Unit Overview
Content Area: Science
Unit Title: Oceans
Unit: 2
Target Course/Grade Level: Sixth Grade
Timeline: 10 weeks
Unit Summary
This Oceans unit provides a means for students to ascertain the knowledge in the importance of water, the
water cycle, fresh water environments, waves, tides, currents, and ocean zones. Each section within the
unit leads to the next creating a progression of knowledge. Students will discover the unique
characteristics of water, the water cycle and various freshwater environments. Students will then
determine that all water leads to the ocean. The ocean section is where students will use manipulatives to
explain ocean waves, tides, and currents. Ocean chemistry is also taught which enables students to
understand the properties and characteristics of ocean zones. The entire unit culminates with students
participating in experiments, group discussions, and projects with the goal of understanding the
significance of water which enables life on Earth.
Primary interdisciplinary connections: Language Arts, 21st Century Life and Careers, and Technology
21st century themes and skills: A. Critical Thinking and Problem Solving B. Creativity and Innovation,
C. Collaboration, Teamwork, and Leadership
Unit Rationale
“Today more than ever before, science holds the key to our survival as a planet and our security and
prosperity as a nation” (Obama, 2008).
Earth is known as the “water planet”. Water is not only essential for all living things but for the existence
of Earth as a life giving planet. Water shapes the land through erosion; however erosion can also be used
to date terrestrial formations that give scientists insight to how the Earth has changed over its billions of
years of existence.
The ocean covers 71% of Earth’s surface and controls weather phenomenon’s like climate. Its size and
power is reason enough to study the ocean. Through learning and awareness students will gain an
understanding regarding the characteristics and properties of water and how humans can live economically
and environmentally responsible lives.
Learning Targets
Standards
Standard 5.1 Science Practices
All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices
strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
B. Generating Scientific Evidence Through Active Investigations: Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
Standard 5.4 Earth Systems Science
All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems,
and is a part of the all-encompassing system of the universe.
A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years
under the influence of gravitational and nuclear forces. As gravity governs its expansion,
organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern
its evolution through the processes of stellar birth and death. These same processes governed the
formation of our solar system 4.6 billion years ago.
B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has been
evolving as a result of geologic, biological, physical, and chemical processes.
E. Energy in Earth Systems: Internal and external sources of energy drive Earth systems.
F. Climate and Weather: Earth’s weather and climate systems are the result of complex interactions
between land, ocean, ice, and atmosphere.
G. Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of
microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere,
atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy,
and are impacted by human activity.
Standard 9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Content Statements:
Related Content Statements for Standard 5.1
 Mathematics and technology are used to gather, analyze, and communicate results.
 Carefully collected evidence is used to construct and defend arguments.
 Scientific reasoning is used to support scientific conclusions.
 Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
 Science involves practicing productive social interactions with peers, such as partner talk, wholegroup discussions, and small-group work.
Related Content Statements for Standard 5.2
 Sinking and floating can be predicted using forces that depend on the relative densities of objects
and materials.
Related Content Statements for Standard 5.4
 The relative positions and motions of the Sun, Earth, and Moon result in the phases of the Moon,
eclipses, and the daily and monthly cycle of tides.
 Moving water, wind, and ice continually shape Earth’s surface by eroding rock and soil in some
areas and depositing them in other areas.
 Erosion plays an important role in the formation of soil, but too much erosion can wash away
fertile soil from ecosystems, including farms.
 The Sun is the major source of energy for circulating the atmosphere and oceans.
 The Sun provides energy for plants to grow and drives convection within the atmosphere and
oceans, producing winds, ocean currents, and the water cycle.
 Climate is influenced locally and globally by atmospheric interactions with land masses and
bodies of water.
 Circulation of water in marine environments is dependent on factors such as the composition of
water masses and energy from the Sun or wind.
Related Content Statement for Standard 9.1
 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve
the problem is a lifelong skill that develops over time.
 Gathering and evaluating knowledge and information from a variety of sources, including global
perspectives, fosters creativity and innovative thinking.
