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 ** Curriculum Goals **  __General Goals__ Our world is constantly being changed by scientific discoveries and breakthroughs. Students need to become familiar with all facets of science education and understand essential scientific ideas. They need to possess critical thinking skills and become life-long learners. This curriculum web teaches scientific literacy using higher level thinking skills. __Description of Learners__ This curriculum was developed for a sixth grade science class. It can be adapted for use with students with learning disabilities. __Description of Subject Matter__ This curriculum is centered on Earth Science and includes these concepts: v Ocean organisms v Ocean food chains v Relationships between ocean animals and ocean plants v The effects of pollution on the ocean environment __Learning Objectives__ Pennsylvania Academic Standards for Science and Technology 3.5.7D Explain the behavior and impact of the earth’s water systems. Students will be able to: Ø Explain conditions that sustain ocean life. Ø Describe the three main groups of ocean organisms. Ø Describe the relationship between ocean animals and ocean plants. Ø Describe ocean food chains. Ø Investigate sources of ocean pollution and the effects of pollution on the marine environment. __ Prerequisites__ Students must be able to: Ø Use a web browser. Ø Work cooperatively in a group. Ø Have a basic understanding of scientific inquiry.

__Aim__ This curriculum web will help students develop an understanding of ocean life and the relationships between living organisms and their environment.

__Rationale__ In today’s society, it is important to understand essential scientific concepts and ideas. The future of our world will depend on the learners of today. Students must understand scientific inquiry and be able to use critical thinking skills to become problem solvers and the future leaders of our world. This curriculum has been designed to meet Pennsylvania Academic Standards for Earth Science.

**Instructional Plan ** Oceanography Curriculum Web Objectives: Students will be able to: v Explain the conditions that sustain ocean life v Describe three main groups of ocean animals and two main groups of ocean plants. v Describe the relationship between ocean animals and plants. v Describe ocean food chains v Investigate sources of ocean pollution and the effects of pollution on the ocean environment.

Prior to beginning the curriculum web, students will have been introduced to the ocean biome in the science classroom. They will have discussed the properties of ocean water, the ocean floor, waves, currents and tides. Step 1- Time: 1-50 minute period Students will read the introductory information on the web page. In designated web sites, students will read about ocean plants and animals. They will then draw each of the five types of ocean organisms, and write a two sentence caption to describe them. When students finish, they should make an entry in their journals detailing what they learned, how they liked the activity, ideas and questions that they have. Resources:  [] [] Step 2- Time: 1-50 minute period Students will conduct an investigation experiment to determine how plants affect ocean water. The instructions for this experiment are found in the Discovery Works textbook. After the activity, students will write their findings in their journal. Resources: Step 3- Time: 1-50 minute period  Students will watch the online video called “Plankton: the basis of the ocean’s food web.” In their journal, they will write an essay explaining why plankton is very important to the ocean in the first person (as if they are plankton). Resources: [] Step 4- Time: 1-50 minute period Divide students into groups of two. Using the Ocean Oasis web site, students will explore marine food webs. Working in pairs, they will use the online activity to create a marine food web. Students will write their ideas and questions in their journals. Resources: [] Step 5- Time: 2-30 minute periods Divide students into groups of 3 or 4. In groups, students will conduct two investigation experiments; “Investigating Oil Spills” and “Cleaning Up the Mess.” Both are found in the Discovery Works textbook. Students will record their observations in their journals. Resources: Step 6- Time: 1-50 minute period Divide students into groups of two. In pairs, students will read “Pollution of the Oceans” in the Discovery Works textbook. Using Inspiration concept mapping software, they will create a concept map of the information found in the chapter. Students will write ideas, questions, and thoughts about the activities. Resources: Step 7- Time: 2-50 minute periods Students will complete the web quest entitled “The Ocean’s in Trouble.” They will complete task 1. Resources: [] Step 8- Time: 4-50 minute periods Divide students into groups of 4. Assign roles: team leader, recorder, archivist, time keeper. In groups, students will brainstorm ways that ocean pollution threatens our world and ways to eliminate it. Students will use web sources to determine which ocean animals are endangered and why. Students will create a graphic organizer with all the information relevant to a particular endangered ocean animal. Then students will brainstorm ideas about ways to help the endangered animal. Each group will create a plan to help the animal, and present it to the rest of the class. They will act as salespeople to “sell” their ideas to the class. Students may use a power point presentation, poster, handouts, or any presentation resources that they wish. After all presentations, the class will vote on which plan they would support and explain why. Resources: [] [] [] Teacher should be meeting with students throughout the unit to discuss journal entries. Students should also meet with each other to review journals. Students may visit any of the following sites during any extra time.
 * White paper, markers, crayons, colored pencils.
 * Notebooks for journaling made by students.
 * Discovery Works textbook
 * <span style="font-family: 'Comic Sans MS',cursive;">Goggles, aquarium, water, Elodia plants, cup, paper towels.
 * <span style="font-family: 'Comic Sans MS',cursive;">White paper, craft supplies, markers, glue, etc.
 * <span style="font-family: 'Comic Sans MS',cursive;">Goggles, small containers with lids, water, vegetable oil, spoons, feathers, hand lens, paper towels, cotton balls, fabric scraps.
 * <span style="font-family: 'Comic Sans MS',cursive;">Discovery Works textbook
 * <span style="font-family: 'Comic Sans MS',cursive;">Discovery Works textbook
 * <span style="font-family: 'Comic Sans MS',cursive;">Inspiration software
 * <span style="font-family: 'Comic Sans MS',cursive;">Craft paper, poster board, and supplies
 * <span style="font-family: 'Comic Sans MS',cursive;">Power point software

