Ocean Module 1

Ocean Module

Targeted Grade: 5th

Rachel Dillard, Carolyn DiProspero, and Christina Millson

CRIN E06-Science

Professor Matkins

December 7, 2010

Ocean Module 2

Overview

Description of students:

This module was written for a 5th grade class at Stonehouse Elementary School. The class is

made of 21 students, 7 girls and 14 boys. There are no special needs students but one student

does have ADHD and has a student assistance plan on file. Two of the students are considered

ESL (with Spanish and Indonesian being their primary languages) but only the native Spanish

speaker is pulled for ESL-based assistance. There are three students pulled for reading assistance

on alternating days during the week and two pulled for math assistance. Two students go out of

the classroom for gifted and talented reading instruction and five students leave for gifted and

talented math instruction. The class is on the whole, extremely well-behaved and on-grade level

in terms of their achievement and progress. They really like science, especially the hands-on

discovery aspect of the subject. They responded very positively to the experiments we’ve

completed in class and the discovery circus we developed earlier this semester.

Theme:

The theme of this unit is oceans. Through a ten day unit, students will learn about oceans and

their features including currents, salinity, waves and tides. They will explore this information

through inquiry and hands-on experience.

Main Question:

What are the important features of the ocean biome?

Subquestions:

1. What landforms are found in the ocean?

2. What are characteristics of life in the ocean?

Daily Questions:

1. What are the five oceans? Where are they located?

2. What is a sea basin? What resources are found there? What is the composition of ocean

water?

3. What purpose do currents serve in nature?

4. What are the two types of ocean currents? How are they different?

5. How does the water in an ocean wave move?

6. What are tides the result of?

7. What are landscape features of the ocean floor?

8. How can we represent the features of the ocean floor?

9. How do we explore the ocean? What tools do we have to explore the ocean?

10. How does human action impact the environment? What are some consequences of these

actions?

Scientific Investigation, Reasoning, and Logic

5.1 The student will plan and conduct investigations in which

a) predictions are made using patterns, and simple graphical data are extrapolated;

Ocean Module 3

b) manipulated and responding variables are identified; and

c) an understanding of the nature of science is developed and reinforced.

Interrelationships in Earth/Space Systems

5.6 The student will investigate and understand characteristics of the ocean environment. Key

concepts include

a) geological characteristics (continental shelf, slope, rise);

b) physical characteristics (depth, salinity, major currents); and

c) biological characteristics (ecosystems).

NSES Standards

NSES: Earth and space science content standard D: As a result of their activities in grades 5-8,

all students should develop an understanding of the structure of the earth system.

Technology SOL

C/T 3-5.6 The student will use technology to locate, evaluate, and collect

information from a variety of sources.

• Collect information from a variety of sources.

• Evaluate the accuracy of electronic information sources.

• Enter data into databases and spreadsheets.

Connectivity:

For any teaching unit, it is imperative that daily lessons display connectivity to each other

and that they relate to the theme of the unit. We wrote the lessons’ daily questions with the

intention of supporting the theme’s overall question of “what are the characteristics of the

world’s oceans?” The thematic questions combines with the daily questions to illustrate a clear

focus for the unit.

The theme of this unit is the world’s oceans. Students will participate in inquiry and

investigation as they explore the wealth of information about oceans. During the ten days of this

unit, students will identify the five oceans and demonstrate knowledge of currents, the sea basin,

the ocean floor, depth, salinity, tides, waves, and ecosystems. The first lesson introduces the five

oceans by name and location. Before discussing the characteristics of the ocean and ocean floor,

students should be able to identify the geographic location of a specific ocean. The second

lesson pertains to the sea basin and salinity. This reflects a specific SOL objective that students

learn the meaning of salinity. The hands-on activity in this lesson will further support

instruction. The third day introduces ocean currents with video clips from Finding Nemo and

Planet Earth. Students will sea how currents differ based on the geographic position, thus

adding meaning to the initial lesson. For example, students will understand that the East

Australian Current (as shown in Finding Nemo) is a surface current due to the warm water

around Australia. The fourth day consists of a hands-on activity that reinforces the previous

Ocean Module 4

lesson. Students will observe and note the warm water rise to the top and the cold water sink and

become more dense. The SOL concerning predictions is also supported through this activity.

The fifth day pertains to waves and includes another hands-on activity. The lesson on waves

allows most students to make a connection to something they have seen before, thus making the

unit relevant content.

Day six of the unit pertains to tides and the relationship between the moon, Earth, and

sun. The tides discussion can relate back to the previous lesson on waves. The seventh day

begins instruction on the ocean floor. Students will watch a video that playfully introduces the

features of the ocean floor and reviews content on currents. They will then complete interactive

notes collectively using context clues from the surrounding text. This is meant to prepare them

for sixth grade, when they will need to read text for content. The eighth day continues

instruction on the ocean floor. Students will make a diorama of the ocean floor, using

information presented in the previous lesson. The ninth lesson consists of a web-quest in which

students will discover multiple ways to explore the ocean. They can reference their dioramas

when discussing what can be explored and what obstacles face ocean explorers. The tenth and

final day of the unit pertains to human-environment interaction. Students will watch a video

about the Gulf of Mexico oil spill, and a discussion about the subsequent effects on the

ecosystems will follow. Once again, the unit is made relevant as students make connections to

the content.

We endeavored to make each lesson relevant to students’ daily lives, background

knowledge, and academic needs. Students are encouraged to make text-text, text-self, and text-

world connections in their language arts class. We substituted content for text with the intention

that they make those same connections. They can make connections to what they have read,

seen in movies or on tv, or witnessed in person. They might have watched a documentary on the

sinking of the Titanic or watched news stories about the gulf oil spill. They might have read

about or seen waves and rising tides. There are a number of ways in which students can make

connections to the content in this unit. Formative assessment throughout the unit will gauge their

sense of relevancy. We wrote the lessons in conjunction with the SOLs and in consideration of

other academic needs (such as middle school expectations).

Nature of Science and Inquiry-based Activities:

The nature of science is explicitly addressed in the following lessons:

Day 1- use information to develop questions, state a prediction, write observations to make

inferences and draw conclusions.

Day 2- develop and familiarize self with new vocabulary and use data gathered and observations

to make inferences and draw conclusions.

Day 3- use information to develop questions, state a prediction, write observations to make

inferences and draw conclusions.

Day 4- use data gathered and observations to make inferences and draw conclusions.

Ocean Module 5

Day 5- use information and former knowledge to develop questions, form a hypothesis, and

make observations to make inferences and draw conclusions.

