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Oceans

Oceans. The Water Planet. Intro to Oceans Unit . Objective: Students will be introduced to the Ocean Unit by discussing the IMAX movie and watching a movie about coastal waters.

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Oceans

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  1. Oceans The Water Planet

  2. Intro to Oceans Unit • Objective: Students will be introduced to the Ocean Unit by discussing the IMAX movie and watching a movie about coastal waters. • “All of us have in our veins the exact same percentage of salt in our blood that exists in the ocean, and, therefore, we have salt in our blood, in our sweat, in our tears. We are tied to the ocean. And when we go back to the sea – whether it is to sail or to watch it – we are going back from whence we came.” ------ John F. Kennedy

  3. Do Now! • Journal Write: • Write a reaction to the JFK quote. • What does it make you think about? • How does it make you feel?

  4. Video Assignment • While watching the video make a list of the different animals that you observe in the video. (Include at least 10) • Include: • Name: Humpback Whale • Classification: Mammal

  5. Composition of Ocean Water • Students will be able to describe the major characteristics of ocean water. • Vocabulary • Salinity • 71% of the surface of the Earth is covered in salt water.

  6. Do Now • Why is the Ocean Salty?

  7. Do Now! • Why is the ocean salty? • Answer: • Ocean water contains salt most of the salt is NaCl– (table salt) – Sodium Chloride • The ocean has become salty due to the continuing process of the water cycle. • Precipitation on landforms creates run-off that erodes rocks containing salt. • Small amounts of salt enter the fresh water systems and eventually flow to the ocean. • Water then evaporates from the ocean leaving the salt behind. • This continuous process for 3.8 billion years has led to the gradual increase in salinity in the ocean. • Salt is also added when underwater volcanoes erupt. • When p0lar ice caps form, the ice is fresh water and it forces out the salt. This salt makes the water below it denser and so it sinks. This helps create deep ocean currents. • Other processes remove salt, so the oceans salinity has been relatively constant for the past 1.5 billion years.

  8. Homework • Read Pages 427-430 and answer the following questions in your science notebook. • 1. How do fish breathe under water ? They breathe oxygen just like animals on land. They filter dissolved oxygen using their gills. • Where does the oxygen in the ocean come from? • Air from above the surface in the atmosphere • Algae and plants that live in the ocean • Research the Dead Sea and explain what is special about it and how this has become the case. • The dead sea is so salty because it has several steams that feed it and no outlets. All the water that leaves the sea (actually a lake) leaves through evaporation. Leaving all the salts behind. Further the bottom of the sea is made of crust that is high in salt containing minerals.

  9. Formation of Earth and the Ocean • Students will be able to write a paragraph describing a the formation of the Earth and the Earth’s oceans.

  10. Early History of Earth Video • Watch video on website.

  11. Class Notes: • How did the Oceans Form? • The Earth formed after the remains of a star that went supernova, the remaining materials went through the process of accretion. • The materials that made up the Earth came together due to the force of their own gravity to form the early Earth. • 3.8 billion years ago, as the Earth began to cool, water vapor spewing from primordial volcanoes formed the clouds. • The cooling of the planet led to thousands of years of rain. • The rain filled in the early ocean . This accounts for half of the water contained in the Earth’s oceans • The other half is believed to have come from the collision of the early Earth with comets. (Frozen balls of ice and rock)

  12. Map Assignment • Add to the Blank World Map the following: • Oceans • Seas - Mediterranean, Caspian, etc… • Continent Names • Equator • Write the name of Antarctica • Color the Continents different colors; do not color the seas.

  13. Homework: • In your own words write a paragraph in your journal explaining how the Earth’s oceans formed.

  14. Objective: Students will be able to identify and describe the temperature layers in the ocean.

  15. Layers of the Ocean Analyze this graph… What conclusions can you draw from it? 1) 2) 3)

  16. Ocean Temperature Layers • Surface Zone – Surface to 300 meters (~900 ft) – temperatures are maintained by sunlight and surface currents • Thermocline - 300 meters (~900 ft) to 700 meters (2100 ft) • Temperature drops rapidly in this zone • Deep zone – 300 meters (900 ft.) to ~ 4000 meters (12,000 ft.) • Bottom zone – No light – 2 degrees Celsius

  17. Objective: Students will be able to identify and describe underwater ocean landforms.

  18. Students will be able to explain how salinity creates layers and currents in ocean water, by conducting the Salinity Lab • Important terms and ideas to consider: • Density • Sodium Chloride Na-Cl • Water H2O • Molecular Motion based on temperature.

