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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
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