Day 6- use information and former knowledge to read text from content and familiarize self with

vocabulary.

Day 7- use information presented to complete text narrative of the content and familiarize self

with vocabulary.

Day 8- use information to construct visual representation of the content.

Day 9- use available information to research material relevant to the content and familiarize self

with vocabulary.

Day 10- use available information to research and familiarize self with vocabulary to support a

role-playing exercise in which students will make meaningful connections to the content.

Technology/Safety:

Most of the materials employed in our module do not require a large amount of

technology that would need to be reserved ahead of time or brought into the classroom from

outside. This is because most of our activities involve either real materials or the technology

necessary is available in every classroom. For example, most lessons involve the use of a

projector, a document camera, PowerPoint or a video. All of these resources are available to

every teacher at Stonehouse in their classroom. On the day that we show Finding Nemo and the

migrating whale video (Day 3) the teacher would have to load the media onto the school’s Safari

media player account ahead of time, but then would be able to access the videos from their

laptop. A similar protocol would be followed for the BrainPop video.

The unit does require a lot of instances where the teacher would have to prep or set up

ahead of time. On Day 1, the teacher would need to find the global projection online ahead of

time and would also need to secure an inflatable globe. Some of the prep (for day 2, 6, 7) is

relatively simple, like making copies of a worksheet or text excerpt. Securing media for days 3

and 7 should not be a challenge for those familiar with computer software. Other aspects of the

unit could be a bit trickier. For example, the diorama on day 8 requires extra materials that the

teacher would either have to purchase or could perhaps send a note to parents a few weeks in

advance asking for donations. The days with experiments or extended activities (day 2, day 4,

day 5 and day 10) require pretty extensive teacher set up that could possibly completed the

afternoon before or earlier in the school day so the teacher doesn’t have to waste time dividing

up materials during the lesson.

There are relatively few major safety concerns that we could foresee for this unit. The

first involved the webquest on day 9 and the simulation on day 10. Despite there being a specific

list of websites given to the students of permissible websites, there is the risk of students

browsing sites that are not appropriate or relevant to the lesson’s aims. To address this, the

teacher will rely on the school’s firewall and can monitor student internet research visually by

walking around the room. Additionally, in some of the more hands-on experiments on day 5 and

day 8, the teacher will have to carefully review the materials to see if there are any precautions

students need to take (i.e. be reminded not to put their fingers in the fan used on day 5, etc).

Generally speaking, however, the teacher just needs to prepare in advance and use precautions

when necessary in order to ensure a successful unit.

Ocean Module 6

Rationale

Our group decided to create a module that could potentially be used by at least two of the

members and therefore chose to focus on a unit of study in the fifth grade science curriculum.

Looking at the upcoming units planned for fifth graders at Stonehouse Elementary in

Williamsburg James City County, we chose to craft a module studying the oceans. After careful

consideration of the curriculum, pertinent fifth grade VA SOLs, and current textbook used by the

fifth graders, we devised a 10-day module with daily questions, activities, and methods of

assessment.

The unit on oceans is essential to understanding the Earth as a system, since water makes

up over 70% of the total surface area of the Earth. The study of the ocean includes various

concepts, such as basins, resources obtained, animal and plant life, currents, waves, tides, and

human impact. The topics taught in the unit map directly back to VA SOLs and National

Standards, with each lesson providing assessment feedback to ascertain understanding. In

addition, to meeting state and national standards, the unit provides students with essential

knowledge, knowledge that will remain with the child for years to come.

Throughout the unit students will be exposed to a variety of lessons, all utilizing inquiry

and hands-on instructional strategies. Due to the significant amount of inquiry-based activities,

the unit is an exemplary tool for teaching about the nature of science. Students will become

miniature scientists as they delve into each of the guiding questions on a quest to learn more

about the ocean biome.

Ocean Module 7

Day of Unit Day 1 Day 2 Day 3

Topic Introduction to five oceans

Sea basins, resources from the ocean,

and salinity

Introduction to Ocean Currents: names of

currents, surface currents and deep sea

currents

Daily

Question

What are the five oceans?

Where are they located?

What is a sea basin? What resources

are found there? What is the

composition of ocean water?

What purpose do currents serve in nature?

Activities 1. Introduction to the oceans:

Map of the globe will be

projected upon the screen to instruct student about the

location and name of each

ocean.

2. Globe tossing activity: Students will toss around a

beach ball sized inflatable

globe. Students must identify the ocean on which their right-

thumb lands. If the thumb rests

upon land then the student identifies the continent and

tosses it once more until the

thumb rests upon water.

1. Notes on seas basins and resources

from the ocean: Students paste sheet of

notes about sea basins into their science

journals. Students then read the notes

and highlight the pertinent information

as a group, guided by the teacher.

2. Salt water activity: Students will

explore the concept of salinity and

observe that salt water is denser than

fresh water.

1. Watch currents segment of Finding Nemo.

2. Display world map and have students discuss

how nature (animals, plants, etc) uses the oceans’ currents.

3. Describe the Gulf Stream and

EAC (East Australian Current) and have students

discuss its importance. 4. Watch the story about the

migrating humpback whales in “shallow

seas” from Planet Earth. Students will trace the whale’s migration on their own blank

world maps and label the appropriate current.

(See attached lesson)

Assessment Formative: Students’

knowledge will be assessed

during the activity. Questions

will be asked to check for

comprehension.

Formative: Observation of students’ as

they paste and highlight notes.

Students’ knowledge will be assessed

during the activity. Questions will be

asked to check comprehension.

Formative: Observation of students’ behavior

and participation in discussion.

Note: * by day of unit denotes lessons with full lesson plans attached

Ocean Module 8

Day Day 4* Day 5* Day 6 Day 7

Topic Ocean Current Activity Waves: energy and

movement

Tides: moon and sun

alignment

Ocean Floor

Daily Question What are the two types

of ocean currents? How

are they different?

How does the water in an

ocean wave move?

What are tides the result of? What are landscape features

of the ocean floor?

Activity 1. Review previous day’s

lesson. 2. Students will explore temperature and

its relationship to currents

through an inquiry based learning experience.

(See attached lesson)

1. Students will listen to

video clip of ocean waves.

2. Students will simulate

ocean wave using a fan and

container of water and

describe their observations.

3. Students will simulate

energy movement in waves

using marbles and describe

observations.

1. Read copied excerpt from

text about tides.

2. Students will complete

cause-and-effect thinking

map as modeled by teacher

to explore the causes of the

tides.

