Laurel Plains Elementary, Group 8B
Grade 5 : Science
of a Collaborative Oceanography Unit/Curriculum Design constructed by:
Fenninger (Science Section 2) - Laurel Plains Elementary
Bill Tortora (Science Section 1) - West Nyack Elementary
Florence O'Brien (Technology) - West Nyack Elementary
Kay Levinson (Math) - West Nyack Elementary
Terri Cafaro (Language Arts) - Laurel Plains Elementary
I. Commencement Content Standard
Standard 1 : Analysis, Inquiry and Design : Students will use mathematical
analysis, scientific inquiry and engineering design as appropriate, to
pose questions, seek answers, and develop solutions.
Standard 4: Science : 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.
Benchmark Standards: Intermediate
- The central
purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing, creative process.
the use of reasoning and consensus, scientific inquiry involves the
testing of proposed explanations involving the use of conventional
techniques and procedures and usually requiring considerable ingenuity.
- The observations
made while testing proposed explanations, when analyzed, using conventional
and invented methods, provide new insights into phenomena.
- Many of
the phenomena that we observe on earth involve interactions among
components of air, water, and land.
is made up of particles whose properties determine the observable
characteristics of matter and its reactivity.
and matter interact through forces that result in changes in motion.
questions independently with the aid of references appropriate for
guiding the search for explanations of everyday observations
explanations independently for natural phenomena especially by proposing
preliminary visual models of phenomena represent, present and defend
their proposed explanations of everyday observations so they can be
understood and assessed by others.
- use conventional
techniques and those of their own design to make further observations
and refine their explanations guided by a need for more information
charts, tables, graphs and other representations of observations to
help them address their hypothesis
the organized data to answer the research question or hypothesis and
to gain insight into the problem
their personal understanding of phenomena based on evaluation of their
how the atmosphere, hydrosphere, and lithosphere, interact, evolve,
and distinguish between chemical and physical changes
different patterns of motion of objects.
Content Outcomes: Oceanography
will understand how oceans differ in depth along with the variety of features
found on the ocean floor. Students will also learn how humans depend on
the ocean for its resources and the negative effects of pollution on the
will know to
- test a
and collect data
- set up
- use graphing
to record results
- take and
apply recorded measurements
the Scientific method in daily investigations
- use the
computer for word processing for results, charts and graphs
- use the
- use Internet
resources to locate and use information on oceanography
Kid Pix computer application
- use CD-Rom
Students will create a model of the ocean floor; use recorded numbers
to construct a graph; plot graph using Excel computer application. Students
will draw and label picture of ocean floor using Kid Pix application.
Students will use rubber ball to simulate effects of Sonar mapping; record
measurements; create table of results using Microsoft. Students will design
and construct a model of a "solar still"; test model to change
salt water into fresh water; observe and taste results; use "Oceans
Below" Cd-rom as reinforcement. Students will test and rate various
homemade methods for cleaning up an oil spill; E-mail results to a professional
in the field of Environmental Science. At the completion of the oceanography
unit, students will use the PowerPoint computer application to create
an Ocean animal presentation to be shared with the class.
VI. Enabling Activities
Grouping : Students will work in heterogeneous groups of three, four.
B. Time: approximately two days.
C. Materials: 2 cans of "Playdough" per child, metric
ruler, straws, clear plastic box, marker, tape, pencil, cardboard
D. Directions :
Teacher note : Students will create a model of the ocean floor. Students
will use a "ruler" straw to measure and then graph their ocean
bottom. Results will be graphed using the Excel computer application.
Students will match up "own" drawing to computer graph.
Students will cut out cardboard top to create a plastic box lid.
2. On top of cardboard lid, make a mark every four cm in the middle of
3. Poke holes in marks through the cardboard lid. (Big enough for the
straw to fit through.)
