Transportation Two Weeks

ScienceLesson Plan

Teacher: 6th Grade Science Grade: 6th

Lesson Title: Transportation

STRANDSStandard 8 – The AtmosphereStandard 10 – Energy

LESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, problem, or community link.

In this unit we will investigate the natural movements of ocean currents and look at the use of currents to convey goods and people. The first lesson will focus on reviewing energy and energy transformations, the second will look at the connection between energy and ocean currents, and the remaining lessons will answer the questions – what are ocean currents, what are the consequences of currents in the oceans and how are currents formed?The first four lessons center on research and discussion. The last three center on experiment and interpretation.

MOTIVATOR Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)

We will introduce transportation using ocean currents by watching a NASA video Animation of Surface Ocean Currents . Ensure that only appropriate content is displayed when connecting to YouTube. When discussing the video, ask students about what evidence they see of the presence and transformation of energy. (Answers may include – kinetic energy of moving water, GPE of water on the surface of oceans, thermal energy moving from warm areas on the globe to colder areas, rotational KE of large and small gyres, KE of the spinning earth.)

DAY Objectives(I can….)

Materials & Resources

Instructional Procedures DifferentiatedInstruction

Assessment

1 I can recognize three forms of potential energy.

I can recognize energy transformations and give examples.

I can apply the Law of Conservation of Energy to predict what happens in energy transformations.

iPads, Apple TV Essential Question: What is energy? Remediation:-Prompting during discussion and examples review.-Prompting during the table group exercise.

Enrichment:-Explore and develop an answer to the following question: What does Conservation of Energy imply about changes in the universe?

Formative Assessment:

-Bell Work

- Direct Instruction

-Group Work

Bell WorkStudents will find examples of each type of potential energy: GPE, EPE, ChPe. During discussion they will demonstrate that they can distinguish among them.

Link to ProjectUnderstanding energy is essential to understanding movement of energy in the world’s oceans. The purpose of this lesson is to review energy concepts. A quiz will follow this lesson.

Direct InstructionDiscuss the examples found during the starter. Define each type of energy and show how it can be recognized.

GPE – any object above the ground. Advanced definition – any two objects with gravitational attraction have GPE. For 6th grade, keep definition of gravity relative to the surface of earth. Later, during the space unit, the definition can be expanded.

EPE – any substance that stretches and rebounds has elastic potential energy. Best example – rubber bands. Other examples: clothing, metal that bends and snaps back.

ChE – energy stored in the bonds of atoms. Examples include coal, oil, natural gas and wood. Other examples are food.

Review the different types of energy, which will help student to recognize that energy can be transformed from one type to another.

ChemicalRadiantThermal

KineticGravitational

Explain the relationship Between PE and KE:KE – energy of motionPE – stored energy of any kind

The relationship is this: PE and be transformed to KE AND KE can be transformed to PE

Mechanical Energy is the sum of PE + KE.

Students should find examples of transformations.

Table group assignment: Each table comes up with four examples of transformations and prepare to discuss them with the class. The discussion should demonstrate that different types of PE can be transformed to KE and KE can be transformed to different types of PE.

Discuss transformations after groups have gathered examples. Be brief here.

Did any group come up with examples of KE to PE? (Most will come up with PE to KE.)

Examples of PE to KE transformation:

A ball rolls down a ramp (pe to ke), but then rolls up another ramp (ke to pe).

Chemical energy is used by a horse to run (pe to ke).

Fireworks explode (pe to ke and radiation and thermal).

The Law of Conservation of Energy (LoCoE)

Explain what the words ‘law’ and ‘conservation’ mean here. These words are the source of some misconceptions and misunderstandings surrounding this concept.

Law in natural science means there is a rule that cannot be broken. It is not like a social law.

Conservation means energy does not disappear. It also means we cannot create energy. It is not the idea of saving natural resources.

The Law of Conservation of Energy is this: The rule that cannot be broken under any circumstance is that energy cannot be created or destroyed, but it can change form. There is always the same amount of energy in the universe.

Examples using data:

Energy Input Energy Output 1 Energy Output 2100 50 5020 19 177 17 609000 4000 5000

Have students assign types of energies to the columns. (Replace input and output with specific names, chemical potential energy becomes kinetic and thermal.)