1. Watch brain pop video to

introduce concept of ocean floor and review currents.

(http://www.brainpop.com/scien

ce/earthsystem/oceanfloor/preview.weml).

2. Complete interactive notes

about the ocean floor as guided by teacher.

Assessment Formative: Observation

of students’ behavior

and contribution to

groups.

Summative: Students

will complete a

worksheet and map

activity.

Formative: Students’

knowledge will be assessed

during the activity.

Questions will be asked for

to check comprehension.

Observation of students’

participation in inquiry

activities.

Summative: Quality of

written observations in

science journals.

Formative: Students’

knowledge and

comprehension will be

assessed through

questioning during reading

of the text excerpt.

Summative: Completion of

student thinking map.

Formative: Observation of

students’ completion of

interactive notes.

Note: * by day of unit denotes lessons with full lesson plans attached

Ocean Module 9

Day Day 8 Day 9 Day 10*

Topic Ocean Floor

Exploring the ocean Human/Environment

Interaction

Daily

Question

How can we represent the features of the ocean

floor?

How do we explore the ocean? What tools do

we have to explore the ocean?

How does human action

impact the environment?

What are some

consequences of these

actions?

Activity 1. Review concepts about ocean floor learned in

previous day’s lesson.

2. Make a diorama to model the ocean floor and

label the components of the ocean floor

(continental shelf, slope, rise, abyssal plain, trench,

seamount, and sea-floor vents). Discuss and define

the meaning of each component.

Students will explore the ocean using an online

web-quest

(http://teacher.scholastic.com/lessonrepro/lessonplans/theme/ocean07.htm). Directions guide

students in a quest to discover how the ocean is

explored using machinery and satellites.

1. Students will look at New

York Times video discussing

predicted outcomes of the oil spill. Students will simulate

the response to the oil spill.

Students will be assigned to specific stake-holder roles,

including scientific

community, oil company

officials, fishing industry, government response team.

Students will perform

research related to their particular stake-holder role

and present findings to the

class.

Assessment Formative: Observations of students as they create

the diorama.

Summative: Completion of ocean floor diorama.

Formative: Observation of students’

participation in webquest.

Summative: Quality of responses to online

web-quest on worksheet.

Formative: Observation of

students’ participation in

groups and presentation.

Summative: Completion

of research worksheet and

quality of science journal

entry.

Note: * by day of unit denotes lessons with full lesson plans attached

Ocean Module 10

To be projected on the screen:

Moving planets. (2010). Retrieved from http://www.movingplanets.com/world/oceans/

Ocean Module 11

Name: ____________________________ Date: _____________________

Label the five oceans:

PSDGraphics. (2010). Retrieved from http://www.psdgraphics.com/wp-

content/uploads/2009/03/blank-world-map/

Ocean Module 12

Day 2: Understanding Salinity and Density Lab

Time: 1.5 hrs

Objective:

Students will understand the concept of density and will be able to identify the denser of two

liquids after completing the lesson.

Students will be able to explain why the denser of the two liquids sank to the bottom of the

beaker.

Purpose:

This lesson will help students understand that density causes a liquid to be heavier and that

dissolved minerals cause the density of the liquid to be greater.

Materials:

two beakers, two small cups, water, salt, measuring spoons, stirring spoon, food coloring (blue

and green), pipette, blue and green colored pencils, lab sheet, graduated cylinder

Procedure:

1. Ask students to predict what they think will happen if you pour fresh water into salt water.

Ask them if the prediction will change if you pour salt water into fresh water. If it is different,

then how is it different?

2. Students will measure 250 ml of water in each of the two beakers.

3. To one beaker, add 25 ml of salt and stir until the salt dissolves.

4. Using the graduated cylinder, measure 10 ml of each liquid into separate small cups.

5. Add four - five drops of blue food coloring to the small cup of fresh water until it turns dark

blue.

6. Add four - five drops of green food coloring to the small cup of salt water until it turns dark

green.

7. Using the pipette, add four - five drops of the green salt water to the beaker of fresh water.

Carefully observe what happens and record your observations.

8. Using the pipette, add four - five drops of the blue fresh water to the beaker of salt water.

Carefully observe what happens and record your observations.

9. Using your lab sheet and colored pencils, color the cups on the lab sheet to reflect what you

have observed as the experiment was performed.

10. Discuss with the group what their results were and any other observations that they were able

to make during the experiment.

11. Complete the lab report using the steps to the scientific method as a guide. Use the drawings

of the cups of water as part of the results.

Ocean Module 13

Observations:

During the students' predictions, they will have various answers about what will happen during

the experiment. The teacher should not give any indication as to whether these are accurate or

not, just encourage them to document them in their science journals..

Conclusions:

Students will conclude that salt water is heavier than fresh water.

Students will also conclude that the dissolved salt makes the density of the water greater.

Extension:

This experiment may be followed with an additional experiment on the percentage of density and

the difference it makes in the weight of identical amounts of solution with varying densities.

Class Discussion Questions:

What did you observe as you put the fresh (blue) water into the salt water? How did the

fresh(blue) water move?

What did you observe as you put the salt (green) water into the fresh water? How did the salt

(green) water move?

Can you think of other liquids that have greater densities than that of water?

Where do you think the water with the greatest density is found in the ocean? (at the bottom or at

the top?)

What causes this water to be denser? (dissolved minerals that have been washed into the ocean or

that have been mixed with the ocean water by geysers on the ocean floor)

Cautions and Concerns:

Food coloring does stain, so always caution students to cap all bottles as soon as they have

finished using the materials.

Kennedy, Sue. (2010). VA SOL lesson plans: understanding salinity and density.

Retrieved from http://www.knowledge.state.va.us/cgi-bin/lesview.cgi?idl=517

Ocean Module 14

Rachel Dillard: Goin’ with the Flow pt.1 Topic: Ocean Currents Day #3 in Unit

NSES: Earth and space science content standard D: As a result of their activities Grade level: 5th

in grades 5-8, all students should develop an understanding of the structure of the

earth system.

SOL: VA 5.6 The student will investigate and understand characteristics of the ocean Subject: Ocean Currents

environment. Key concepts include (b) physical characteristics (depth, salinity, major

currents)

Daily Question: What are the two types of ocean currents and how are they different?

Procedures for Learning Experience

Guiding Questions Materials

Needed

Evaluation

(Assessment)

Approximate

Time Needed

Engagement: Ask students if they have ever

considered sending a message in a bottle.

