AN EXPLORATION OF OCEANS
Grade 5
Oceanography
Kelsey Brown
Module 9 Day Schedule
Day
Daily Question
Activities
Projected
Learning
Outcomes
Assessment Plan
1:
Introduction
to Oceans
and
Geological
Features
(Lesson #1)
What are the main
characteristics of
oceans? How do we
impact oceans?
Students will
learn about the
various
geological
features of the
ocean.
Observations and
creation of key
questions
2: Ocean
Geography
and
Physical
Features
Booklet
(Lesson #2)
3: Features
of the
Atlantic
Ocean and
VA
shoreline
What are the key
physical features of
the ocean? How do
they impact the
ecosystem?
Students observe
water samples
from the Atlantic
ocean and make
inferences about
the physical
features and
marine life of that
area.
Students create
digital booklet of
the physical
features of the
ocean.
Students will
synthesize
research into a
cohesive
booklet.
Digital Booklet
progress
Collaboration
Lab results and
conclusions
Collaboration
4 and 5:
Ocean
Depths
Why is it important
to study life of the
deep ocean? What
can we learn from
graphing the deep
ocean? How does the
deep ocean effect
humans?
6: Ocean
Ecosystems
What are the
ecosystems of marine
life? How do they
interact with one
Students will
discover that
ocean water
varies based
on
geographical
location. This
variation
effects the
ecosystems of
those areas.
Students will use
Students will
data, research, and identify
in class samples
features and
to design and
living
create a model of organisms that
the ocean floor.
live past the
Samples include
point of human
sand, water, and
exploration.
fossils.
Students explore
Students
marine
demonstrate
ecosystems given comprehension
online references
through
What are the key
features of the
Atlantic ocean? What
are some of the
characteristics of the
VA shoreline? How
does this compare to
other parts of the
Atlantic ocean?
Given water
samples, students
will compare
water from the
VA shoreline to
water from the
Pacific ocean,
measuring the
salinity and other
characteristics.
The design and
creation of a
model of the
ocean floor.
Correct
classification of
organisms and
inferences of
7: Tracking
Ocean
Currents
8 and 9:
Pollution
and the
Effects of
Global
Warming
another? What are
the consequences of
interfering with the
ecosystems?
Who is Sylvia Earle?
What does tracking
currents have to do
with protecting the
ocean?
and real shells,
fossils, and
representations of
organisms.
Students
experiment with
temperature of
water to discover
the function of
currents and its
implications.
What can we as
educated citizens do
to prevent pollution
and global warming?
Students interpret
data about the
various effects of
pollution and
global warming.
Students draft a
citizen based
project to
advocate for
ocean protection.
identification
of living
organisms in
the ecosystem.
Student
exposure to the
changing
ocean due to
human impact,
as presented
through Dr.
Earle. Students
demonstrate
comprehension
of ocean
currents.
Students will
understand the
impact of
human
pollution on
the ocean
systems.
Students will
interpret and
analyze data.
Students will
ecosystem’s
interdependence.
Lab report and
presentation
Draft of citizen
based project.
Overview
Theme/Questions
This module covers an introductory exploration about oceans. The ocean is comprised of
its geological, physical, and ecological characteristics. Understanding these aspects of the oceans
allows for a deeper understanding of the ocean’s impact on the earth’s living systems, features,
and functionality.
Unit question: how do the geographical, physical, and ecological characteristics of the oceans
interact with one another and with living systems outside of the ocean?
Sub Questions:
1.
2.
3.
4.
5.
6.
How do we as humans impact these aspects?
What can we do to protect the ocean?
Why is it important to study the ocean?
What can we learn from graphing the deep ocean?
How do marine ecosystems interact? How does marine life interact with terrestrial life?
Who is Sylvia Earle? Why was her work important? How did she advocate for ocean
life?
VA SOLs
The main standards covered in this module include:
5.1
The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations in which d) hypotheses
are formed from testable questions; e) independent and dependent variables are
identified; f) constants in an experimental situation are identified; g) data are
collected, recorded, analyzed, and communicated using proper graphical
representations and metric measurements; h) predictions are made using patterns from
data collected, and simple graphical data are generated; i) inferences are made and
conclusions are drawn; j) models are constructed to clarify explanations, demonstrate
relationships, and solve needs; and k) current applications are used to reinforce
science concepts.
5.6
5.7
The student will investigate and understand characteristics of the ocean environment. Key
concepts include
a) geological characteristics; b) physical characteristics; and c) ecological characteristics.
The student will investigate and understand how Earth’s surface is constantly changing. Key
concepts include g) human impact.
