Individual Lesson Plan Standards and Objectives: S6E3.

Students will recognize the significant role of water in earth processes. a. Explain that a large portion of the Earths surface is water, consisting of oceans, rivers, lakes, underground water, and ice. b. Relate various atmospheric conditions to stages of the water cycle. c. Describe the composition, location, and subsurface topography of the worlds oceans. d. Explain the causes of waves, currents, and tides.

As a result of this lesson, students will Know (facts, vocabulary), Understand (concepts), and/or be able to DO (skills): Know: Students will know that the Earths surface is composed of majority water. Students will know that the ocean affects climate and weather patterns. Students will know that waves, currents, and tides are caused by transformation of energy.

Understand: Students will understand that the properties that compose ocean water affect its function. Students will understand that all waterways lead to the ocean. Students will understand that tides, currents, waves, and oceanic conditions affect climate conditions. Students Students Students Students Students will will will will will be be be be be able able able able able to to to to to explain the properties of ocean water. compare and contrast freshwater, and ocean water. identify the four major oceans on the Earth. illustrate a wave. list the Temperature zones in the ocean.

Be Able To Do:

Essential Question(s): 1. Where does water flow after it reaches an Estuary? 2. What is one difference between freshwater, and salt water?

Strategies used: Experiment, Cold Call

Instructional Activities Lecture/Discussion Demonstration/Modeling

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Materials Text/Supplemental Resources Handouts

Simulation Group Work Oral Presentation Guided Practice Lab/Project Individual Work/Homework Media Center Evaluation Written Response Oral Response Quiz/Test Visual Representation Model Performance Assessment Formative Assessment Summative Assessment

X X

Maps/Charts Multi-Media Presentation Computer Lab Student Use of Digital Tools Other: Other: Other: Essential Vocabulary Ocean Literacy Atlantic Ocean Freshwater Indian Ocean Aquifers Arctic Ocean Salinity Sea level Watershed Tides Estuary Wave Ocean Basin Current Pacific Ocean Global Ocean Current Surface Zone Transition Zone Deep Zone Upwelling El Nino La Nina

Instructional Plan: Time Allowed Specific Plan 2 Pre-Quiz minutes Students will be given the quiz as they walk in the door, and 1 are asked to complete it, and turn it in up front. 10 minutes 2 Students will listen to instruction on Ocean Literacy. List the flowing flow chart on the board; Aquifer, spring, Wards creek, Etowha river, Coosa river, Alabama river, Brigham Bay, and Gulf of Mexico. The flowchart is a watershed; explain the definition, and how all water flows into the ocean. At this time also mention/define freshwater, estuary, ocean basin, and aquifer. Next, fill two beakers with tap water, one beaker fill to the top, the other fill 25% of the way. Place the same amount of blue food coloring in both, as well as the same amount of table salt. Next, fill a tub of water 75% of the way. Explain the following vocabulary; Sea level, salinity, wave, current, tides, upwelling, El Nio, and la Nia. Pour the beaker with the less amount of water into the tub, explain why salt water sinks, and its effect on climate/weather patterns. Draw and label the Temperature zones on the board, and discuses vocabulary; surface zone, transition zone, and Deep zone. Go to map on the board and point out the four major oceans, and explain/relate the following vocabulary; Global Ocean Current, wave, tides, and current. Post-Quiz Students will take a post-quiz about ocean vocabulary.

Materials Pre-Quiz Samples provided Smart Board/ dry erase board/markers 2 Beakers Table Salt Tap Water Tub Blue Food Coloring World Map

4 minutes 3

Post Quiz Samples provided

Adaptations/Modifications: ELL: Students will be given the material in their primary language. Special Needs: Student with Autism, who cannot work in groups or prefer individual work, will be given the option to choose an organelle and research it individually with the assistant teacher either in the library, or other quite area. Student with hearing device will be allowed to seat up front for the oral presentations. RTI: Students who cannot or have anxiety about oral presentations will be given the option to write a short one page essay about their groups organelle, or create a power point. Students who have trouble seeing will be given an enlarged handout of a completed cell, and be allowed to seat as close or as far back as needed for proper vision.