Have them imagine who they would write to

and where they would want the bottle to go.

Ask students if they know what is responsible

for carrying messages in a bottle halfway

across the globe. Introduce the vocabulary

associated with currents. Let students

postulate as to whether there are a variety of

currents or not. Well, let’s find out!

Have you heard of or

thought of sending a

message in a bottle?

What carries those bottles

from one landmass to

another?

Is there more than one kind

of current?

Discussion

only

Assessment will be

dependent upon

participation in

discussion and a

visual check for

engagement.

5 minutes

Exploration: Use roles already assigned to

each table of six students. The collections

person will gather materials. The paper

passers will record the group’s observations.

The remaining four will be responsible for

facilitating the activity and all will help clean

up. Deliver instructions and write them on

the white board for further reference. Walk

around the room and assist where required.

How is the food coloring

traveling in the water?

Is there a difference

between what happens

around the rock bag and

the ice cubes?

What do you think is

Instructions,

shallow

Rubbermaid

boxes, room

temp water,

warm water,

sandwich

bags, food

coloring,

Assessment will be

dependent upon

group participation,

safe behavior that is

concurrent with

class rules, and

recordings.

30 min

Ocean Module 15

making the food coloring

move?

small rocks,

2-3 ice cubes,

goggles.

Explanation: Have a student representative

from each group share their findings with the

rest of the class. Students should be able to

explain where the colder water and the

warmer water moved. They should also

discuss density. Discuss how the water in the

Rubbermaid box represents the water

movement in the ocean. Discuss how warm

water currents are called surface currents and

deep ocean currents are cold.

Where did the cold water

go? The warm water?

Where on Earth are surface

currents most prevalent?

Deep ocean currents? How

are they different?

What kind of current is

closest to us?

A globe to

show the

equator and

poles.

Assessment will be

dependent upon

class participation

and classroom

behavior (polite

listening skills).

10 min

Extension: Show a satellite images depicting

the progression of the BP oil spill in the Gulf

of Mexico. Ask students to discuss why the

water moved the way it did.

Hand out maps with ocean currents and allow

students to trace their message in a bottle.

Encourage them to try to make it go as far as

possible by connecting currents. Let students

share their plans.

Is the current in the Gulf

warm or cold?

What direction is this

current moving?

Where will you send your

bottle? And how will it get

there?

Satellite

images from

summer 2010;

ocean current

maps; pencil

or crayons

Assessment will be

dependent upon

class participation

in BP oil spill

discussion. Further

assessment will be

gathered from the

ocean current maps

and bottle journey

projections.

20 min

Notes:

~ This lesson will fit into a 10-day series on oceanography (SOL 5.6) in which they will learn about salinity, currents, tides, and

human-environment interaction. Students will be able to use their knowledge of ocean currents when they learn about various

ecosystems and ocean mammals (ex. whale and dolphin migration).

Ocean Module 16

~Safety: Students will be supplied with warm, not hot, tap water that can pose no safety risk. Food coloring administration will be

supervised. Students will not be allowed to move forward with food coloring unless the teacher is present.

~Differentiation: Groups are already evenly divided. Inclusion students (two) will be assigned to tables that have been demonstrating

good behavior.

Ocean Module 17

Day 3:

To be projected on the screen during class discussion:

Windows to the universe. (2010). Retrieved from

http://www.windows2universe.org/earth/Water/ocean_currents.html

Ocean Module 18

Name: _______________________________ Date: ______________________

Label the currents discussed in class: Gulf Stream, East Australian, Antarctic Circumpolar, North

and South Equatorials, East Greenland

PSDGraphics. (2010). Retrieved from http://www.psdgraphics.com/wp-content/uploads/2009/03/blank-

world-map/

Ocean Module 19

Rubric Day Three:

Category Excellent Satisfactory Unsatisfactory

The student

will watch two

video clips.

(5pts)

The student sat

quietly and paid

attention to the

video. (5pts)

The student sat

quietly. (3pts)

The student

was disruptive

and distracted

others. (0pts)

The student

will contribute

to discussion

about migration

patterns and

currents. (5pts)

The student

made

meaningful

contributions to

the discussion.

(5pts)

The student

answered

questions

briefly. (3pts)

The student did

not participate.

(0pts)

The student

will trace a

migration

pattern as

learned from

the video.

(5pts)

The student

demonstrated

comprehension

of the video

with accurate

migration

patterns

represented.

(5pts)

The students

traced a

possible

migration

pattern. (3pts)

The student did

not participate.

(0pts)

The student

will display

appropriate

behavior. (5pts)

The student

demonstrated

good behavior,

raised his/her

hand, and was

polite. (5pts)

The student

was moderately

well-behaved

but required

reminders.

(3pts)

The student

was disruptive

and distracted

others. (0pts)

Ocean Module 20

Rachel Dillard: Goin’ with the Flow pt.2 Topic: Ocean Currents Day #4 in Unit

NSES: Earth and space science content standard D: As a result of their activities in Grade level: 5th

grades 5-8, all students should develop an understanding of the structure of the

earth system.

SOL: VA5.6 The student will investigate and understand characteristics of the Subject: Ocean Currents

ocean environment. Key concepts include (b) physical characteristics (depth, salinity, major currents).

Daily Question: What purpose do currents serve in nature?

Procedures for Learning Experience

Guiding Questions Materials

Needed

Evaluation

(Assessment)

Approximate

Time Needed

Engagement: Watch ocean current (EAC)

clip from Finding Nemo.

Listen for references to

what we’ve been learning

about.

Finding

Nemo clip,

laptop,

projector.

Good classroom

behavior and

attention.

10 min

Exploration: Display world map. Let the

students explore the ways that nature

(animals, plants, etc) uses the ocean’s

currents.

What did we see in the

clip? Were the animals

using the current? How?

What other sea animals

move great distances?

World map

with ocean

currents

highlighted

(Figure 1).

Classroom

participation.

10 min

Explanation: Discuss the Gulf Stream and

EAC (East Australian Current). The gulf

stream affects us in the US. Point out other

currents on the map and how animals like

whales and turtles use them for migration.

How does the current

affect the US coastline?

Are they surface or deep

sea currents?

World map

with ocean

currents

highlighted.

Classroom

participation.

10 min

Ocean Module 21

Extension: Watch the story about the

migrating humpback whales in “shallow

seas” from Planet Earth. Students will trace

the whale’s migration on their own blank

world maps and label the appropriate current.

Are the whales affected by

the ocean current? How is

the temperature important

Planet Earth,

laptop,

projector,

blank world

maps (Figure

2).