4. Take playdough and make an ocean bottom showing highs and lows.
5. Students can use KidPix to create "artistic" picture.
6. Tape lid onto the box.
7. Use the ruler to make marks every 1 cm.
8. Use the straw as a depth gauge and plot recordings on graph.
9. Take plotted points and create graph using Excel.
10. (Trading boxes with other groups and checking results)
What was your straw measuring when you graphed the ocean bottom?
2 . Why would it be important to know how deep the ocean is?
3. What are some other techniques you can use to map the ocean floor?
4. How did your computer graph look when compared to your original drawing?
Rubric Key: 1- Novice 2 - Apprentice 3 - Worker 4 - Expert
can create a graph of a model ocean bottom and cite reasons why mapping
the ocean floor is important.
= An attempt was made to plot points on a graph and create ocean model.
2 = Model was made, but student was unable to create graph.
3 = Ocean floor model and computer graph were both created.
4 = Ocean floor model and computer graph were created along with student
showing strong understanding of ocean floor mapping.
the Teacher: Students can draw picture of ocean bottom using Kidpix or
Paint computer program. Parts of the ocean bottom, (ocean seamounts, continental
shelf, etc) should be included as instruction in this lesson.
B. Time: (1 day for lesson, 1 day to graph using Excel)
C. Materials Rubber ball, stopwatch or clock with a second hand.
note: Activity will demonstrate how sonar mapping is used to measure and
map ocean depths.
for the Student :
With your partner, take turns dropping the ball from different heights.
2. After dropping the ball, record the time it takes for it to bounce
back into your hand.
3. Record your results on the chart.
. At what height did the ball return to you first?
2. At what height did the ball take longest to return?
3. What can oceanographers use to record distances from the ocean bottom?
Rubric Key: 1- Novice 2 - Apprentice 3 - Worker 4 - Expert
can make association that bouncing of the ball and recording of time with
relation to distance represents the process of sonar mapping used by oceanographers
= Student has difficulty recording times using bouncing ball.
2 = Student can record times using bouncing ball.
3 = Student can record times, and understands activity as simulation of
4 = Student fully understands how sonar mapping works to map the ocean
Grouping: Cooperative grouping of 4 to 5 students.
B. Time: 2 days
C. Materials: bowl, salt, clay, rubber band, plastic spoon, clear
plastic wrap, straw, clear plastic cup
D. Directions :
note: In this activity, students will be shown the process of desalination.
(the removal of salt from ocean water) Students will create a "Solar
Still" to see how evaporation and condensation can extract salt from
for the Student:
Take a small piece of clay and place at the bottom of the bowl.
2. Make a saltwater solution and pour into bowl to a depth of about 2
3. Place the small container on top of the clay in the center of the bowl
of salt water.
4. Place a sheet of plastic wrap over the large bowl. (The wrap should
hang over, but not touch the salt water)
5. Put a small ball of clay on top of the plastic wrap and over the small
6. Place the container in a sunny spot for a couple of days. (Warmer weather
days work better)
7. Use the straw to taste the water after a couple of days.
Explain what happened under the plastic wrap. (You may want to think about
the water cycle)
2. Why did the water in the small container taste different from the water
in the large bowl?
3. How could we speed up this process of removing salt from water?
Rubric Key : 1- Novice 2 - Apprentice 3 - Worker 4 - Expert
is the removal of salt from ocean water to get fresh water. Students will
understand that their "Solar Still" accomplishes this task.
= Student grasps basic idea that salt was removed from salt water.
2 = Student exhibits some understanding of the role of evaporation and
condensation in the experiment.
3 = Student understands concept of the "Solar Still"
4 = Student fully understands the functioning of a desalination plant.
Grouping:: Cooperative Grouping of four to five.