When a small amount of coal is burned, it releases 100 J of heat and 100 J of light. How much chemical energy did the coal have? (Ans: 200 J).

200 J chemical energy converted to 100 heat + 100 light.

A ball at the top of a hill has 80 J of GPE. At the bottom of the hill it has 70 J of KE. How much was lost to heat and/or sound? (Ans: 10 J).

Electrical Energy Review

There are two ways to state energy: Joules and Wh.Appliances are rated in Watts (W). A watt is a joule per second.A 1000 W microwave oven uses 1000 joules per second.If it operates for 5 seconds, it uses 5000 joules.If it operates for 2 hours, we write 1000 x 2 = 2000 Wh.

For a toaster that is rated at 350 W and a TV that is rated at 300W, which uses the most energy in 15 minutes if they are both ran continuously?Power is voltage x current. Which appliance in a home draws the most current – a 1000 W oven or a 1200 W heater? (Ans. Both are 120 V

because they are in a home. P = VI, so if V is the same for both, the 1200 W heater must draw the most current.)

Alternate Lesson using Ramps

Do marble and two ramps experiment. Question: How does starting PE affect ending PE? We don’t have to measure KE for this one. Define variables and do experiment for class.

Application Question: Estimate how many times the marble will roll back and forth if it is started 10 cm off the tabletop.

Close & HomeworkAssign an application problem that requires students to apply knowledge to the ocean. Ask: What types of energies and energy transfer do you find in the ocean? Assignment: Make a table of six forms of energy, tell where two examples of each are in the ocean. Make another table showing how each of these six energies transforms into other energies. The second table will have two columns: column 1 is the list of energies, and column 2 is a list of what the first energies become. Allow students to finish the work for homework and have them submit their work to gaggle.

2 I can recognize three forms of potential energy.

I can recognize energy transformations and give examples.

I can apply the Law of Conservation of Energy to predict what happens in energy transformations.

I can describe a surface current.

iPads, Apple TV

Set:

-large graduated cylinder

- food color

- lamp

Essential Question: What is the connection between ocean currents and energy? Remediation:-Provider a shorter test-Read the test where needed

Enrichment:-Research to find examples of gas or liquid currents elsewhere in the solar system. (Sun or any one of the gas planets, Mars dust devils.)

Summative Assessment:

-Multiple choice questions on energy and energy transformations.

Formative Assessment:

-Set

-Direct Instruction

Bell WorkStudents will review vocabulary notes and energy concepts prior to taking the test. Allow time for questions.

Link to ProjectEnergy concepts are used throughout the study of ocean currents.

Summative AssessmentGive the test – 22 multiple choice questions that cover the four Tennessee SPI relating to energy and energy transformation: Recognize the differences between GPE, ChE and EPE; Interpret the relationship between KE and PE; Recognize that energy can be transformed; Explain the Law of Conservation of Energy using data.

Transition DiscussionDiscuss – based on homework – the relationship between ocean currents and energy. The discussion should reveal that the source of energy in the ocean is the sun and that energy impacts temperature, temperature impacts density and density differences can drive currents.

SetShow how energy is fundamental to understanding the formation and movement of ocean current by placing a graduated cylinder filled with water under a lamp so that the lower portion is heated. As the water warms, it will rise. Use a drop of food coloring at the bottom to better indicate the movement.

Direct InstructionVocabulary Introduction

- Horizontal- Parallel- Current- Surface Current- Warm current- Cold current

Discuss vocabulary by sketching a diagram of an ocean current explaining each word in the context of the diagram

CloseExit Ticket: Each student must write the definition for each word in his/her own words and submit to gaggle.

HomeworkEach student will write a short description of how KE and PE exist in ocean currents. They will submit this assignment to gaggle.

3 I can identify energy transformations in ocean currents

iPads Essential Question: What are ocean surface currents? Peer grouping Formative questions during direct instruction.Bell Work

Students will write one paragraph that attempts to answer the essential question. Discussion of the paragraphs will occur at the close.

Link to ProjectTransport via oceans is essential to modern societies. Ocean currents dictate ocean routes.

SetShow the video Earth - The Water Planet. This is a YouTube video, so take precautions to ensure that only appropriate content is displayed.

