LESSON PLAN FOR TIDES

Unit- Oceanography
Subunits-Tides, Waves, Currents, Sea Level and Ice Cap Variations,
Environmental and Geologic Implications, systems interactions, Economic
and Public Policy issues
Stage 1 Desired Results
Established Goals: ES.3 The student will investigate and understand the
characteristics of Earth and the solar system. Key concepts include:
b) sun-Earth-moon relationships (seasons, tides, and eclipses);
ES.10 The student will investigate and understand that oceans are
complex, interactive physical, chemical, and biological systems and are
subject to long- and short-term variations. Key concepts include:
a) physical and chemical changes related to tides, waves, currents, sea
level and ice cap variations, upwelling, and salinity variations;
e) economic and public policy issues concerning the oceans and the
coastal zone including the Chesapeake Bay
Understandings: Students will
understand that

Essential Questions:

How can knowing the

Tides are measured as the

approximate time and depth of

rise and fall of the water level

the water changes help us?

Tides are affected by the

relationship of the Sun and

How does the Sun and Moon

affect the way water moves on

Moon in relation to the earth

Earth?

Tides affect all liquid water

resources including oceans,
rivers, and tributaries

Why do we measure the tides

in relation to sea level?

Prerequisite Skills

Tides affect daily life including

Ability to read and draw

graphs and charts

Understanding of water

systems
Basic understanding of Earth,

fishing, construction, leisure

activities, and transportation

Moon, and Sun movement

patterns
Understanding of Moon Phases
Students will know there should be specific testable objectives
here, in the form of:
Students will know that .

or

Students will be able to ..(based on a lab or activity

component)

Tides affect daily life including fishing, construction, leisure activities,

and transportation

Tell the difference between Spring and Neap Tides

Read, chart and predict using tidal data

Stage 2 Assessment Evidence

Formative Assessment:
Summative Assessment:
Assessments typically carried out

Assessments typically used to assign

during the learning unit in which

students a grade.

teacher (or peer) or the learner,

Unit test questions would include the

provides feedback on a student's

following:

work, and would not necessarily be

used for grading purposes.

What is caused by the

gravitational pull of the Moon

Graphing techniques and

and Sun?

accuracy will be checked

Waves

Seasons

Tides

Winds

while they are conducting the

mini-lab by walking around
and observing, giving
feedback as needed

Discussion will also show

which students may not be

Spring Tides are created

when

grasping the concept as well

based on directed questions

It is Spring time
only

Students will be asked to

reflect on the days lesson in a
journal that can be reviewed

It is high tide

There is a lot of
precipitation

either online or physically

The Sun and Moon

are in alignment

Short Answer- Name one

industry that is affected by

tides, and how knowing the
tide patterns can help them.

Addition question would have

a sample tide chart and ask
the student to identify the high

and low tides

Stage 3 Learning Plan
Learning Activities: Earth Science Grade 9 (90 minutes)
Materials needed:
PowerPoint Presentation and backup copy in case of failure
Copies of the lab for each student (Included below)
Graph Paper
Color Pencils

Bell Work/Hook- As the students come in, they will have two
questions on the board to answer and prepare to discuss What
water activities have you taken part in, and what has been your
favorite experience? What do you associate with a full moon? These
questions will get them discussing about things relevant to them and
can be used as prompts later if they bring up topics such as fishing,

going to the beach, etc (10 min)

Start Powerpoint and go over objectives of the day (2 min)
Cover slides 4-8 to instruct on how we have seen tides, how they are

measured, and how to read a tidal chart in preparation for the mini
lab. Discussion may involve experiences that students have had

based on the bell work (20 min)

Guided Practice-Slide 9 will set up the lab for charting tidal patterns
and moon phases. Materials will be passed out and they will begin to
graph. Feedback will be given as through observation and assistance.

