Reflection: I feel by writing a science lesson plan I had the opportunity to express what
I had learn in my inquiry science class this semester. I believe this lesson showcase my
understanding and knowledge of the ACEI standard 2b. Science- Candidates know,
understand, and use fundamental concepts on the subject matter of science-including
physical, life, and earth and space sciences-as well as concepts in science and
technology, science in personal and social perspectives, the history of nature of
science, the unifying concepts of science, and the inquiring processes scientist use in
discovery of new knowledge to build a base for scientific and technological literacy.
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Date of Lesson May 4, 2009 Time 60 minutes Length of lesson 2 30 minute class
periods
Curriculum Area _Science_ Content Area: Life science, Earth science, or Physical science
Title of Lesson (identify concepts taught) Introduction to the ocean
Age/Grade level 6th grade
Teacher’s Name Kristy Stas
1. Learning Objectives (What the student must do or demonstrate [action verbs])
a) Students will be able to explain how the water cycle affects the ocean.
b) Students will be able to explain that water is in the ocean evaporates into the
atmosphere and comes back down as precipitation.
2. New York State Learning Standards (Science, Math Art, Language arts, etc…as needed)
Standard 4, Science, Physical setting: Students will understand and apply scientific
concepts, principles, and theories pertaining to the physical setting and living
environment and recognize the historical development of ideas in science.
Key idea 2: Many of the phenomena that we observe on Earth
involve interactions among components of air, water, and land.
Students explain how the atmosphere (air), hydrosphere (water), and
lithosphere (land) interact, evolve, and change.
Key idea 3: Matter is made up of particles whose properties
determine the observable characteristics of matter and its reactivity.
Students develop their own mental models to explain common chemical
reactions and changes in state of matter.
ELA Standard 2: Students will read, write, listen, and speak for literary response and
expression.
Students will read and listen to oral, written, and electronically produced texts
and performances, relate texts and performances to their own lives, and develop
an understanding of the diverse social, historical, and cultural dimensions the
texts and performances represent. As speakers and writers, students will use
oral and written language for self-expression and artistic creation.
ELA Standard 4: Students will read, write, listen, and speak for social interaction.
Students will use oral and written language for effective social communication
with a wide variety of people. As readers and listeners, they will use the social
communications of others to enrich their understanding of people and their views.
3. Materials (for the lesson)
 Large zip-lock bags
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Water
Food coloring
Thermometer
Colored pencils
Student journals
Computers with access to the internet
4. Lesson Process
(A) Engage / Introduction (10 minutes)
Day 1
To engage the student, I will start the lesson with a question to get them thinking.
Do you think that the ocean has the same amount of water all the time? As the
students respond to the question I will write their answers on the chalkboard.
I will also go over the water cycle with the students and discuss the major parts
of the water cycle; they are evaporation, condensation, and precipitation.
After we have discussed the students’ answers and the water cycle, we will start
the experiment.
(B) Explore / Learning procedures relating to objectives (20 minutes)
Now I will tell my students they will be setting up an experiment that will help
them answer the question, do you think the ocean has the same amount of water
all the time? Some of the students may already understand that water
evaporates from the oceans; this experiment will be a good review. The students
will be divided into groups of four or five. I will have each group do their own
experiment. Each group will read the whole activity and follow the procedure. I
will have the students document their observations and temperatures of the
water in their journals.
Attached is the direction sheet for the experiment.
The students will complete the experiment and allow for their baggiess to sit
overnight, this will be the end of day 1.
Day 2 (10 minutes)
To start the lesson for the second day, I will have my student observe their
baggies and talk to their group about what they have observed. I will have them
write their observations in their journals.
(C) Explain / Conclusion (20 minutes)
To start the lesson we will discuss the experiment and talk about the students
observations.
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Next we will review the water cycle; they have learned this in 4th grade.
Next I will be hand out ocean facts that they students will complete during the
lesson.
Attached is a completed fact sheet of the information that I will have taught
my students during the lesson.
After the lesson I will have my students do a creative writing assignment. They
will be given time at the end of the class and possible finish as homework if
needed. They will be describing the journey of a droplet of water. They can write
the story in first person as if they were the drop themselves or in third person. I
will encourage my students to be creative, the drop of water can exist anywhere
and could feasibly travel anywhere, but the students have to describe how.
(D) Extend, Expand, or Elaborate / “If time”/ extensions
If time allows I will have students going on the “Ocean Alive” website to help
broaden the scope of my students’ understanding of the ocean. They will be able
to learn currents, wind, and waves.