Discussion

Discuss the video in terms of the importance of oceans to our planet:Temperature regulationClimateLifeEnergy stored and transmitted

Vocabulary Review- Horizontal (review)- Parallel (review)- Current (review)- Surface Current (review)- Warm current (review)- Cold current (review)

QuizHave students sketch two or more ocean currents and use the vocabulary words to label their diagrams. This quiz should be considered practice.

Direct InstructionExplain surface currents using an iPad drawing app.

o Definition – movement of water horizontally along the surface of the ocean.

o Location – surface currents are up to four or five hundred meter in depth.o Formation – surface currents are pushed by winds.o Warm vs. Cold – the temperature of the ocean varies. In general, warm

water is carried away from equatorial regions by currents and cold water is carried from polar regions. The movement of warm water can have a large effect on the climates of countries and coastal regions in the north Atlantic.

o Motion – The Coriolis Effect causes the currents to rotate.o Example: Gulf Streamo World Map of currents

Check for understanding – Have table groups research the Gulf Stream and create a four-slide presentation showing the following information:

1. The path of the Gulf Stream on the surface of the Atlantic, clearly denoting direction, origin and termination.

2. The temperature of the Gulf Stream and the temperature of the

surrounding ocean water.3. The driving forces that create the Gulf Stream and dictate its

direction of flow (global winds, land masses and Coriolis Effect).4. The impact the Gulf Stream has on Iceland.

Groups should submit their slides to Gaggle for review.

CloseShow satellite view of the Gulf Stream again, using the opening video: Perpetual Ocean Animation. Review the vocabulary and use the Gulf Stream as an example of a warm-water current. Sketch a side view of the current to show its relative depth and to illustrate the words horizontal and parallel.

Ask students to share parts of what they wrote at the beginning of class. Did anyone give a detailed and accurate summation of ocean currents?

HomeworkStudents will write a paragraph comparing the Gulf Stream to a river.

4 I can estimate the drift routes and travel times of bottles dropped into the ocean at different points on the globe.

iPads, Apple TV Essential Question: How do ocean currents connect the continents? Remediation:-Peer to read selection aloud-Additional prompting during vocabulary review.-Prompting during the table group exercise.

Enrichment:-Write two paragraphs comparing the Gulf Stream to the Amazon River.

Formative Assessment:

-Bell Work

- Table Group Exercise

-Group MiniProject

Bell WorkStudents will read a summary of the Kon Tiki voyage and write four bullet points about the journey. The bullet points will be shared with the table group and class during the discussion.

Link to ProjectOcean currents affect transporting goods between continents. Currents determine the destinations and accumulations of debris.

SetShow this video about Flotsam and how it is used to study ocean currents:(2 minutes). Take precautions to ensure only intended content is displayed.

Direct InstructionDiscuss vocabulary introduced by the video:

Global surface current – pattern of water movement due to the wind and Coriolis effectDebris – trash

Buoys – floating objects put in the water to mark location or pathProbes – objects used to collect data

Additional Vocabulary:Drift Currents – currents caused by winds (surface currents)Flotsam – floating debris from wrecked shipsJetsam - objects that are thrown off a ship to help keep it from wrecking. (cargo and parts of the ship)

Summarize – We can estimate the routes of ocean currents by studying flotsam and jetsam that washes up on our beaches or collected in the ocean.

Table Group Exercise – Each group must find a global map of ocean surface currents and answer the following questions.

1. You drop a floating bottle into the ocean off the east coast of Florida. Where will the bottle end up? (Possible answers include Iceland, England, West Africa and Florida.)

2. How long will it take the bottle to make the journey described in your answer to the first question? (Possible answer: the Gulf Stream moves at about 4 mph; England is about 4000 miles away. The bottle will take 1000 days to get there.)

3. You drop a bottle in the water off the coast of Peru. Where is it likely to end up? (Possible answers include New Guinea and Australia.)

4. How long will it take the bottle to make the journey described in your answer to question three?

5. Where would drop a bottle in the Western Hemisphere if you wanted it to end up in Japan? (There are several possible answers found by tracing ocean currents.)

Kon Tiki DiscussionOpen the discussion by asking groups to compare the voyage of the Kon Tiki to the voyage of bottle thrown into the ocean. How were they alike (used ocean currents). And how were they different? (Kon Tiki used sails..)