(15 min)
Check Understanding-Use Slide 10 to discuss the observations during

the lab and a the questions at the end (10min)

Continue with slides 11-14 to introduce the details of how the moon
and sun affect the tides giving new vocabulary in spring and neap
tides. Students will be asked to make note of these two terms in their
journals. They will be encouraged to either define them or draw
pictures based on how they will remember it better. Discussion will
then follow about who depends on tides and why they are relevant.
Open up the discussion to the students to see what other things they

can think of. (25 min)

Closure/Exit ticket- Reflect on one time in your life where tides have
affected something you have done. Discuss with your group. Write
down the top two of the group and hand them in. (8 min)

Mini-Lab
Tides and Moon Phases

Objective:
To use authentic data to show the correlation between the pattern in high
and low tides, and the phases of the moon on a graph

Materials Needed:
Graph Paper, Moon Phase Calendar, Monthly Tide Prediction Chart for Virginia
Beach in October 2014, 3 colored pencils, 1 regular pencil
Procedure:
1. Observe the data to see what information will be relevant
a. For this graph you will use the date range 10/1-10/15
b. You will need to use both high and low tides, dates, and the
percentage of moon visibility
c. Convert the moon visibility for each day by dividing it by 10.
(Example- 67%=6.7) This is done to make the data fit on the
same graph
2. Set up the graph on the graph paper
a. Set up the X axis as the Date, and the Y axis as the water
height/moon visibility.
b. Looking at the data, you will need to set the Y axis below 0 and
above 10 so keep this in mind when creating your labels

3. Plot each of the high tide points using one of the colored pencils. There
4.
5.
6.
7.

will be 1 or 2 each day

Plot each of the low tide points using a different colored pencil
Plot the moon visibility with the third colored pencil
Draw a line of best fit for the moon visibility, high tides, and low tide
Once everyone is complete, compare the graph to the one posted on
the board-

(Graph below would be posted using the PowerPoint for students to see
before open discussion begins)

Tides and Moon Phases

High

Low

Moon Visibility

Water Height/Moon Visibility

10/2
10/4
10/6
10/8 10/10 10/12 10/14
10/1
10/3
10/5
10/7
10/9 10/11 10/13 10/15
Date

Questions:
1. What did you observe as the trend for the high and low tides over this
time period?
2. How does the pattern of tides compare to the moon visibility?
3. Why do some days have only 3 points to plot while most have 4?

4. What can you predict would happen in the next week as the moon
moves toward being a new moon?

Monthly Tide Prediction Data from

http://tidesandcurrents.noaa.gov/noaatidepredictions/NOAATidesFacade.jsp?
Stationid=8639168&bmon=10&bday=01&byear=2014&edate=&timelength
=monthly&timeZone=2&dataUnits=1&datum=MLLW&timeUnits=2&interval
=highlow&format=Submit

References
Virginia Beach, VA StationId: 8639168. (2014). Retrieved from NOAA:
http://tidesandcurrents.noaa.gov/noaatidepredictions/NOAATidesFacade.jsp?
Stationid=8639168&bmon=10&bday=01&byear=2014&edate=&timelength
=monthly&timeZone=2&dataUnits=1&datum=MLLW&timeUnits=2&interval
=highlow&format=Submit
Moon calendar October 2014. (2014, October 31). Retrieved from Calendar 365:
http://www.calendar-365.com/moon/moon-calendar.html
Virginia Department of Education. (2004). Spring 2004 Released Test. Retrieved
from SOL Pass:
http://www.solpass.org/released_sol_tests/EarthScienceSOL2004.pdf
Virginia Department of Education. (2005). Spring 2005 Released Test. Retrieved
from SOL Pass:
http://www.solpass.org/released_sol_tests/EarthScienceSOL2005.pdf
Virginia Department of Education. (2007). Spring 2007 Released Test. Retrieved
from SOL Pass:
http://www.solpass.org/released_sol_tests/EarthScienceSOL2007.pdf
Virginia Department of Education. (2012). STANDARDS OF LEARNING (SOL) &
TESTING. Retrieved August 2014, from Virginia Department of Education:
http://www.doe.virginia.gov/testing/index.shtml