(D) Evaluation / Assessment
(a) I will collect the students’ journals to evaluate how they have responded to the
experiment and assigned tasks of the lesson. The essays should be an indicator
of the students understanding from the lesson. The students should be able to
use the water cycle to describe the journey of a water droplet. By the end of the
lesson, my students should be able to understand that water in the ocean
evaporates into the atmosphere and comes back down as precipitation.
(b) Students will be able to explain the water cycle and how if affects the ocean.
Students will be able to describe the water in the ocean evaporates into the
atmosphere and come backs down as precipitation. Students understand that
the ocean is allows losing and gaining water, it’s a never-ending process.
(c) Method of assessments used in this lesson (example attached)
I will evaluate the students’ fact sheets at the end of the lesson. Also have the
student complete a creative writing assignment.
(d) Differentiation (of expected outcomes)
Differentiation of activity is to be provided and described throughout the lesson plan to
ensure that children’s individual learning needs are met. You must describe how this
will be done. You may do this in chart form.
(a) Differentiation:
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(i) Low level students
Be able to describe the process of the water cycle and that water
evaporates in to the atmosphere then comes back down as perception,
this is process is continues.
(ii) Higher level students
They will be able to describe that sunlight can’t reach the deepest parts
of the ocean. They will be able to describe the different zones of the
ocean and what life forms are found in each zone.
(e) Lesson modifications
(i) Low level students
I will read the directions for the experiment. If needed, I will give them
extra time to complete the experiment. I will have the students that
need to dictate their observations and essay to me and I will write it. I
will give these students the chance to use the computer to write their
essay. Also I will give these students completed fact sheets at the end
of the lesson, so they have all the information needed.
(ii) Higher level students
I will have these students make a picture book of the journey of a drop
of water. Have these students work in the learning center. Have these
students answer the following question by exploring the Ocean Alive!
Website, Can sunlight reach the bottom of the ocean?
5. Assessments of lesson
I will collect the students’ essays to see how they have responded to the task.
The essays should demonstrate what sort of understanding students have
gained from this lesson. Since the assignment is the “journey” of a water drop,
the water must get caught in a current, evaporate, and precipitate, or even travel
to the depths of the ocean.
6. Student work Attach any worksheets used during / after the lesson.
Attached are the worksheet of the experiment and the fact sheet.
7. Learning center Provide the directions, worksheets as needed, and a list of materials.
Attached is the directions and list of materials for the learning center. Water
Current, this is a hands-on activity on currents that has the students demonstrate
the differences in temperature and density play an important role in shaping the
oceans current.
8. References (Resources / sources used in creating lesson plan)
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AAAS. (2009). Science netlinks. Retrieved April 2, 2009 from
http://www.sciencenetlinks.com
Proujan, C., Martin, S., & Knowles, M. (2005). Sciencesaurus. Wilmington, MA: Great
Source Education Group, 187, 193-197.
The Museum of Science. (1998). Ocean alive! Retrieved April 2, 2009 from
http://www.mos.org/oceans/index.html
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Learning center:
Water on the Move
Current Events
Water Currents
Purpose:
 To demonstrate that ocean currents are influenced by changes in water density

To observe how temperature and salinity affect water density
Materials:
 Food coloring
 Ice cube tray
 Fish bowl, small aquarium or any glass bowl of similar size
 Salt
 Test tube or small cup
 Hot tap water
 Thermometer
Background:
Ocean water is salty and, in general, cold. Most ocean water is less than 36
degrees F (2.2 degrees C). But in the tropics, surface water may reach 82 degrees
F (28 degrees C), and water can be much hotter near underwater volcanoes.
Differences in water density associated with temperature and salinity play an
important role in shaping ocean currents.
Procedure:
Set up:
Several hours before you need to begin the experiment, add 5-7 drops of food
coloring to a small amount of water. Pour the colored water into an ice cube tray
to make 1 colored ice cube. Make sure the color is dark.
Temperature (part 1)
1. Fill a fish bowl or glass container to the rim with room temperature water. Let
it stand for about a minute so that the water will have a chance to settle
before you start.
2. Place the colored ice cube into the water very gently and observe for 1 minute
or more. Record you observations. Do not disturb the tank until after the ice
cube has completely melted. Observation again and record your
observations.
3. Describe your findings and explain why this happened.
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Temperature (part 2)
1. Empty the fish bowl or glass container and then refill it with fresh water at
room temperature.
2. Run hot water until the temperature is at least 110 degrees F (43 degrees C).
Fill a test tube or small cup half full with this water. Add 5-7 drops of food
coloring until the color is very dark. Very gently our colored hot water into the
tank. Observe for a minute or more. Record you observations.