Group Mini-Project – Groups must first find a map of the south pacific that show the coast of south America and at least the west coast of Australia and the south pacific islands. Make sure that every group has a suitable map on their iPads.

Assignment – Mark the beginning of the Kon Tiki voyage and then mark their estimated position each week. What is the most likely route the Kon Tiki took through the ocean? Where did it end up?

Close

Students will write a summary to their research and answer the following questions: What most influenced the path of the Kon Tiki – ocean current or wind currents? They will submit their work to Gaggle.

HomeworkStudents will find examples of ocean currents that do not bring debris to land. They will bring examples to class for discussion.

5

Day 1

I can integrate research findings with others.

I can communicate scientific ideas in an appropriate and effective way.

iPads, Apple TV

Water basins, water source, black pepper, plastic spoons, paper towels, buckets or sink for water disposal

Essential Question: What are some unexpected consequences of ocean currents and our modern ‘throw-away’ society?

Remediation:-Provide definitions on Moodle.-Peer assistance with the mini-lab.

Enrichment:-Identify the unintended consequences of using plastic bags for food storage.

Formative Assessment:

-Mini-experiment

- Table Group Assignment

-Homework

Bell WorkHave students read the article about trash island found at Global Problems and Issues.

Link to ProjectOcean currents form gyres, which affect navigation routes and have unexpected consequences, like debris accumulation.

SetPlay this video from TED: Charles Moore - Trash Island.

Direct InstructionVocabulary from the Bell Work and Set:

Gyre – circular movement of ocean currentsHorse latitudes - a narrow band between 30 – 35 degrees north and south latitude where calm waters and little wind are common

Mini-ExperimentHave students mix black pepper flakes into clear basins containing about 2 inches of water. Mix the water and pepper in a gentle circular motion to create a gyre. Moving the spoon along each side of rectangular basin will also create the desired effect. Have students record their observations.

Expected result: students will not that most of the pepper collects at the center of the gyre. This result can be applied to understanding why oceanic gyres collect flotsam and jetsam at their centers.

Table Group AssignmentAssign table groups to produce a presentation on one aspect of the north pacific

garbage patch (trash island).

Have each group research a different aspect of trash island. The research topics include:

1. History of trash island2. Causes of trash island3. Consequences of trash island to marine life4. Consequences of trash island to fishing5. Possible solutions6. Future of trash island if nothing is done7. Monitoring of trash island

Each table group should produce 9 – 12 slides and be able to talk about their specific topic for at least five minutes. Groups may use screen shots and two video clips, but clips cannot last more than 30 seconds.

Instruct each group to divide up their topic so that each person is responsible for 3 to 4 slides and about 1.5 minutes of the presentation. The presentations will take place during the next class meeting.

CloseFrame the research groups are working on using the engineering concept of the unintended consequences. Our throwaway philosophy has had a disastrous unintended consequence for part of the ocean and its wild life.

HomeworkFinish creating the slides or clips for the presentation and practice delivering the presentation.

6

Day 2

I can integrate research findings with others.

I can communicate scientific ideas in an appropriate and effective way.

iPads, Apple TV Essential Question: What is the north pacific garbage patch? Remediation:-Accept fewer slides-Accept shorter discussion

Enrichment:-Work with assigned members of other groups to create a unified presentation.

Formative Assessment:

-Bell Work

-Presentation

-Homework

Bell WorkHave students discuss their slides and integrate their presentations.

Link to ProjectData from each research question is relevant to the culminating project.

Set

Play this Example of a Poor Presentation. It is an anti-example of a good presentation. Although interesting information is presented, it does not make complete use of graphics or video.

Direct InstructionReview the basics of presentations:

Make eye contact Introduce your topic Speak clearly Don’t read from your notes Ask for questions at the end

Audience members will Be courteous during presentations Ask questions related to the topic discussed Take notes (which will be used in the homework assignment)

Table Group AssignmentDraw numbers and begin presentations. Each presentation covers one aspect of the trash island.

