Understanding by Design
Science – Oceans
Sept. 12, 2011
Stage 1 – Desired Results
Established
Goals
CCSS
RI.4.3, RI.4.7
W.4.3
SL.4.1
L.4.1d, L.4.2a and d
Curriculum guidelines
Science: Earth Science
Unit 1 - Oceanography
21st century skills
Glogster
Laptops
United Streaming
Transfer
Students will be able to independently use their learning to …
1. Describe ocean water.
2. Explain how and why ocean water moves.
3. Identify features of the ocean floor.
4. Write a narrative
Meaning
UNDERSTANDINGS
Students will understand that…
1. the water cycle contributes to the make -up of
ocean water.
2. the causes and effects of ocean water
movement
3. ocean zones contain various landforms
4. through exploration we learn about the ocean
floor
ESSENTIAL QUESTIONS
Students will keep considering…
1. Why do we study oceans?
2. Will we always have water on earth?
3. How are people impacted by ocean water
movement?
4. How would a change in ocean depth impact ocean
life?
Acquisition
Students will know…
1. the name and locations of oceans
2. the water cycle
3. composition of ocean water
4. ocean vocabulary
5. kinds of ocean water movement
6. how and why ocean water moves
7. location of ocean features
8. technology which explore the ocean floor
Students will be skilled at…
1. reading a map
2. using Glogster
3. following and using a flow chart
4. using a diagram
5. creating a “story glove”
6. writing a narrative
7. using adjectives
8. completing a Venn diagram
Stage 2 - Evidence
ASSESSMENT EVIDENCE
Evaluation Criteria
Rubric for each performance
task.
PERFORMANCE TASKS
1. Create a poster on Glogster on any ocean topic.
2. Identify, color and label the oceans on a world map.
3. Create a paper plate globe.
3. Create a model of the ocean floor with “play dough”.
4. Write an imaginary narrative describing a trip to the ocean floor. * In ELA class
OTHER EVIDENCE
1. quizzes
2. homework
3. unit test
4. observation
Stage 3 – Learning Plan
Pre-assessment
KWL chart – The students will list what they know about the oceans of the world and what they
would like to know. They will work with a partner.
Progress Monitoring
1. Share K on KWL chart and
correct misconceptions.
Share W on KWL chart.
LEARNING EVENTS
* – KWL chart. What do the students know about the ocean? What would they like to know?
Each student will have a KWL chart.
* – Pose question: Why do we study the oceans? Ask students to work with a partner (or
groups of 4) and write down their ideas. Allow students time to perform the task. Ask students
to come up and write their ideas on chart paper or chalkboard. Ask each group to explain one.
* – Ask students how they think the oceans were formed. Students will share ideas. Explain that
one way has to do with the water cycle. Review the water cycle. Complete flow chart. Stress the
ocean water is part of the water cycle. Staple paper into study book.
* – Ask students to describe the ocean water. (salty) Ask students why the oceans are salty.
Accept all answers. Using top soil and water, I will demonstrate how some solids wash into the
“ocean”. Ask students how the demonstration explains why the ocean water is salty. Create
summary sentence to put in study book. (allow students to try?)
* - In computer class, students will create a Glogster poster at http://www.glogster.com/
to explain the water cycle and how it contributes to the make-up of ocean water.
* - Locate and label oceans on a world map. Make a paper plate globe in coordination with
Social Studies.
* – Pose the question: In what ways does ocean water move? Ask students to work with a
partner (or groups of 3 - 4) and write down their ideas. Allow students time to perform the task.
Watch “United Streaming” video: “Ocean Movement” (5:33). Ask students to add movements
from the video to their lists. Share ways that ocean water move and list them on the board or
on Smart Board. Explain that we will examine the movement called currents today. Give
students page one of ocean notes. Read notes on currents together. Staple notes into study
book.
* create a foldable showing the four ocean movements. Include a picture and two facts foe
each.
2. Discuss ideas about why we
study oceans.
3. Kid watch – flow chart
4. glogster poster.
5. paper plate globe rubric
6. Foldable assess using rubric
LEARNING EVENTS
*** Students will be given the opportunity to examine this web site on currents in school.
http://science.howstuffworks.com/environmental/earth/oceanography/ocean-current.htm
* – Watch United Streaming video: “Junior Oceanographer: The Lure of the Sea”(15 min.) Direct
students to look and listen for one new fact. Ask students to share the fact that each saw/heard.
Correct misconceptions as they arise.
* – Use notes to complete a Venn diagram to compare and contrast surface and deep currents.
Students will work with a partner or small group. Students will complete a diagram on the board
and correct/complete their own. Staple diagram into study book.
* – Discuss events on the beach: e.g. Blanket getting wet and sand castle being wash away. Ask
students to share experiences. Discuss what caused could be. Explain that the regular rise and
fall of the ocean water along the shore is called tides.
* - Create a model of the ocean floor on a plate using Playdoh.
Progress Monitoring
7. Assess model using rubric
8. Unit test