Teacher: Taylor, Parris, LaPorte
Grade Level: 5th
Date
SOL/ Learning
Objectives
5.6 a-c; 5.1 (ongoing
throughout the year)
Interrelationships:
Ocean Environments
Essential
Questions &
Understandings/
Big Ideas
Dates: February 9-13, 2015
Content or Unit: Science
Monday
2/9/2015
Tuesday
2/10/2015
Wednesday
2/11/2015
The student will:
~Explore the difference
between ocean water and
fresh water
~Understand that oceans
have many valuable
resources
~Understand what causes
currents, waves, and tides
~Describe the topography
of the ocean floor
The student will:
~Explore the difference
between ocean water and
fresh water
~Understand that oceans
have many valuable
resources
~Understand what causes
currents, waves, and tides
~Describe the topography
of the ocean floor
The student will:
~Explore the difference
between ocean water and
fresh water
~Understand that oceans
have many valuable
resources
~Understand what causes
currents, waves, and tides
~Describe the topography
of the ocean floor
The student will:
~Explore the difference
between ocean water and
fresh water
~Understand that oceans
have many valuable
resources
~Understand what causes
currents, waves, and tides
~Describe the topography
of the ocean floor
How does the ocean serve
a useful purpose?
What are oceans, seas,
and basins?
How does the water in a
wave move? What are
tides/ currents?
What is the ocean floor
like?
How do we explore the
oceans? How do people
affect the oceans?
Friday
2/13/2015
Scientists can compare
changes in sediment type,
organisms found in each
layer, and gases trapped
in sediment to understand
how oceans have changed
over time.
Ninety-seven percent of
Earth’s water comes from
the ocean. Oceans are an
important natural
resource.
Key Vocabulary
Basin, current,
continental shelf,
continental slope,
continental rise, abyssal
plain, seamount, trench
Basin, current, continental
shelf, continental slope,
continental rise, abyssal
plain, seamount, trench
Assessment
Part 1
What are some of the
ocean resources you use?
How would you describe
what you know about the
way ocean water moves?
1
Thursday
2/12/2015
Basin, current,
continental shelf,
continental slope,
continental rise, abyssal
plain, seamount, trench
Basin, current,
continental shelf,
continental slope,
continental rise, abyssal
plain, seamount, trench
What part of the ocean
can be explored from
scuba diving?
Teacher: Taylor, Parris, LaPorte
Grade Level: 5th
Possible
misconceptions
or learning
gaps
Students may not
understand why the
oceans do not continue to
get saltier.
What is the difference
between a sea and ocean?
Dates: February 9-13, 2015
Content or Unit: Science
What causes the ocean
water to have different
colors?
How does the moon affect
the tides?
How does salt affect water
density?
Why do continents not end
at the seashore?
Students may not
understand how
continental crust merges
with ocean crust along the
continental rise.
Many students may not
know the multiple ways in
which humans affect the
ocean and how our
everyday carbon footprint
affects the environment
negatively.
Snapshot/
Warm-up
Whole Group
Teaching/
Learning
Teaching Station
2
What do we use from
the ocean in our daily
lives?
The teacher will explain
how salt in water comes
from rocks, from within
the Earth, and is
removed as fast as it is
added.
Seawater is an
important source of
minerals.
List from the densest to
the least dense: vinegar,
water, oil, coin
TTW explain how areas
on Earth within the
bulges of water
experience high tides
and low tides on the
outside of those bulges.
Bulges occur on the side
of the Earth nearest the
Moon and on the side
opposite. High tide
bulges draw the water
away from the other
areas of the Earth,
resulting in low tide.
Winds drive surface
currents, flowing
What causes the tides?
Where do continents
end? Draw your answer.
TTW explain that the
sediment that forms the
continental rise comes
from the continents and
the continental shelf.
TTW develop
vocabulary by asking
students to use clues
about the vocabulary to
determine its meaning.
TTW discuss the
features of the ocean
floor including the
continental shelf, slope,
and rise; the flat abyssal
plains; seamounts;
The oceans provide fish
and other seafood for us
to eat; they contain
minerals; they provide a
habitat for many
organisms; they have
recreational use.
The dumping of sewage,
factory wastes, and
fertilizers (farms)
pollute the ocean daily.
Oil spills are caused by
ships carrying oil that
break open in the ocean.
We can help reduce the
Teacher: Taylor, Parris, LaPorte
Grade Level: 5th
Dates: February 9-13, 2015
Content or Unit: Science
clockwise from the
equator northward and
counterclockwise from
the equator southward.
trenches; and the midocean ridge.
Tell Students that we draw
conclusions every day
based on facts we receive.
Ask students to list three
facts from page C 89 and
to draw a conclusion about
why the lowest tides occur
when they do
*No Teacher Station
Teacher and students
will create foldables
defining words and
pictures/examples of the
parts of the ocean floor
Activities ~ Work
stations
*Reinforcing Skill of the
Day *
Using various liquids of
different densities such as
water, cooking oil,
vinegar, ice, and a coin.
Pour the liquids gently
into a glass so that they
form layers. Drop the coin
into the glass as students
watch. Float the ice cube
on top.
TTW ask which is the
densest? Least dense?
(coin; ice)
TTW ask why the liquids
do not mix (different
densities)
3
*High tides occur on two
sides of Earth where the
water bulges. The lowest
low tides occur at the same
time as the highest high
tides. The spring tide
drawing shows water
pulled away from the area
of Earth between the
bulges. The conclusion is
that the bulges are largest
during spring tide resulting
in the most water.*
negative impact by
limiting use of harmful
fertilizers (that have
phosphates and
nitrogen), rely less on
offshore sources of oil
and natural gas, and by
not eating endangered
fish
*No Teacher Station
Students will complete
an informal assessment
in which they make a
picture for each of the
three major ways in
which the ocean’s water
moves. For example, for
tides, they can draw the
tidal bulges on Earth or
show a seashore where
the water’s edge has
moved down the beach.
Teacher: Taylor, Parris, LaPorte
Grade Level: 5th
Dates: February 9-13, 2015
Content or Unit: Science
.
Lesson Closure
& Student
Summarizing of
Their Learning
Assessment
Part 2
Class discussion.
Create class drawing of
the experiment.
Where do the highest
What are the different
high tides and lowest
parts of the ocean floor?
low tides occur. Explain. How are they similar to
land?
What is the
relationship humans
have with the
ocean?
Why is fresh water less
dense than the ocean?
What is a current?
Draw a picture
showing how we
affect the ocean.
What is a seamount?
*SOL PASS SOL 5.5 Living Systems and SOL 5.4 Matter -----Released Test Question-----GREAT REVIEW
Station 2 Thinking Like A Scientist
Station 3 – Key Words and drawing showing understanding (Framework)
Station 4 – Computer - -Science A-Z (User name – dhopkinsg
(Password stimb997)
***Study Jams Video –Great introduction
***Electricity – Hands on activities in Gizmo
SOL 4.2 and 4.3 WILL NOT be on the Benchmark Test……..
4