Oceans

1. Oceans Kathy Moore Unit Plan CECS 4100

2. Curriculum-Framing Questions • Essential Questions: • What is the difference between a lake and a ocean? • What do ocean animals need to survive? • Unit Questions: • What are the different layers in the ocean? • What animals live in the ocean? • Why is there salt in the ocean? • What are the different oceans across the world? • How much of the earth is covered by oceans? • What causes waves?

3. Learning Objectives for my Unit: • Knowledge about the different layers of the ocean • Ability to identify different oceans geographically • Knowledge of animals that live in oceans • Vocabulary- Names of oceans and ocean parts

4. Content Area, grade level and sample activity for my unit My unit subject is science, geography and reading and is targeted for a first grade age level. Sample Activities-Why are oceans so salty, How to make waves: Activity #1 Why are oceans so salty? Children and adults alike, are often curious why the oceans are so salty. Have the children do the following experiment.·Have children get into small groups. ·Each group will need two glass jars, 4 tablespoons of Kosher Salt, and two hard boiled eggs. ·Fill both jars with water. ·Dissolve 3-4 tablespoons of salt in one jar of water. Label the jar "salt water". ·Compare what happens when a boiled egg is placed in each jar. ·Continue adding salt to the salt solution until the egg floats in the middle of the jar.

5. Sample Activity #2 Making Waves • Themost effective way to help children replace a misconception is to give them an experience that directly challenges it. In this simple set of activities children use wind to create waves and use marbles to model energy moving through water. • WHAT YOU'LL NEED • 1 large, flat pan, about 4 or 5 inches deep, for each group (dishpans or larger) • 1 electric table fan or paper fan for each group • buckets or jugs for filling the pans with water • food dye (optional) • 5 large marbles or ball bearings for each group

6. WHAT TO DO • Ask the class what causes waves. Discuss their ideas. • Put the pans on tables and fill each pan with 2-3 inches of water. • Divide students into as many groups as you have pans and put each group around a pan. • About 1 foot from each pan (on a narrow side), place an electric fan or have a student hold a paper fan facing the pan. • Ask students to predict what will happen when the fan blows across the water's surface. After students have made predictions • , let each fan blow at a low speed. • Have students report the results. Were there waves? Did the water bunch up at the far end of the pan? Did the water slosh out of the pan? • Then speed up the fans and have students report again. Make sure students don't run fans so quickly that water sloshes out of the pans. • (It might slosh out with the fan at high speed because the energy in the waves can't transfer into the pan's wall readily.) • Discuss with the class the connection between the wind and the waves. Ask students to guess why the water didn't bunch up at the far end of each pan. • Give each group a set of 5 marbles. Have students place 4 of the marbles on a table, lined up in a row with each marble touching its neighbors. • Ask students to predict what will happen if the fifth marble is gently rolled at the marble at one end of the row. After students have made predictions, • have one student in each group roll the fifth marble. The marble at the far end of the row will roll away and the others will not move. Have students repe • at the experiment several times. • Discuss the idea that the energy in the rolling marble went into the marble it hit, and from that marble to the next, until the energy reached the last marble. • The energy made that marble roll away. Wave energy moves through water the same way. • Bring the students together for a wrap-up discussion. Ask them what causes waves. Discuss their answers, relating the answers to the wave experiment. • Ask them if water moves sideways inside a wave, or if the water stays in one place while the wave moves through it. Discuss the answers, relating the answers to the wave experiment and to the marble experiment.

7. Assessment Students will be able to identify the different oceans geographically by labeling them on a map and spelling all words correctly. They will also be able to draw the layers of the ocean and label them spelling all words correctly.

8. Texas Essential Knowledge and Skills for Grade 1 (1.6) Geography. The student understands various physical and human characteristics of the environment. The student is expected to: (A) identify and describe the physical characteristics of places such as landforms, bodies of water, natural resources, and weather; (1.11) Reading/vocabulary development. (A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2); (1.9) Science concepts. The student knows that living organisms have basic needs. The student is expected to: (B) compare and give examples of the ways living organisms depend on each other for their basic needs (1.10) Science concepts. The student knows that the natural world includes rocks, soil, and water. The student is expected to: (A) identify and describe a variety of natural sources of water including streams, lakes, and oceans;