Informational sites: [] [] []

Games and Activities: [] [] []

Entry Point: Ø Students will have a basic knowledge of biomes. Ø Students will know how to conduct science experiments. Ø Students will know how to use web browser. Ø Students will have been introduced to the ocean biome in the science classroom. Ø Curriculum web will include an introductory page with an overview of the subject. Before, during and after each activity: Ø Students will have access to a glossary of important terms. Ø Students will have access to links for more information. Before each activity: Ø A rubric will be provided. Ø An estimated time to complete each activity will be provided. During activities: Ø Students will keep a journal of what they learned, new ideas that they have, their thoughts on the activities, etc. They will periodically share the journals with other students as well as with the teacher. Ø Several videos are included in the activities to reinforce learning. After activities: Ø Students will be provided with additional “fun” activities such as games and puzzles to reinforce learning. These may be completed during free time or when students complete an activity early. At the completion of the curriculum web: Ø Final journal entries with reflections of the learning experience. **<span style="font-family: 'Comic Sans MS',cursive; font-size: 132%;">Assessment-Oceanography Curriculum Web ** Objectives: Students will be able to: v Explain the conditions that sustain ocean life v Describe three main groups of ocean animals and two main groups of ocean plants. v Describe the relationship between ocean animals and plants. v Describe ocean food chains v Investigate sources of ocean pollution and the effects of pollution on the ocean environment. Student learning activities: v In designated web sites, students will read about ocean plants and animals. They will then draw each of the five types of ocean organisms, and write a two sentence caption to describe them. || 4 || 3 || 2 || 1 || v Students will conduct an investigation experiment to determine how plants affect ocean water. The instructions for this experiment are found in the Discovery Works textbook. Assessment: Students will include findings from the experiment in their journal. v Students will watch the online video called “Plankton: the basis of the ocean’s food web.” They will write an essay explaining why plankton is very important to the ocean in the first person (as if they are plankton). v Using the Ocean Oasis web site, students will explore marine food webs. Working in pairs, they will use the online activity to create a marine food web. v Students will conduct two investigation experiments; “Investigating Oil Spills” and “Cleaning Up the Mess.” Both are found in the Discovery Works textbook. Assessment: Students will include findings from the experiments in their journal. v In pairs, students will read “Pollution of the Oceans” in the Discovery Works textbook. Using Inspiration concept mapping software, they will create a concept map of the information found in the chapter. v Students will complete the web quest entitled “The Ocean’s in Trouble.” They will complete task 1. Assessment: The web quest includes a rubric. v In groups of four or five, students will brainstorm ways that ocean pollution threatens our world and ways to eliminate it. Students will use web sources to determine which ocean animals are endangered and why. Students will work in small groups and create a graphic organizer with all the information relevant to a particular endangered ocean animal. Then students will brainstorm ideas about ways to help the endangered animal. Each group will create a plan to help the animal, and present it to the rest of the class. They will act as salespeople to “sell” their ideas to the class. After all presentations, the class will vote on which plan they would support and explain why.
 * Scaffolding Learning **
 * Assessment
 * Students draw 5 organisms and write 5 captions. || All requirements are included. || Missing one element. || Missing two or three elements. || Missing more than three elements. ||
 * Assessment || 4 || 3 || 2 || 1 ||
 * Essay includes 5 reasons why plankton is important to the ocean. || All 5 reasons included. || 4 reasons included. || 3 reasons included. || Less than 3 reasons included. ||
 * Assessment || 4 || 3 || 2 || 1 ||
 * Web includes all 4 levels and at least 2 organisms for each level. || Web includes all requirements. || Web is missing 1 or 2 requirements. || Web is missing 3 requirements. || Web is missing more than 3 requirements. ||
 * Assessment || 4 || 3 || 2 || 1 ||
 * Concept map includes 4 main ideas and at least 8 details. || Map includes all elements. || Map is missing 1 or 2 elements. || Map is missing 3 elements. || Map is missing more than 3 elements. ||
 * Assessment || 4 || 3 || 2 || 1 ||
 * Presentation lasts at least 5 minutes. || Presentation is at least 5 minutes. || Presentation is at least 4 minutes. || Presentation is at least 3 minutes. || Presentation is less than 3 minutes. ||
 * Presentation is well organized. || Presentation is well organized. || Presentation is somewhat organized. || Presentation is not organized and is hard to follow. || Presentation has no organization and is difficult to understand. ||
 * Presentation shows outstanding effort and time management. || Presentation shows outstanding effort and time management. || Presentation shows quality work. || Presentation shows average work. || Presentation shows little effort. ||