 Collaboration and teamwork enable individuals or groups to achieve common goals with greater
efficiency.
 Leadership abilities develop over time through participation in groups and/or teams that are
engaged in challenging or competitive activities.
CPI #
Cumulative Progress Indicator (CPI)
5.1.8.B.2
Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
5.1.8.B.3
Use qualitative and quantitative evidence to develop evidence-based arguments.
5.1.8.B.4
Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.1.8.C.1
Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.D.1
Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.2.6.E.4
Predict if an object will sink or float using evidence and reasoning.
5.4.8.A.1
Analyze moon-phase, eclipse, and tidal data to construct models that explain how the
relative positions and motions of the Sun, Earth, and Moon cause these three phenomena.
5.4.6.B.3
Determine if landforms were created by processes of erosion (e.g., wind, water, and/or
ice) based on evidence in pictures, video, and/or maps.
5.4.6.B.4
Describe methods people use to reduce soil erosion.
5.4.6.E.1
Generate a conclusion about energy transfer and circulation by observing a model of
convection currents.
5.4.8.E.1
Explain how energy from the Sun is transformed or transferred in global wind circulation,
ocean circulation, and the water cycle.
5.4.8.F.2
Explain the mechanisms that cause varying daily temperature ranges in a coastal
community and in a community located in the interior of the country.
5.4.6.G.1
Illustrate global winds and surface currents through the creation of a world map of global
winds and currents that explains the relationship between the two factors.
9.1.8.A.3
Summarize strategies used by various organizations and agencies to solve problems that
impact communities, and compare them with strategies used by similar organizations in
another state or country.
9.1.8.B.1
Use multiple points of view to create alternative solutions.
9.1.8.C.1
Determine an individual’s responsibility for personal actions and contributions to group
activities.
9.1.8.C.2
Demonstrate the use of compromise, consensus, and community building strategies for
carrying out different tasks, assignments, and projects.
9.1.8.C.3
Model leadership skills during classroom and extra-curricular activities.
Unit Essential Questions
Unit Enduring Understandings
 Why is water important?
 Water is a unique compound with properties that
differ from familiar substances. Water is a polar
 How does the sun play a key role in the water
substance which enables it to have a high surface
cycle?
tension, perform capillary action, be the universal
 What are some characteristics of different
solvent, form easily into 3 states, and also have a
freshwater environments and where does all
high specific heat. The Earth’s surface is 71%
freshwater lead?
covered by water. Water is essential for life.
 What causes waves, tides, and currents?
 What are the various features of the ocean?
 How do we build and refine models that describe
and explain the natural and designed world?
 What constitutes useful scientific evidence?
 The sun is what drives the water cycle. The sun
causes the water to evaporate, this leads to
condensation and cloud formation, which causes
precipitation that eventually forms bodies of water
or erosion from runoff.
 Whether water is located in a lake, stream, river,
glacier or aquifer, all water ultimately ends up in
the ocean. The natural and human-based activities
that occur on land can greatly impact the ocean
environment.
 The sun causes wind which in-turn creates waves.
Tides are caused by the gravitational pull between
the Earth, Sun, and Moon. Surface currents
originate and move based on wind while deep
currents are caused by differences in density.
 Technology has given us the ability to “see” the
various features of the ocean including the ocean
floor and ocean zones. From underwater
mountains and volcanoes to deep ocean trenches,
there is much of the ocean that has yet to be
discovered.
 Measurement and observation tools are used to
categorize, represent and interpret the natural
world.
 Evidence is used for building, refining, and/or
critiquing scientific explanations.
Unit Learning Targets
Students will ...
 Identify why water is important.
 Describe the steps and processes of the water cycle
 Use experiments to explain water properties such as capillary action and changing of state.
 Compare and contrast various freshwater environments including: streams, rivers, ponds, lakes,
wetlands, glaciers, icebergs, and aquifers.
 Describe the characteristics of waves and explain how they form and change.
 Identify the effects of waves on beaches and coastlines.
 Explain what causes tides and the daily and monthly tide cycles.
