5th Grade Unit Plan
SOLS: 5.6
Characteristics of the ocean environment
Day 1: ESSENTIAL QUESTION
What 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 standard
units 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_sup
port/Math/resources_geometry/demo_conc_grid.htm
Explore
globe toss game / graph
see globe toss and maps
http://www.learner.org/jnorth/tm/humm/WhyComeGlobalGame.html
predict ocean cover from graph
See apple activities
http://www.teachingboxes.org/upwelling/resources/ApplesandOcean.pd
f
Extend
Analyze map to determine land /ocean coverage from map
Compare 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 QUESTION
What 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
Extend
vocabulary lesson explaining interconnectedness – what pictures from
the engage activity relate to each word?
continental shelf
continental slope
continental rise
abyssal plain
ocean trenches
Evaluate
create and interpret a model of the ocean floor and label and describe
each of the major features
Day 3: ESSENTIAL QUESTION
How 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 graphs
Math 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 activity
Relate 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 QUESTION
What 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 water
Math 5.15
Graphing, interpreting line graph
Engage
Give students a sample of “ocean” water – pie chart – colored pencils
In 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 QUESTION
How 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.
Science 5.4
Math 5.8d
Ocean currents … are caused by … the differences in water
densities (due to salinity).
Matter – mass/density
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 QUESTION
How 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 QUESTION
How 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
Math 5.17
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
Patterns
Engage
Read Sargasso Sea book.
Explore
Show video of Great Pacific Garbage Patch,
http://education.nationalgeographic.com/education/encyclopedia/greatpacific-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 QUESTION
What 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), deepsea simulator, journey to the ocean floor, Trieste, Black Smokers)
Explain
Extend
Evaluate
Day 9: ESSENTIAL QUESTION
What 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
Evaluate
Create a graph based on slope
Day 10:ESSENTIAL QUESTION
What 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
Math 5.17
Engage
Graphing (i.e., map making)
Patterns
Class share
Explore
Explain
Extend
Evaluate
Using what students know about the ocean floor, temperature, salinity,
etc., have students create a model of what happens at 3 levels of the
ocean
Introduce terms (pertain to level of light in ocean)
Sunlight
Twilight
Midnight
How might these terms correlate to amount of pressure, temperature,
etc.
Day 11:ESSENTIAL QUESTION
How 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.
Science 3.5
Science 3.6
Science 4.5c
Math y
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.
The student will investigate and understand relationships among
organisms in aquatic and terrestrial food chains.
The student will investigate and understand that ecosystems
support a diversity of plants and animals that share limited
resources.
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.
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/le
sson_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 diagram
What 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
Evaluate
Dissolved oxygen activity
http://peer.tamu.edu/curriculum_modules/Water_Quality/module_3/ac
tivity.htm
Day 12:ESSENTIAL QUESTION
What types of organisms can be found in the three main levels of the ocean based upon
abiotic and biotic factors?
SOLS Science 5.6c
Math 5.15
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.
chart, graph
Engage
Give students the same pictures from yesterday and an ocean depth map
– http://www.mbgnet.net/salt/oceans/zone.htm
Have students place organisms in the ocean where they think they should
be – justify rationale
design 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: record
In 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 QUESTION
What are the relationships between and among organisms within an ecosystem?
SOLS Science 5.6c
Science 4.5c
Math 5.17
The student will investigate and understand characteristics of the
ocean environment, including ecological characteristics.
The student will investigate and understand flow of energy
through food webs.
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 zoo
Plankton 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
Evaluate
Create and interpret a model of a basic marine food web, including
floating organisms (plankton), swimming organisms, and organisms living
on the ocean floor.
Day x: ESSENTIAL QUESTION
How 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
Science 3.6
Science 4.5c
Math 2.1
Math 5.17
Math 5.8c
Math 3.17
The student will investigate and understand relationships among
organisms in aquatic and terrestrial food chains.
The student will investigate and understand that ecosystems
support a diversity of plants and animals that share limited
resources.
The student will investigate and understand the flow of energy
through food webs.
Counting
Patterns
Metric conversions
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/Tunasandwich
NOTE: http://www.sciencelearn.org.nz/Contexts/Life-in-the-Sea/Teaching-and-LearningApproaches/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%20
of%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 PLAN
Day 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 ACTIVITY
Day 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/
Explain
Share graph and discuss.
Extend/
Evaluate
Have students create word problems using the above data to focus on
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 also
http://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%20
Everywhere%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)