Good classroom

behavior and

accurately

completed maps.

20 min

Notes:

-This lesson will fit into a 10-day series on oceanography (SOL 5.6) in which they will learn about salinity, currents, tides, and

human-environment interaction. Students will be able to use their knowledge of ocean currents when they learn about various

ecosystems and ocean mammals (ex. whale and dolphin migration).

Ocean Module 22

Name: ______________________________ Date: _________________

1. Is there more than one kind of current? If yes, what are they called?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. How did the food coloring travel in the water?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Was there a difference between what happened around the rock bag and the ice cubes?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. What made the food coloring move?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. Where did the cold water go? The warm water?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

6. Where on Earth are surface currents most prevalent? Deep ocean currents? How are

they different?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

7. Is the current in the Gulf of Mexico warm or cold? ____________________

Ocean Module 23

8. If you dropped a bottle in the ocean at Virginia Beach, where would it travel? Why?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Ocean Module 24

Name: ______________________________ Date: __________________

Trace your bottle’s path from Virginia Beach to its final location:

Moving planets. (2010). Retrieved from http://www.movingplanets.com/world/oceans/

Ocean Module 25

Rubric Day Four:

Category Excellent Satisfactory Unsatisfactory

The student will

participate in

discussion with

appropriate

behavior. (5pts)

The student added

to the discussion

with meaningful

contributions and

did so with polite

and respectful

behavior. (5pts)

The student

answered questions

briefly but required

reminders about

appropriate

behavior. (3pts)

The student did not

participate in

discussion and was

disruptive in class.

(0pts)

Students will handle

materials

responsibly. (5pts)

Students followed

safety guidelines

and other class

rules. (5pts)

Students followed

safety guidelines

and other class rules

with reminders.

(3pts)

Students did not

display safe

behavior or follow

class rules. (0pts)

The student will

demonstrate

comprehension of

the content. (5pts)

The student

completed the

worksheet in

complete and

meaningful

sentences. (5pts)

The student

completed the

worksheet with

fragmented

responses. (3pts)

The student did not

answer questions

accurately. (0pts)

The student will

trace the path of a

message in a bottle

on a blank world

map. (5pts)

The student

accurately traced the

bottle along the gulf

stream. (5pts)

The student traced

the bottle along

another current.

(3pts)

The student did not

complete the map

activity. (0pts)

Ocean Module 26

Christina’s Lesson Plan Day: #5 in Unit

Topic: Ocean Waves Date: NA

NSES: Teaching Standards (B&D) & Content Standard (D) Grade level: 5th

SOL: VA SOL

5.6 The student will investigate and understand characteristics of the ocean environment. Key

concepts include

b) physical characteristics (depth, salinity, major currents); and

Subject: Ocean Waves

Daily Question: How does the water in an ocean wave move?

Procedures for Learning Experience

Guiding Questions Materials

Needed

Evaluation

(Assessment)

Approximate

Time Needed

Engagement: Play mp3 file of waves crashing

against the shore

(http://www.jetcityorange.com/

SoundFiles/WeatherPark_08sep07.mp3) and

ask students to sit quietly, imagining the last

time they were at the beach. Have them pay

special attention to the waves, how they

looked from the shore and how they felt while

swimming. After about two minutes begin a

class discussion on waves. Ask students to

describe the waves and explain how they

move. Don’t give away the correct answers,

but rather explain that they will soon have the

opportunity to determine the answers for

themselves.

What do the waves look

like?

How do the waves feel

when swimming in the

ocean?

What causes the waves?

How does the water move

in a wave?

Computer,

speakers,

mp3 sound

file of

crashing

waves

Observe students as

they listen to the

waves. Listen to

students’

discussion.

5-10 min

Ocean Module 27

Exploration: Explain that students will be

given the opportunity to simulate an ocean

wave. Divide students into groups of 4-5

students. Pass out a dish pan filled with 2

inches of water, fan, and 5 marbles to each

table. Assist children in plugging in fan and

placing it so that it is ready to turn on. Tell

students that the pans of water represent the

water in the ocean and that the pan itself

represents the basin, or ocean floor. Ask

students to predict what will happen when the

fan is turned on. Have each group turn their

fan on to the lowest speed and watch the

movement of the water. Ask students to write

down their observations. Have students

change the fan speed to medium and write

down their observations. After students have

watched movement of the water in the basin,

tell them to turn off the fan and pick up the

five marbles. Have students place the five

marbles in a row so that all marbles are

touching each other. Ask students to write

down a prediction about what will happen if

the fifth marble is rolled into the last marble.

Then have one student in each group roll the

last marble, while all students in the group

watch the movement of the marbles. Students

should write down their observations and an

explanation for the movement of the marbles.

What will happen to the

water in the pan when the

fan is turned on?

What will happen to the

water when the fan is on

low speed?

What will happen to the

water when the fan is on

medium speed?

What will happen to the

marbles when the fifth

marble is rolled into the

last marble in the row?

5 dishpans (at

least 5 inches

deep filled

with 2 inches

of water, 25

marbles, 5

table top

fans, science

journals

Observation of

student

participation in

groups.

20 min

Ocean Module 28

Explanation: Reconvene whole group

discussion, asking students to share their

written observations. Ask students to share

their observations of the movement of the

water at both fan speeds. Ask students if

there was a connection between the wind and

the water movement. Explain to students that

the wind of the fan caused the waves in the

pan. Discuss that as the wind speed increased

the waves moved more quickly. Ask students

if they believe the water moves with the

waves. Explain that the water does not move

across the pan, but rather moves in small

circles. The water particles on one side of the

pan do not move across to the other side,

instead they stay in roughly the same location

after making a small circle. Show diagram of

the water in the ocean and how the particles

of the water move in circles. Explain that the

movement of particles causes the particles

around the circle to move. Thus, the water

appears to move across the pan. Tell students

that the marble activity will help them

understand the movement of water particles

and the way energy moves in the waves.

Have students share their observations from

the marble activity. Ask why all of the

marbles did not move. The marble on the end

that was not bumped should have moved

slowly away from the row. Explain that the

marbles represent the movement of particles

in the waves. The energy from the moving

marble is transferred from marble to marble

What happened to the

water in the pan when the

fan was on low speed?

What happened to the

water in the pan as the fan

speed increased?

Science

journals,

document

camera,

projector,

diagram of

water

particles

moving in

circles

Observe

participation in

discussion of

observations. Read

responses in science

journal.

20 min

Ocean Module 29

until it reaches the marble at the other end.