 Compare and contrast the salinity, gas content, and temperature of ocean water.
 Describe how ocean conditions change with depth.
 Identify the forces that cause surface currents and deep water currents.
 Explain how surface currents affect climate.
 Find links between surface current, deep ocean currents, upwelling, and El Nino.
 Describe features of the ocean floor, the processes that have shaped it, and the factors that make it
difficult to study.
 Explain the factors that affect where ocean organisms live.
 Compare and contrast the neritic zone to the pelagic zone including the various habitats located within
the zones, the conditions supporting life and growth and importance to algae.
Evidence of Learning
Summative Assessment
After learning about the properties and characteristics of water students will construct a graph explaining
and depicting their Capillary Action Experiment. Students must also include a written observation and a
typed paragraph using vocabulary words to relate this experiment to the information within their notes.
After learning about the various freshwater environments students will conduct a research project
concerning the Florida Everglades. Students will need to investigate the location of the everglades, types
of wildlife, problems the wetland is facing, possible solutions to fix the problems, and pictures. The
researched information needs to be written on the case-study packet given in class.
After learning about waves and tides, students will research, using library books, the physical, chemical, or
biological features of the ocean. A small poster and presentation need to be developed to educate the class
about their specific topic.
After learning about the ocean zones and life that can be found there, students will conduct a marine
organism research project. The key characteristics that need to be researched and discussed include:
habitat, life expectancy, adaptations, food source, problems the organism is facing, and solutions to save
this animal.
Equipment needed: SMARTBoard, laptops, computer lab, Internet, library access, poster board, scissors,
glue, graph paper, colored pencils/ crayons/ markers
Teacher Instructional Resources: Discovery Education, Science Explorer: Earth’s Waters Textbook,
Library books
Formative Assessments
Water:
 Earth’s Waters Guided Reading and Study
Worksheets
 Quiz on Waters Properties and Distribution
 Draw and Label a River System
 Wetland Sponge Lab
 Permeability of Particle Size Lab
 Label Water Cycle Illustration
 Unit Test: Water
Ocean Zones:
 Illustrate and Label Tides
 Illustration of Ocean Floor Features (Labeled)
 Neritic/ Pelagic Zone Jig-Saw
 Unit Test: Zones and Marine Biology
 Pre-Adventure Aquarium Research
Ocean Motion:
 Illustrate and Label Tides
 Graphic Organizer to compare and contrast Waves
vs. Tides
 Waves and Tides Rotation Lab
 Ocean Water Chemistry Egg Experiment
 Water Column Illustration (include: zones, max.
depth, avg. temperature, density, pressure, light)
 Label Ocean Currents
 Unit Test: Oceans
Integration of Technology:
Students will use Microsoft Office programs on the laptops and the SMARTBoard for project construction
and presentations. They will also use various websites to help engineer their research projects.
Technology Resources:
Click the links below to access additional resources used to design this unit:
Discovery Education: http://www.discoveryeducation.com/
National Geographic: http://www.nationalgeographic.com/
National Oceanic and Atmospheric Administration: http://www.noaa.gov/ocean.html
MarineBio: http://marinebio.org/
Adventure Aquarium: http://adventureaquarium2.reachlocal.net/
Opportunities for Differentiation:
Throughout the marking period (10 weeks) students will work individually, in partners, and within groups.
Partners and groups will be student designed but also teacher-made and are composed of those that are at a
variety of learning levels. This unit caters to students of all learning styles (i.e., kinesthetic, tactile, visual
and auditory instruction).
Unit information is taught through various methods including: PowerPoint presentations, lecture, lab
experiments, textbook reading, and group work. An assortment of notes and projects have been designed
to allow all learners the ability to participate and gain knowledge.
Assessments will be in the form of tests, projects, quizzes, essays, homework, lab write-ups, worksheets,
and presentations.
Teacher Notes:
If laptop and Internet use isn’t available students can use library books for research and posters for the
presentations. Students are encouraged to explore science outside of the classroom from web-browsing to
television shows, to help keep their science knowledge up-to-date.