Motion in the ocean

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Middle school lesson learning about salinity, density, and ocean currents.

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Motion in the ocean

  1. 1. Motion in the Ocean By: Nancy Adair
  2. 2. Student Learning Goals 1. Describe how density causes currents in the ocean. 2. Describe how salinity in the ocean varies. 3. Describe how salinity and temperature in the ocean cause ocean currents. 4. Describe physical and chemical properties of ocean water.
  3. 3. Timeline of Class Activities: Day 1: View video of ocean currents from Bill Nye. Day 2: Class discussions online interactive map of ocean currents. Student groups will pose questions and responses to how and why these currents change from warm to cold. Students will examine why the currents cure on the earth’s surface. View video on density and how a golf ball can float in ocean waters. Day 3: Introduction to StroryJumper and how to upload photos and operate on the website. Students will practice uploading a photo and posting a sample book to the class wiki. Day 4: Student groups will begin working on creating their experiments, taking photos, and writing their detailed lab descriptions. Days 5-8: Students will create their StoryJumper books in groups. Post them to the class wiki. View other classmates books and create their venn diagrams comparing and contrasting ideas. Days 9-10: Student groups will post answers to the salinity and density questions to the class wiki. Post responses and comments to two other classmates posts. Final teacher evaluations will take place to ensure students have grasped the concepts of: density, salinity, and ocean currents. The teacher will have conferences with groups regarding their cooperation, effort, and peer grading rubrics.
  4. 4. Prior to this lesson: 1. The students would have viewed the following videos, and understand where ocean currents are. The students know the definition of salinity. Students can also describe the physical and chemical properties of water molecules. Ocean Currents video Bill Nye http://www.youtube.com/watch?v=jbTxGexbfKw Ocean Currents SDPTV Online Interactive http://sdpb.pbslearningmedia.org/resource/ess05.sci.ess. earthsys.globalsurf/examine-global-surface-currents/’ Ocean Currents slideshow NOAA http://oceanexplorer.noaa. gov/edu/learning/8_ocean_currents/ocean_currents.html#slide
  5. 5. Motion in the Ocean Summary Students will view an experiment on adding salt water, cold water, and hot water to fresh water. Based on that experiment they will recreate an experiment changing two variables into 600ml of salt water. The students will be creating ocean currents on a small scale and taking photos of each phase of their experiment. The students will take their detailed lab description of how to do their experiment, and create an online book using StoryJumper.com The book the students create will define how ocean currents happen based on salinity and temperature of ocean waters. Students will post books to the class wiki. They will make a venn diagram comparing other books, and respond to questions.
  6. 6. Standards Addressed: SD State Standards: 8.E.1.4. Students are able to examine the chemical and physical properties of the ocean to determine causes and effects of currents and waves. Examples: density, temperature, salinity 1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities 2. Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.c. Develop cultural understanding and global awareness by engaging with learners of other cultures. d. Contribute to project teams to produce original works or solve problems
  7. 7. Student Groups Students will be paired with a partner with an opposite ability level. For example the highest achieving student will be grouped with the lowest achieving student. These groups will allow the natural leaders to take charge to guide the lessons, yet the lower achieving students will be aiding in the problem solving process of developing an experiment. Student classroom trust has already been developed so the lower achieving students are more apt to take risks with a partner and participate in the decision making process.
  8. 8. First, In Class Teacher Led Demonstration This demonstration explains water density. The teacher could show this video to the class--or do it as a class experiment. Water Density Demonstration http://www.youtube.com/watch?v=bp7-xYG1D6s&feature=youtu.be
  9. 9. Creating a new experiment Student pairs will view the online experiment about density in ocean waters. Water Density: Red, blue, yellow: http://www.youtube.com/watch?v=bpuD5ay_Il8 Then, the groups will create a new experiment using only one of the variables from the online experiment. So, the students will have to create a new experiment with two new variables. In their experiments they will either change the salinity of water added, the temperature of water added, or temperature and salinity variables together changed. Based on the following Motion in the Ocean Rubric, the groups will create a StoryJumper book describing their experiment. Their book will describe how temperature and salinity cause ocean currents.