The marble at the other end moves due to the

energy transferred. Explain that waves move

in the same way, such that the circles cause

the water particles next to them to cycle and

this continues until the water reaches the

other side of the pan. The transfer of energy

in the waves makes it appear as though the

water is moving across the pan, but in fact the

water particles simply cycle.

Extension: Now that the students know how

the waves are formed, ask them if they have

any ideas about why the water moves in and

out from the shore, in what are known as

tides. Divide class into the same groups that

were used during exploration and ask them to

discuss what might cause the tides. Give

them the opportunity to perform research on

laptops to further their understanding. Have

them write their findings in their science

journal.

If we know what causes

waves, then what causes

the tides?

Laptops for

research,

Science

journals

Observe

participation in

extension activity.

Look over research

findings written in

journal.

10-15 min

Notes: The lesson is part of a science unit on Oceans and follows a lesson on surface currents. The activities in the lesson were

adopted from an online source published by Houghton Mifflin, http://www.eduplace.com/rdg/gen_act/ocean/wave.html.

Safety: Students should be careful when moving the pans of water around, so as to not spill the water all over their desks. They

should be cautious about using the electrical fan near the pan of water.

Differentiation: Students with learning disabilities will benefit from the hands-on activities, as well as the visual representations of

the waves.

Ocean Module 30

Resources:

Houghton Mifflin Company. (1997). Let’s Make Waves. Retrieved November 27, 2010 from

http://www.eduplace.com/rdg/gen_act/ocean/wave.html

Ocean Module 31

Citation: Science. Moyer, R., Daniel, L., Hackett, J., Baptiste, H. P., Stryker, P., & Vasquez, J. (2002). Science. New York, NY:

Macmillan/McGraw-Hill. D

Ocean Module 32

Rubric for Waves Lesson- Day #5

4- Excellent 3 Satisfactory 2 Good 1 Poor

Participation and

contribution in

groups during

inquiry activities.

Following

directions during

activities.

Student

participated and

contributed

frequently to

groups. Student

followed all

directions.

Student

sometimes

participated and

contributed to

groups. Student

followed some,

but not all

directions.

Student rarely

participated and

contributed to

groups. Students

rarely followed

directions.

Student did

not

participate or

contribute to

group.

Student did

not follow

directions.

Quality of

observations of

wave and marble

activities written

in journals.

Student elaborated

and wrote detailed

observations of

both activities.

Student wrote

observations of

wave and marble

activities, but

responses lacked

details.

Student wrote few

observations of

activities.

Student did

not write any

observations

in journal.

Participation and

contribution to

class discussion

after each activity.

Student

participated and

contributed

frequently to class

discussion.

Student

sometimes

participated and

contributed to

class discussion.

Student rarely

participated and

contributed to

class discussion.

Student did

not

participate or

contribute to

class

discussion.

Ocean Module 33

Day #6- Textbook Page about Tides

Ocean Module 34

Day #6- Tides Cause and Effect Map

Cause

Cause

Cause

Event

Effect

Effect

Effect

Ocean Module 35

Name: ________________________________________ Date: _____________

Ocean Floor Interactive Notes

If you could ride in a submarine from the shore of the Atlantic Ocean out to its deepest

part, you would see a varied landscape of mountains, valleys, and plains. As you left the shore,

your trip would start above the ____________________, the underwater edge of a continent. It

extends from the shore to a depth of about 200m (600ft) and has a gentle slope.

About 80km (50mi) out from the shore, the land would slope steeply down. You would

now be above the __________________________. The continental slope leads from the

continental shelf toward the sea floor. It is steeper, deeper, and narrower than the shelf.

After traveling another 20km (12.4mi) out into the ocean, you would find yourself above

the ___________________. The continental rise is a buildup of sediment on the sea floor at the

bottom of the continental slope. It is a zone of sand and mud that stretches from the slope down

to the deep-sea floor.

At the end of the continental rise, you would reach one of the flattest places on Earth –

the __________________. Most of the hills and valleys at the bottom of the ocean were buried

under a layer of sand and mud long ago. This created the level abyssal plains. These vast, flat

lands cover almost half of the deep ocean floor.

As your trip continued across the abyssal plain, you might come to a huge underwater

mountain called a ________________. The peak of a seamount rises hundreds of kilometers

above the ocean floor. A seamount is a volcano. It is formed in the same way as a volcano on

land – hot molten rock from inside Earth rises to the surface and cools to a solid.

A seamount may never cross the surface of the ocean. However, if it grows large

enough, it may emerge as an island. The Hawaiian Islands are an example of a chain of

seamounts.

As your travels continued, your submarine might come to a long, narrow V-shaped valley

known as a ______________. Deep-sea trenches are the deepest points on Earth. They plunge

as far down as 8,000-10,000m (5-6mi) below sea level. One is more than 11,000m (7mi) deep.

If you could put the tallest mountain on Earth – Mount Everest – in the trench, its tip would still

be about 2,000m (1.25mi) below the ocean surface.

The trenches are too deep beneath the ocean to ever see the sunlight. They are pitch

black and freezing cold. Your submarine couldn’t drive to the bottom of a trench – the pressure

of the water above is so great that it would crush a normal submarine.

As you reached the middle of the Atlantic Ocean, you would see a mountain range rising

above the ocean floor. This is known as the mid-Atlantic ridge. It is part of the chain of

mountains, called __________________, that winds its way through all the world’s major

oceans. The mid-Atlantic ridge runs the entire length of the Atlantic Ocean. Like seamounts,

these mountain ridges were formed by molten rock that cooled and hardened.

Ocean Module 36

Name: ________________________________________ Date: _____________

If you could ride in a submarine from the shore of the Atlantic Ocean out to its deepest

part, you would see a varied landscape of mountains, valleys, and plains. As you left the shore,

your trip would start above the CONTINENTAL SHELF, the underwater edge of a continent.

It extends from the shore to a depth of about 200m (600ft) and has a gentle slope.

About 80km (50mi) out from the shore, the land would slope steeply down. You would

now be above the CONTINENTAL SLOPE. The continental slope leads from the continental

shelf toward the sea floor. It is steeper, deeper, and narrower than the shelf.

After traveling another 20km (12.4mi) out into the ocean, you would find yourself above

the CONTINENTAL RISE. The continental rise is a buildup of sediment on the sea floor at the

bottom of the continental slope. It is a zone of sand and mud that stretches from the slope down

to the deep-sea floor.

