Groups record responses and share with class Compare the densities of three salt solutions
Students will pedict how far water will squirt from holes when carton is filled with water. Listen to audio tape of dune buggy ride as it takes student on a trip acroos the empty Pacific Ocean basin from San Francisco to Japan With given data, students will construct a line graph Students will blow on a tub filled with water to produce waves Students will make a mini tsunami Read "the Big Wave" by Pearl S. Buck Students mix water high in salt content with water low in salt content. Stuents place colored ice cube in glass of room temperature water. Make observations. Make model of ocean floor with clay in a shoe box. Cut a slot in the box and lower a weighted string onto the "ocean floor" Measure the depth of the floor at regular intervals. Record depths, construct a profile based on data gathered, and compare profile to actual model. Hold clear lid over a pot of boiling water until water vapor condenses on the lid and then falls as "rain". Relate this to the earth's water cycle
Make an oil spill in a basin of water with vegetable oil. Challenge students to clean up spill using materials they think will do the job. Investigate effects of oil spills by gathering information from a variety of sources Use Oceans Below CD Use Coral Reef CD |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Organize and display collected data using approprite tables and graphs (picto, bar, line) How to follow a multi-step procedure |
Students will form hypotesis, set up experiment, collect and record data, interpret data. |
Construct tables Construct graphs |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Problems facing the oceans |
Comparing Inductive Reasoning Deductive Reasoning Error Analysis Analyzing Perspectives Constructing Support Interpret Visual Information Identify Cause and Effect Relationships |
Students will work in cooperative learning groups to complete interactive CD program, The Great Ocean Rescue. |
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
| How human decisions and activities have had a profound impact ton the physical and non-livingenvironment. |
[ x] Decision Making
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Products/Performances Students will prepare and produce an oral presentation supporting the statement that we are a self-centered species and human activities and decisions have had a profound effect on the living environment.Students will develop a plan that will solve the particular problem caused by human activity or decision. |
| Criteria for evaluation Human decision or activity clearly stated. What is being done and why? Explains how this activity or decision has affected the ocean environment. One short term effect and one long term effect. Use of graphics ( charts, tables, pictures, maps posters) to enhance details supporting detrimental impact on ocean environment A plan detailing how to stop the activity or decisions causing the problem. This plan should be realistic and offer alternatives for actions being emplyed now. |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
Element #1 |
Element #2 |
Element #3 |
Element #4 |
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| Elements |
Human decision or activity clearly stated and detailed. Answers the question, What is being done and why? |
Explains short and long term effects and supports these with specific details |
Plan of action to solve problem caused by human activity and decisions. |
Presentation of material: -well written text - approprite use of graphics |
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- states human decision or activity that impacts the environment Y N - map details location where problem exists Y N - states why this activity happens or decision was made Y N - details environment before activity or decision occurred Y N |
- states one short term effect of activity or decision Y N - states one long term effect of activity or decision Y N - effects are clearly stated and supported by specific details (includes at least one graphic) Y N - uses valid information and appropriate resources Y N |
- plan clearly addresses the stated problem Y N - plan offers alternatives to present activity which harms ocean environment. Y N - plan is realistic and includes strategies for personal responsibility Y N |
- presentation is clear,organized and understood by peers Y N - presentation is original and imaginative Y N -presentation includes text and graphics used effectively to support position Y N - follows conventions of standard English Y N |
NOTE: Rubric or other performance asessment instruments may be used.
Have You Considered These Yet?
Learn to Learn Skills: Cooperative Learning, Peer teaching, Modeling
Assessment Modifications:Students were assigned cooperative learning groups for the entire unit. I had a very difficult time getting all of the groups on the computer to complete The Great Ocean Rescue. This is an excellent program and a valuable teaching tool, but I should have had at least two copies of the disk to use effectively.
Unit Schedule/Time Plan:
Planning time: 5 days
Work time: 8 weeks, 3 days a week, class time of at least an hour a day.
Evaluation time: 3 to 4 hours, including presentations and scoring
Written Overview: I have taught this oceans unit for the past three years but modified my existing plans to develop the learning unit. The major changes were the incorporation of computer programs and the development of the meaningful task.
This unit took about eight weeks to teach to a group of thirty-three students. At the start of the unit, I arranged students in groups of four and maintained these groups for the duration of the unit. The groups consisted of students of varying academic ability, thereby insuring a somewhat balanced working atmosphere.
I began the unit with an assessment of prior knowledge through the use of a pre-test and the completion of a graffiti carousel. Students then gathered materials and conducted the research outlined in the launch activity. Students collected data, recorded observations and made predictions about the effects of water pollution in a local environment and were challenged to link local effects to the larger ocean environment.
During the next several weeks, students explored a number of concepts to broaden their knowledge of the ocean environment. They did a wide variety of activitis to learn about the properties of ocean water, that factors that produce ocean movement, the features of the ocean floor, the living and non-living resources of the ocean, problems facing the oceans today and possible solutions to these problems.
Students then were able to put to use this knowledge when they took part in The Great Ocean Rescue computer program. This is an excellent tool for all students, for they must work together and share information in order to successfully complete each mission they are sent on.
We began the final phase of the unit by brainstorming a list of problems human activities and decisions have caused. The list included oil spills, over fishing, destruction of coral reefs, pollution of the ocean environment and disruption of marine food webs. Each group completed a web, naming the problem, the causes of the problem, effects on the environment and possible solutions to the problem. These webs were shared during classtime and discussed.
Students were then given their task. They had to locate a place in the world where human activity and decisions have negatively affected the living environment. They then researched the impact of these human actions on the environment. Students then had to develop a plan to solve the problem in a realistic manner. The students were given athe opportunity to decide how they wanted to present the information and plan. Books, magazines, computer discs and videos were made available for the students to use in their research. Three class periods were used to allow time for research and guidance. Students had ample time to prepare their presentations and did so in class. These presentations were assessed upon completion.
Materials:
Software: The Great Ocean Rescue
Oceans Below (Addison Wesley)
Coral Reef
Grollier Multimedia Encyclopedia
Video: Dive to the Coral Reefs
Audio tape: Oceans of Life (National Geo./NPR)