  19. Homework: • Begin an electronic version of your Salinity Lab. • You should be able to do the Heading, Title, Objective, and Hypothesis at this point.

  20. Objective: • Students will continue to study how salinity of ocean water helps create layers and currents in the ocean.

  21. Homework: • Add completed sections of lab to your electronic lab.

  22. Objective: Students will be able to analyze their salinity lab results after solving Two-Minute Mysteries. • Science Agenda: • 1) Copy the objective and H.W. • 2) Mini-Mysteries Activity • 3) Analyze Results • 4) Write Conclusion

  23. Mini-Mysteries Activity • 1. What are the facts!!!! (Data) • 2. Think about them……what is your analysis? Use evidence from the mystery (facts) • 3. What is your final conclusion?

  24. Objective: Students will be able to write the conclusion section of their lab report after discussing salinity’s role in ocean water. • Science Agenda • Copy the objective and H.W. • Read Text page 438 – Discuss • Deep Currents • Salinity • Cold Water • Word Wall • Lab Writing • Share! • HW – Add classwork to electronic version of the Lab.

  25. Deep Ocean Currents • Read Text p. 438 and answer the following questions. • 1) How does the ocean’s salinity at the southern polar ice cap create a deep ocean current? • 2) What is this type of current called Why is it important for living things in the ocean?

  26. Objective: Students will begin to study ecosystems in preparation for the Outdoor Education program by investigating Ocean Ecosystems. • Science Agenda 3/13/13 • 1) Copy the objective • 2) Small group work on conclusion section of Salinity Lab • 3) Ecology – The study of the interrelationship of organisms and their environment.

  27. Introduction to Ecology • Ecology – The study of the interrelationship of organisms and their environment. • Ecosystems – the complex of a community of organisms and its environment functioning as an unit(i.e. pond) • Biotic Factor – any living thing in an ecosystem. (i.e. plant, fish) • Abiotic Factor – any non-living thing in an ecosystem. (i.e. water, oxygen) • Environment – all of the abiotic factors in an ecosystem.

  28. Marine (Ocean) Ecosystems • Surface Zone • Deep Zone • Hydrothermal Vents • Wetlands • Mangrove Forests • Coral Reefs • Kelp Forests

  29. Homework 3/13/13 • Get test signed • Complete Salinity Lab

  30. Objective: Students will be able to create a list of abiotic and biotic factors in an ecosystem.

  31. Pond – Ecosystem

  32. Science Agenda • 1)Copy the objective • Hand-in Salinity Lab • 2) Fill out Ecosystem choice Card • 3) Vocabulary Discussion • Biotic vs. Abiotic Chart • 4) Work with your group to make a list of Biotic and Abiotic factors in your ecosystem. • HW – Finish list of Biotic and Abiotic Factors in your ecosystem. • 5)Share

  33. Objective: Students will be able to model energy flow in an ocean ecosystem after studying food chains and Food Webs. • Food Chain - The path of food energy transfer from green plants to herbivores , omnivores and then to carnivores. • Food Web – The interconnection of all food chains in an eco system.

  34. Food Chain Sunlight Plant Mouse Fox Hawk (energy) Producer Herbivore Omnivore Carnivore Primary Secondary Tertiary Consumer ConsumerConsumer c

  35. Objective: Students will apply their understanding of food webs to construct one using the Krill Game cards. • Science Agenda • 1) Copy the objective and H.W. • 2) Review food chains • 3) Krill Game • 4) Krill Food Chains • 5) Krill Food Webs • 6) Homework

  36. Homework: • Construct one ocean food chain • Include at least one: • Producer • Primary Consumer • Secondary Consumer • Tertiary Consumer and • Decomposer

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