  10. 10. New Experiment Students will create an experiment with new variables using the following outline. 1.600ml room temperature water with 2T salt added. 2. Variable one: 3. Variable two: 4. Variable three: The most dense variable should be yellow, second most dense blue, and least dense red. Based on the variables you choose, predict WHY your density levels vary. After conducting your experiment, did you find your hypothesis was right? Why or why not? DESCRIBE HOW the water moved INTO the existing water as you slowly poured it in. Using descriptive words and diagrams, show how the water moved.
  11. 11. Motion in the Ocean Rubric In the video the teacher used three different variables: 1. Cold Salt Water (yellow) 2. Cold Fresh Water (blue) 3. Hot Fresh Water (red) You and your partner are to recreate the same style of experiment but you may only use one of the existing variables above. Using any combination of fresh water, salt water, hot or cold water create a different way to achieve the same results of: yellow, blue, red layers within the “ocean.” Your initial 600ml must have 2T of salt in it. (In the experiment the initial 600ml was fresh water) You will take photos of your experiment at each stage. Using your photo’s you will create a book in StoryJumper. com to explain and describe how density and currents occur in the ocean. Email the link of your book to: Nancy.Adair@k12.sd.us Post a link to your book to the class wiki: https://wss6science.wikispaces.com/
  12. 12. Using StoryJumper.com create a book about ocean currents and salinity density. Your book should contain: a title, complete sentences, and be descriptive of your experiment. /10points 1. Detailed step by step lab instructions on how to complete the experiment you and your partner created. *This should appear like a recipe of how to do your experiment. /10points 2. Using the photos you took at each stage of your experiment, insert them into separate pages of StoryJumper. Each photo needs a description of what happened in your experiment. /30points 3.The conclusion part of your story should have two parts: to explain HOW and WHY ocean currents happen based on temperature. /20pints 4.The second part of your conclusion is explaining HOW and WHY ocean salinity differs. /20points 5.Your partner will also be grading your participation and cooperation. /10points My partner listened to my ideas. /3points My partner worked cooperatively with me. /3points My partner worked with me to complete this assignment. /4points Individual projects will be graded by the teacher using this rubric.
  13. 13. Using StoryJumper.com create a book about ocean currents and salinity density. Your book should contain: a title, complete sentences, and be descriptive of your experiment. How did your partner contribute: /10points 1. Detailed step by step lab instructions on how to complete the experiment you and your partner created. *This should appear like a recipe of how to do your experiment. How did your partner contribute: /10points 2. Using the photos you took at each stage of your experiment, insert them into separate pages of StoryJumper. Each photo needs a description of what happened in your experiment. How did your partner contribute: /30points 3.The conclusion part of your story should have two parts: to explain HOW and WHY ocean currents happen How did your partner contribute: /20pints 4.The second part of your conclusion is explaining HOW and WHY ocean salinity differs. How did your partner contribute: /20points I was on task and cooperated with my partner. /3points I listened to my partner and we discussed ideas together. /3points I did my share 50% of this assignment. /4points Each group will receive a grade from peer evaluations. The rubric on the left will be used to grade your partner, you must give specific examples of what he/she did to help. The bottom rubric will be used to grade yourself. I will tabulate the two rubrics for a group score based on your cooperation and effort.
  14. 14. Viewing other storybooks The partners will view two different online storybooks created by classmates from the class wiki. The partners will create a venn diagram of how their project is different from their peers. On the class wiki the students will individually post a response to the following questions. 1. How did the chemical properties of ocean water change in your experiment? 2.How did the physical properties of ocean water change in your experiment? Each student will need to post a comment to at least two other classmates comments.
  15. 15. Websites and Resources for Teachers Ocean Currents video Bill Nye http://www.youtube.com/watch?v=jbTxGexbfKw Ocean Currents SDPTV Online Interactive http://sdpb.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.globalsurf/examine- global-surface-currents/’ Water Density Demonstration http://www.youtube.com/watch?v=bp7-xYG1D6s&feature=youtu.be Ocean Currents slideshow NOAA http://oceanexplorer.noaa.gov/edu/learning/8_ocean_currents/ocean_currents.html#slide Class wiki https://wss6science.wikispaces.com/
  16. 16. Websites and Resources Students will Use Computer with access to internet Digital Cameras and connection cords for computers www.StoryJumper.com Online experiment example: http://www.youtube.com/watch?v=bpuD5ay_Il8 Classroom Wiki https://wss6science.wikispaces.com/

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