B. Time : 2 class periods. (1 day to perform, 1 to discuss results)
C. Materials : Used motor oil, white basins, string and straws,
paper towel, kaolin (Diatomaceous earth), newspapers, Wisk/detergent,
styrofoam pieces, twigs, fish net, spoons, garbage bags
Teacher note: This activity attempts to cleanup an open ocean oil spill
created in a basin of water. Used motor oil is used for the experiment
and can be disposed of at any local gas station. Newspapers are a needed
requirement to place on top of desks or tables. Plastic gloves should
be worn and disposed of in plastic bags. Plastic garbage bags should be
placed on top of desks and tables. Prior instruction can introduce the
types of oil spill cleanup methods used by the E.P.A. (Environmental Protection
Agency) (containment, coagulation, skimming, absorbents, dispersing, etc.)
Students will "matchup" their techniques with those used by
professionals. They will also 94 rate" on a scale of 1-5, the most
effective technique used. Results can be E- mailed to a professional in
the area of Environmental Science.
Put on all smocks and plastic gloves.
2. Have materials "chart" handy and ready.
3. Pour oil carefully into basin of water. (Observe what happens)
4. Using materials chart, individually test cleanup methods. (All disposable
items should be placed in garbage bag on desk.)
5. Discuss observations with group.
7. Rate cleanup methods from 1 - 5. (5 = most effective. I= least effective)
Questions : (See attached lab)
The library media specialist is teaching and assisting in all computer
activities and PowerPoint presentation)
Activities planned in this part of the Oceanography unit are scheduled
for a two week period. (10 days). During this time, students will also
be working on completion of PowerPoint presentation which is incorporated
as part of this unit.
Oceanography Technology Project Class
Using the PowerPoint application in the Laurel Plains computer lab, create
a 5 slide presentation on your choice of Ocean creature. Work will be
produced with an assigned partner and research time will be given during
class. Research may be done via the internet, CD-rom encyclopedia, library,
magazines and any other reliable source. The following is a suggested
list of ideas for the slides in your presentation :
One : General description of the animal and the 'why' behind your reason
for selecting the creature. This can include a picture of your animal
and an introduction to the project. Voice and sound may be added as part
of the introduction.
Two A detailed description of the 'habitat of your animal. This slide
can include information on where your animal may be found, in what type
of waters, and if any special ocean structures influence your animal's
habitat. Once again, any and all pictures are a plus.
Three: Slide three focuses on the diet of your animal. What food does
it eat? How does it eat? Are there any special features that help this
animal eat? What is the role of your animal in the ocean food chain?
Four: In slide four, explain how your animal moves throughout the ocean.
Do changes in currents and tides affect your creature? Does your sea creature
move within a school, does it migrate, or does it need to follow its food
Five: This final slide will ask you to write about any of the special
characteristics your animal may possess. For example, the squid can release
ink into the water to provide a means of escape.
Suggestion List for Ocean Animal PowerPoint Presentation
Porcupine sea urchin
Jellyfish (Box, Portuguese Man-O-War)
Rainbow parrot fish
Octopus, cuttlefish, squid
Multimedia Presentation Rubric
Project is interesting and flows well. A real eye catcher
flows well and is interesting
of project flows well and has some interesting parts
of project is disjointed and level of interest is little
does not flow at all, is poorly presented, and has no interest
information used is accurate and well written. Good grammar and
punctuation are used
if text is well written and information is accurate. Good grammar
and punctuation are used
an acceptable amount of text. Information, grammar and punctuation
information short and somewhat inaccurate. Improper use of grammar
information, grammar and punctuation are missing or totally incorrect
are used to enhance the information and support the text. Placement
of images is pleasing to the eye
are used to enhance the information and support text. Placement
of images is appropriate
have used relevance to information and support text. Placement of
images is acceptable
used have little relevance to information. Not enough images are
or scanned images are used
Spill Cleanup Activity
Why are we performing this experiment? What are we trying to discover?
What do you think will be the most effective cleanup method?
List any and all materials used in the experiment.
How was the experiment set up? (Explain in detail)
as to effectiveness
of string and straws
a. Which method appeared to work best? Why?
Would the same method work for every spill What are some reasons why it
Can all of these methods work together to cleanup an oil spill? Why or