1. History of trash island2. Causes of trash island3. Consequences of trash island to marine life4. Consequences of trash island to fishing5. Possible solutions6. Future of trash island if nothing is done7. Monitoring of trash island

Groups are not presenting for a grade, but feedback to each group can be based on the assignment criteria: Each table group should produce 9 – 12 slides and be able to talk about their specific topic for at least five minutes. Groups may use screen shots and two video clips, but clips cannot last more than 30 seconds.

CloseHave each group write a self-assessment and submit it to Gaggle.

HomeworkHave each student write two paragraphs on trash island. The two paragraphs should contain elements from each of the seven research areas. Students will submit their paragraphs to Gaggle.

7 I can define and measure density.

I can state the effects temperature and salinity have on water density.

I can apply the concept of density to understanding thermohaline currents.

I can sketch the processes that drive a thermohaline current..

iPads, beakers or graduated cylinders, salt, water, food coloring, paper towels, masses, scales, rulers. Set up two cylinders per lab group ahead of time. For classrooms without a sink, get two buckets, one empty and one with fresh water.

Keep the iPads away from water.

One gallon of salt water.

Essential Question: What are density currents? Remediation:-Individual discussion-peer grouping

Enrichment:-Apply learning goals from this lesson to understanding the atmosphere of Jupiter (vertical movement of components and Red Spot).

Formative Assessment:

-Bell Work

-Lab

-Application

-Homework

Bell WorkHave students write, using their own words, the definition for the word density. They should also describe how to measure density of a solid object and a sample of liquid.

Link to ProjectDensity differences can drive ocean currents.

SetPlay Thermohaline Circulation from NASA. Take precautions to ensure that only intended content is displayed.

Direct InstructionVocabulary

Density – mass per volumeSalinity – the amount of salt in waterThermohaline Current – continuous movement of water driven by temperature and salinity.Global Conveyor Belt – a global current driven by thermohaline processesThermohaline – heat and salt

Properties of WaterCold water is denser than warm water.High salinity water is denser than low salinity water.Evaporation can affect salinity.Ice formation can affect salinity.

LabDensity Comparisons

Have each table group measure the mass and volume of a solid object. This should take about two or three minutes. Demonstrate the measurements and calculations. Assist groups with the calculation of density: mass divided by volume.

Have each group construct a data table to collect the following data: density of a fresh-water sample and density of a salt-water sample.

Have each lab group determine the density of a 10 mL fresh water sample.

This can be done using graduated cylinders.

Have each lab group determine the density of a 10 mL salt-water sample.

Compare the densities and also compare the masses of the 10 mL samples.

Density DemonstrationDiscuss with class as a whole what will happen when salt water is poured slowly into fresh water.

Pour fresh water into a demo tank. Place a small amount of food coloring into a cold sample of salt water. Slowly pour the salt water into the fresh water. Have students write down their observations and draw a conclusion based on observation. (Alternative – do this demo prior to vocabulary review.)

Emphasize that warm water sits on top of cold water and that warm currents would flow above cold currents.

ApplicationHave students read about thermohaline currents at the NOAA site. They can view the slides that explain how ice formation increases the salinity of water. Additional reading can be found at NOAA Paleo link.

CloseReview the processes involved in the formation of the global conveyor belt.

HomeworkEach student will design an experiment to test the effects of temperature on water density. The typical response should include identification of the independent, dependent and constant variables.

8Project Day 1 – refer to Unit Plan

Topic – “Maritime Challenge”- Transportation

9

Project Day 1 – refer to Unit Plan

Topic – “Maritime Challenge”- Transportation

10Project Day 1 – refer to Unit Plan

Topic – “Maritime Challenge”- Transportation

STANDARDS Identify what you want to teach. Reference State, Common Core, ACTCollege Readiness Standards and/or State Competencies.

State Performance Indicators

SPI 0607.8.1 Analyze data to identify events associated with heat convection in the atmosphere.SPI 0607.8.2 Recognize the connection between the sun’s energy and the wind.SPI 0607.8.3 Describe how temperature differences in the ocean account for currents.SPI 0607.8.4 Interpret meteorological data to make predictions about the weather.SPI 0607.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.SPI 0607.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.SPI 0607.10.1 Distinguish among different types of potential energySPI 0607.10.2 Interpret the relationship between PE and KE.SPI 0607.10.3 Recognize that energy can be transformed from one type to another.