At the end of the continental rise, you would reach one of the flattest places on Earth –

the ABYSSAL PLAIN. Most of the hills and valleys at the bottom of the ocean were buried

under a layer of sand and mud long ago. This created the level abyssal plains. These vast, flat

lands cover almost half of the deep ocean floor.

As your trip continued across the abyssal plain, you might come to a huge underwater

mountain called a SEAMOUNT. The peak of a seamount rises hundreds of kilometers above

the ocean floor. A seamount is a volcano. It is formed in the same way as a volcano on land –

hot molten rock from inside Earth rises to the surface and cools to a solid.

A seamount may never cross the surface of the ocean. However, if it grows large

enough, it may emerge as an island. The Hawaiian Islands are an example of a chain of

seamounts.

As your travels continued, your submarine might come to a long, narrow V-shaped valley

known as a TRENCH. Deep-sea trenches are the deepest points on Earth. They plunge as far

down as 8,000-10,000m (5-6mi) below sea level. One is more than 11,000m (7mi) deep. If you

could put the tallest mountain on Earth – Mount Everest – in the trench, its tip would still be

about 2,000m (1.25mi) below the ocean surface.

The trenches are too deep beneath the ocean to ever see the sunlight. They are pitch

black and freezing cold. Your submarine couldn’t drive to the bottom of a trench – the pressure

of the water above is so great that it would crush a normal submarine.

As you reached the middle of the Atlantic Ocean, you would see a mountain range rising

above the ocean floor. This is known as the mid-Atlantic ridge. It is part of the chain of

mountains, called MID-OCEAN RIDGES, that winds its way through all the world’s major

oceans. The mid-Atlantic ridge runs the entire length of the Atlantic Ocean. Like seamounts,

these mountain ridges were formed by molten rock that cooled and hardened.

Ocean Module 37

Day 8: Ocean Floor Diorama Rubric

Excellent

Good

Satisfactory

Needs Improvement

Appearance Diorama demonstrates extensive effort and is neat and polished (5 pts).

The project's appearance

demonstrates good effort

and is neat (4 pts).

The project’s appearance shows satisfactory effort but could be expanded upon or improved (3 pts).

The project’s appearance demonstrates minimal effort and needs improvement (1 pt).

Content Diorama demonstrates student knowledge and successfully synthesizes it into a visual form (10 pts).

The project content is good and student has

covered most of the

important facts regarding the ocean floor (7 pts).

The project content is fair

but the student has missed major important

facts about the ocean

floor (5 pts).

The project content is

poor indicates that the student has not done

sufficient research (3

pts).

Organization and Quality of Model

Models are effective and useful towards the overall organization of the project (5 pts).

Models are effective and organization is good (4 pts).

Some models are effective but some

elements may be

distracting from content (3 pts).

Models do not contribute to an effective diorama. Organization is lacking or in need of improvement (1 pt).

Creativity Students have put forth visible effort and demonstrated creativity in the design of their diorama ( 5 pts).

Good creative effort. Project shows evidence

of creativity and time

spent on it (4 pts).

Some attempt to add

creativity to the project, shows effort and time

spent on the diorama (3 pts).

Little attempt to add color or originality. Project has sloppy appearance (1 pt).

Ocean Module 38

Name ____________________________________ # _______ Date ________________

Exploring the Oceans Web Quest

1. Visit the site Deep Sea Conditions

(http://seawifs.gsfc.nasa.gov:80/OCEAN_PLANET/HTML/oceanography_conditions_1.html). and answer the following question.

What conditions make it difficult, or sometimes impossible, to travel to the ocean floor?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Next visit the site How Deep Can They Go?

(http://seawifs.gsfc.nasa.gov:80/OCEAN_PLANET/HTML/oceanography_how_deep.ht

ml). You will learn about deep divers, submarines, and other ocean vehicles help to

explore the ocean. Answer the following question.

What machines can be used to explore the sea?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. The ocean floor can also be studied using satellites. Go to the TOPEX site

(http://www.tsgc.utexas.edu/topex/kids/) and complete the interactive tour.

4. Complete your own map (on next page).

Ocean Module 39

Ocean Module 40

5. Compare and contrast underwater and space exploration of the oceans.

Underwater Exploration Space Exploration

6. What kind of information is gathered from these two types of exploration?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

7. What are the advantages and disadvantages of each kind of exploration?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

8. If you were an ocean scientist, which way would you choose? Why?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Ocean Module 41

Carolyn’s Lesson Topic: Human/Environment Interaction: The Gulf Oil Spill Date: 11/22/10 NSES: Grade level: 5

SOL: 5.7 The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include

d) human impact.

5.1 The student will plan and conduct investigations in which e) data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams);

h) an understanding of the nature of science is developed and reinforced.

Subject: Science

Daily Question: How does human action impact the environment? What are some consequences of these actions?

Procedures for Learning Experience

Guiding Questions Materials Needed Evaluation

(Assessment)

Approximate Time Needed

Engagement: Begin with video from the New

York Times online (found here: http://www.nytimes.com/interactive/2010/05/

10/us/20100510_OIL_TIMELINE.html )

Inform students that this video was created in

June, before the full environmental impact of the spill was understood but the video gives a

good overview of possible fallout from the

spill. Then view the picture attached at the end of the lesson and ask students to reflect

on the impact of the oil spill. Discuss the

term “stakeholder.” Ask students if they have

heard the term before? If not, explain it to them. Ask who some stakeholders in an oil

spill are.

- Are you familiar with the

Gulf Oil Spill from May 2010? What do you know

about the spill? What are

some ways you think the

spill could affect the environment around it?

- Are you familiar with the

term stakeholder? What is a stakeholder? Who were

some stakeholders in the oil

spill crisis?

Computer and

projection screen so the entire

classroom can

see the

multimedia images.

Observe student

participation and comprehension based

on discussion.

10 minutes

Ocean Module 42

Exploration: Tell students that today they

will be traveling in a time machine back to June 2010 to simulate their response to the

Gulf oil spill. They will be divided up into

groups and be assigned a specific stakeholder

role (scientists, oil company officials, fishing industry and government response team). As

a group students will research how their

stakeholder would interpret an oil spill and what their main concerns would be.

Each stakeholder will be given the

following questions to keep in mind as they research:

- Scientist: What are the

major short and long-term concerns regarding the

environmental impact of oil

spills? - Oil Company officials:

What are some ways to stop

the flow of oil leaking out

of the well? How will you defend your company to the

public?

- Fishing industry: How might the oil spill affect

fishing, both presently & in

the future? What are some ways the industry has

responded in the past?