Description of Students
This unit is designed for a class of 24 students in 5th grade at Waller Mill Elementary. I
am designing this module to be compatible with my current classroom for the spring semester
unit on oceans. My class has one student with severe anxiety concerning performance- for this
student collaboration and collaborative projects are a more preferable form of evaluation over
individualized assessment. Some of my students have been classified as Gifted. For those
students, I have pre-determined their leadership in certain projects and also have researched
citizen based science projects that they can be doing at home. My classroom has also already
experienced the assignment of roles in inquiry activities, which may allow for more time to be
spent on the activity at hand.
Connectivity
I have scaffolded these lessons to build from a general overview, to specific content, to
global issues. This progression also parallels the current structure of my classroom’s
environmental unit. The lessons become increasingly relevant to the students. The overview
introduces the concept. Next, there is a lesson on the oceanic waters of the VA shoreline (outside
of the Chesapeake Bay), this brings the topic closer to home. Lastly, the students are presented
with hard data about the impact humans have on the ocean systems. Students will finish this unit
by drafting a citizen based science project about the discovery and protection of oceans. This
project can be driven by science data or environmental awareness. Either way, the students are
actively engaging with the topic in a way that is relevant to their daily lives.
Nature of Science and Underrepresented Scientists
I addressed the NOS tenants in all of my lesson plans. Each lesson assumes that the
natural world is understandable, therefore we can study the oceans in order to better understand
its characteristics and impact on the daily lives of citizens. In the lesson, “Sylvia Earle and
Understanding Currents” and well as “Pollution and Global Warming,” the NOS tenant that
science demands evidence is prevalent in the need to provide scientific research in order to
properly advocate for causes. Science is a social activity is represented in the collaboration
partnerships through the lesson’s activities. Lastly, the idea that scientific ideas are durable, yet
subject to change is demonstrated through the discussion of global warming, currents, and
pollution. This may lead to debate within the classroom, however- the next tenant, science is
unbiased, can be demonstrated by showing how science should not be influenced by politics. My
underrepresented scientist is included in my third learning cycle. Sylvia Earle is an
oceanographer and advocate for the protection of the oceans. She is underrepresented by being a
female minority in the scientific field. She has demonstrated all of the NOS tenants and serves as
a role model to the students as both a scientist and also a citizen advocate for a cause.
Inquiry-Based Activities
I believe that roughly 65% of my lesson’s activities are hands on. There is room for
growth, particularly in the Explore portion of my learning cycles. Part of this growth will come
with continues accumulation and discovery of resources available to the classroom teacher.
Roughly 50% of my lessons contain authentic materials. The topic of oceans is a difficult one to
bring into the classroom. However, I believe that with samples of water, sand, fossils, and 3D
imaging, the students can be brought closer to the material. As stated before, there is room for
growth. An understanding of how to incorporate real materials in the classroom for something
that is removed from the student’s locality is something to be developed.
Technology and Safety
Technology plays a large role in this unit. Since the students cannot directly access the
ocean, I am relying on videos, live streams, graphics, and other organizers to show the students
aspects of the oceans’ physical, geographical, and ecological features. Students are heavily
researching and analyzing data throughout the unit. During experiments, roles will be assigned to
ensure that each group is taking care in regards to the safety rules established by the class.
Bibliography
BrainPop!- Oceans. (2014). Retrieved, from
http://www.brainpop.com/science/earthsystem/oceans/preview.weml
Bookr. (2014). Digital Booklet. Retrieved from http://www.pimpampum.net/bookr/ Discovery
Education. (2014). Understanding Oceans. Retrieved from
http://www.discoveryeducation.com/teachers/free-lesson-plans/understanding-oceans.cfm
Explore Annenberg Foundation. (2014). Tropical Reef Camera. Retrieved, from
http://explore.org/live-cams/player/pacific-aquarium-tropical-reef-camera
National Geographic. Exploring Oceans: Great Barrier Reef. (2009). National Geographic.
Retrieved from https://www.youtube.com/watch?v=wbNeIn3vVKM
National Geographic. (2014). The Geography of Ocean Currents Retrieved from
http://education.nationalgeographic.com/education/activity/geography-oceancurrents/?ar_a=1
Nivola, C. (2012). Life in the ocean: The story of oceanographer Sylvia Earle. New York:
Frances Foster Books, Farrar Straus Giroux.
Science Standards of Learning for Virginia Public Schools. (2010, January 1). Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/k-6/stds_science5.pdf
University of Southern California. Exploring Ocean Features. (2014). Retrieved from
http://www.usc.edu/org/seagrant/Education/IELessons/Unit1/Lesson1/U1L1CO.html