3. Describe you findings and explain why this happened.
Salinity
1. Empty the fish bowl or glass container and then refill it with fresh water at
room temperature.
2. Fill the test tube or cup half of colored salt water; use 5-7 drops of food
coloring to give it a dark color and ½ teaspoon of salt. Very gently pour the
colored salt water into the tank and observe. Record you observations.
3. Describe your findings and explain why this happened.
Going Further
Where in nature might you find conditions similar to those in the three different
demonstrations? How do they interact with one another?
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Name________________________
Date__________
Ocean Fact Sheet
The colored water at the bottom of the baggie is heated by the sun. Some if this water
receives enough energy to evaporate into water vapor, particles of pure water too small
to be seen. The water vapor rises up in the warm air. When the water vapor comes
close to the cooler sides of the baggie it cools and condenses onto the baggie. As more
water vapor condenses onto the baggie, droplets form and eventually grow big enough
to precipitate down to the bottom. The droplets that condense out onto the sides of the
baggies are not colored like the water in the bottom of the jar. The larger food coloring
particles are left behind just as salt and pollutants are left behind when water
evaporates from oceans.
There were no oceans on the planet millions of years ago. The surface of the water
was so hot that is would just boil away. However, volcanoes poured huge amounts of
steam into the atmosphere and as the Earth cooled the steam turned to water vapor
that condensed as droplets and began to fall as rain. This downpour lasted for many
thousands of years filling great hollows in the land and thus forming the world’s first
seas.
Today, the oceans are always losing and gaining water in a never-ending process
called water, or hydrologic cycle. They lose water when the sun and wind lift tiny
particles of moisture from the ocean surface. These invisible particles of water vapor
mix with air. It the air cools, vapor particles join up as water droplets that form clouds.
Clouds shed rain or snow, about 77% of all precipitation falls back into the sea. Melted
snow and rain that fall onto land run into rivers that follow back into the sea. Therefore,
ocean will never dry up.
Water plays a part in weather formation, such as El Nino. Warm surface water
temperatures associated with El Nino lead to alterations in the movement of air masses
and the development of irregular ocean currents. Changes in the normal formation of
weather conditions are the result, and the entire world is eventually affected.
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Building a model of the water cycle
Purpose of experiment:
1. Is to have the students be able to identify the elements of the water cycle
2. Is to have students be able identify the sun as a source of power
Materials:
-
Large, zip lock plastic baggie
Water
Food coloring
Masking tape
Thermometer
Background Information:
Before I have student start the experiment, I will give then a little background
information. The basic building block of all life is water, as well as one of the basic
ingredients of our weather. Water covers about 71% of the earth’s surface; it is present
in rivers, lakes, ice capes, rain, clouds, lakes, snow, or oceans.
Water is always moving, it is warmed by the sun and evaporates into the atmosphere.
Wind carries water vapor all over the globe. The water eventually cools and condenses
into clouds, fog or dew. Once the water travels to the ground it can evaporate directly
or travel into river, lakes, ground water, or oceans. This dynamic pathway of water is
called the water cycle.
Procedure:
1.
2.
3.
4.
Put about a cup of water into a baggie
Add a drop or two of food coloring
Carefully seal the baggie and tape it onto a sunny window
Hold the bulb of the thermometer against the bag for three minutes and then
record the temperature.
5. Let the bag hang in the sun for a couple of hours then observe the bag again.
Look for any changed in the bag hold the bulb of thermometer against the bag
again. Look for any changes in the bag. Hold the bulb of the thermometer
against the bag again for three minutes. Has there been a change in
temperatures?
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Grading Rubric
Creative writing assignment
Criteria
Content
Creativity
Writing
Expression
Target
Acceptable
Describes all
aspects of the water
cycle in the essay.
Uses the ideas from
the lesson to
describe the
journey.
(5 points)
Very creative and
expressive to
describe the journey
of a water droplet.
(3 points)
Writing is neat and
legible. The
response is clear
and concise.
(2 point)
Describes only a
few of the aspects
of the water cycle
and a few of the
ideas from the
lesson to describe
the journey.
(3 points)
Uses only a little
creativity to
describe the journey
of a water droplet.
(2 points)
Writing is legible but
hard to read. The
response is kind of
unclear.
(1 point)
Unacceptable
Doesn’t use any of
the aspects of the
water cycle and
ideas from the
lesson to describe
the journey.
(2-0 points)
Didn’t use creativity
to describe the
journey of a water
droplet.
(1-0 points)
Writing isn’t neat and
hard to read. The
response is unclear.
(0 points)
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