- Government response team:

What are some ways to stop the oil leaking out of the

well? Who will you work

with to stop the leak?

Worksheets

tailored to each group’s

stakeholder role.

Books on oil spills

Laptops for students to use to

research oil spills

on line.

Resource list of

preapproved

websites students can use for their

research (see list

at the end of lesson).

Observe student

participation.

Assess worksheets.

20-25 minutes

Explanation: Bring class back together and

discuss research. Each group will present

their research and prescribe their solutions to

the oil spill. Further discuss the long term impact of the oil spill. Ask students to write a

personal response to the research findings in

their science journal.

What did you find out through your

research?

Did this change your view on the oil spill at all?

What is the long term impact of the oil spill?

Lab worksheet

Science journals

Observe student

discussion

Evaluate science journal entries

15 minutes

Ocean Module 43

Extension:

Ask students to brainstorm some ways that future oil spills could be prevented. Ask them

what they could do to help the areas affected

by the oil spill (if they have trouble

brainstorming this, can refer to online or book resources for help).

What are some ways that future oil

spills can be prevented?

What can kids do to help the areas

affected by the oil spill?

Computer for

online resource reference

Books for

reference

Science journals

Evaluate student

responses

10 minutes

Notes: This lesson explores the human/environmental impact of oil spills and asks students to recall previous knowledge from both this science unit and

previous social studies units to fully answer related questions. It also requires students to utilize research skills they have.

Safety: Students must stick to the pre-approved resources list, especially in terms of the Internet for their own safety.

Differentiation: Groups can be arranged ahead of time so that those learners who need assistance can receive help from other group members.

Using the Learning Cycle: 1

st E: ENGAGEMENT. Students will view a video created in May that forecasted the possible effects of an oil spill on the wildlife on the Gulf

Coast. They will also view a picture of the devastation from later in the summer of 2010. They will then discuss what they know about the Gulf

Coast Oil spill. Gaps in knowledge will be filled in by teacher.

2nd E: EXPLORATION. Students will work in groups to simulate their response to the Gulf Oil Crisis. Each group will be assigned to a

specific stakeholder role (scientist, government official, fishing industry representative and oil company representative) and will have to research their stakeholder’s concerns and how their stakeholder would respond.

3rd E: EXPLANATION – Students will return to their seats and share their findings group by group. We will then discuss these findings and the

long-term impact of the oil spill. I will ask them to respond to the lesson in their science journal by writing one thing that they learned and one thing that they found interesting about the research findings or the oil spill in general.

4th

E: EXPANSION of the Concept. Students will brainstorm ways that future oil spills can be prevented. They will also brainstorm ways that kids their age can help those in regions affected by the oil spill. These ideas will be written down on a whiteboard for all the class to see. The

students will also be responsible for writing these in their science journal. Online or book resources can be used to supplement student

brainstorming.

Ocean Module 44

5th E: EVALUATION of the content mastery and conceptual understanding. Evaluation will be based on student responses and participation in class discussion. Evaluation will also be based on the quality of their research, the extent their stakeholder worksheets are filled out and the

information presented to the class.

Ocean Module 45

Gulf Oil Spill (2010) Retrieved from http://minnesota.publicradio.org/collections/special/columns/updraft/archive/2010/04/gulf_oil_spill_now_visible_fro.shtml

Ocean Module 46

Resources List:

Frequently Asked Questions about Oil and Chemical Spills from NOAA:

http://response.restoration.noaa.gov/topic_subtopic_entry.php?RECORD_KEY%28entry_subtopic_topic%29=entry_id,subtopic_id,topic_id&entr

y_id%28entry_subtopic_topic%29=359&subtopic_id%28entry_subtopic_topic%29=25&topic_id%28entry_subtopic_topic%29=1

Ranger Rick: The Big Oil Spill

http://www.nwf.org/Kids/Ranger-Rick/People-and-Places/Ranger-Rick-on-The-Big-Oil-Spill.aspx

PBS Kids: The Gulf Oil Disaster

http://pbskids.org/itsmylife/blog/2010/05/the-gulf-coast-oil-disaster.html

New York Times Slideshow: An Environmental Disaster Unfolds

http://www.nytimes.com/interactive/2010/05/27/us/201005_oil-spill-photo-gallery.html?ref=gulf_of_mexico_2010

New York Times Slideshow: A Community Still Recovering from Exxon Valdez Spill

http://www.nytimes.com/slideshow/2010/05/05/us/20100506-ALASKA-3.html

Thinkquest: Oil Spills

http://library.thinkquest.org/CR0215471/oil_spills.htm

Oil Spill by Melvin Berger

Oil Spills by Peggy Parks

Oil Spills: Damage, Recovery and Prevention by Lawrence Pringle

Ocean Module 47

Name/Number/Date: ______________________________________________________

Gulf Oil Spill Research Worksheet

Role: Scientist

Questions to keep in mind:

1) What are the major short-term concerns regarding the environmental impact of oil spills?

2) What are the major long-term concerns regarding the environmental impact of oil spills?

3) How long will the environmental impacts of the spill be felt?

4) What tools would you use to monitor the effects of the oil spill?

Ocean Module 48

Name/Number/Date: ______________________________________________________

Gulf Oil Spill Research Worksheet

Role: Oil Company Representative

Questions to keep in mind:

1) What are some ways to stop the flow of oil leaking out of the well?

2) What are some major concerns your company has about the effects of the oil spill? (Hint:

What do you think people will think of your company now?)

3) How will you defend your company to the public?

Ocean Module 49

Name/Number/Date: ______________________________________________________

Gulf Oil Spill Research Worksheet

Role: Fishing Industry Representative

Questions to keep in mind:

1) How might the oil spill affect fishing, both presently & in the future?

2) What are some ways the industry has responded in the past?

3) Describe one recovery method you would support to help your business recover. Use

your research into past responses. Make sure you give a reason why you would chose this

method over others.

Ocean Module 50

Name/Number/Date: ______________________________________________________

Gulf Oil Spill Research Worksheet

Role: Government Response Team Member

Questions to keep in mind:

1) What are some ways to stop the oil leaking out of the well?

2) Who will you work with to stop the leak?

3) What will you say to the American public to explain the spill and your response?

Ocean Module 51

Bibliography

Brain Pop. (2010). Ocean Floor. Retrieved December 2, 2010 from

http://www.brainpop.com/science/earthsystem/oceanfloor/preview.weml

Berger, M. (1994). Oil spill! New York, NY: Harper Collins.

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