Integrative Science Lesson Plan

Sarah Burleson Lesson Taught on October 31st 2017
Mrs. Wiseman's Fifth Grade at Cub Run Elementary @ 10:00 am & 1:00pm
Science Taught in Mrs. Morris's Classroom
Lesson submitted to CT on October 23rd 2017
LESSON PLAN OUTLINE

JMU Elementary Education Program
A. TITLE/TYPE OF LESSON
Going with the *Ocean* Flow: An Experiment-Based Lesson on Currents and Tides
B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students readiness, interests, and/or
learning preferences?
In order to find out the students' readiness for this lesson, I observed science class taught in Mrs.
Morris' classroom. I observed that the students learned concepts in science through use of hands-
on activities, verbal discussion, and guided notes. I also noticed that this information aligned
with the typical learning preferences of the students because the students appeared to be more
engaged in the learning when lessons were taught using kinesthetic activities.
Why is this is an appropriate activity for these students at this time?
This is an appropriate activity for these students at this time because they are currently in a unit
based around Virginia Science Standard of Learning 5.6. In this SOL, the students are learning
characteristics of and information about the oceans of the world. Therefore, it is appropriate for
them to learn about currents and tides, which are essential to the functioning of the ocean.
How does this lesson fit in the curriculum sequence?
This lesson fits in the curriculum sequence by being part of SOL 5.6 Oceans, the SOL the
students are learning in science right now. By the time this lesson is taught, the students will be
in their second week of the study on Oceans. They will have briefly looked at ocean currents and
tides, but not in much detail or with any exploration. Therefore, this lesson will be like an
introductory lesson on these to these two concepts.
How does this lesson fit with what you know about child development?
This lesson fits with what I know about child development as that all the students in fifth grade
are securely in Piaget's Concrete Operational Stage of Cognitive Development. That means that
these students are will have a better understanding of logical, concrete objects but will still
struggle to conceptualize abstract objects or concepts. That is why this lesson takes the concepts
of tides and currents, something students may have never experienced first-hand before, and
demonstrates it in the small scale in the classroom. That way students may visually see and
kinesthetically interact with the concept of ocean currents.
C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT

GENERATION SCIENCE STANDARDS (NATIONAL STANDARDS)
Virginia Science Standards of Learning
5.6 Oceans
The student will investigate and understand characteristics of the ocean environment. Key
concepts include:
a) geological characteristics;
b) physical characteristics; and
c) ecological characteristics.
In order to meet this standard, it is expected that students will:
o Create and interpret a model of the ocean floor and label and describe each of the major
features.
o Create and interpret a model of a basic marine food web, including floating organisms
(plankton), swimming organisms, and organisms living on the ocean floor.
o Design an investigation (including models and simulations) related to physical
characteristics of the ocean environment (depth, salinity, formation of waves, causes of
tides, and currents, such as the Gulf Stream).
o Design an investigation (including models and simulations) related to ecological
relationships of the ocean environment.
o Interpret graphical data related to physical characteristics of the ocean.
o Interpret graphical data related to the ecological characteristics of the ocean, such as the
number of organisms vs. the depth of the water.
o Explain the formation of ocean currents and describe and locate the Gulf Stream.
o Research and describe the variation in depths associated with ocean features, including
the continental shelf, slope, rise, the abyssal plain, and ocean trenches.
o Analyze how the physical characteristics (depth, salinity, and temperature) of the ocean
affect where marine organism can live.
Unwrapped Concepts Unwrapped Skills Taxonomy Level

A Model of the Ocean Floor Create and Interpret Create (6)
A Model of a Basic Marine Food Application (3)
Web
o Floating Organisms
o Swimming Organisms
o Organisms Living on the
Ocean Floor
The major features of the Ocean Label and Describe Understand (2)
Floor
Ecological Relationships of the Design and Investigate Create (6)
Ocean Environment Analysis (4)
Physical Characteristics of the
Ocean Environment
o Depth
o Salinity
o Formation of Waves
o Causes of Tides
o Currents
Graphical Data Interpret Application (3)
o Physical Characteristics of
the Ocean
o Ecological Characteristics
of the Ocean
Number of
Organisms
Depth of Water
The Formation Of Ocean Currents Explain Understand (2)
The Gulf Stream
Variations in Depths Associated Research and Describe Understand (2)
with Ocean Features Application (3)
o The Continental Shelf
o Slope
o Rise
o The Abyssal Plain
o Ocean Trenches
How the Physical Characteristics Analyze Analysis (4)
of the Ocean Affect where Marine
Organisms Live
o Depth
o Salinity
o Temperature
Next Generation Science Standards

5-ESS2-1 Earth's Systems
Students who demonstrate understanding can develop a model using an example to
describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Observable Features of the student performance by the end of the grade:

1. Components of the Model
a) Students develop a model, using a specific given example of a phenomenon, to
describe ways that the geosphere, biosphere, hydrosphere, and/or atmosphere
interact. In their model, students identify the relevant components of their
example, including features of two of the following systems that are relevant for
the given example
i. Geosphere
ii. Hydrosphere
iii. Atmosphere
iv. Biosphere
2. Relationships
a) Students identify and describe relationships (interactions) within and between the
parts of the Earth systems identified in the model that are relevant to the example
3. Connections
a) Students use the model to describe a variety of ways in which the parts of two
major Earth systems in the specific given example interact to affect the Earths
surface materials and processes in that context. Students use the model to describe
how parts of an individual Earth system
i. Work together to affect the functioning of that Earth system.
ii. Contribute to the functioning of the other relevant Earth system.
Unwrapped Concepts Unwrapped Skills Taxonomy Level
A model to describe paths of
interaction between
o Geosphere Create Create (6)
o Biosphere
o Hydrosphere
o Atmosphere
Features of Earth Systems Identify Understand (2)
Relationships/Interactions within
and between the parts of the Identify and Describe Understand (2)
Earth's systems
Affects on the Earth's surface Understand (2)
materials and processes from Use, Describe, and Interpret Application(3)
major Earth systems
Parts of an individual Earth Understand (2)
system work together to affect Use and Describe Application (3)
the functioning of that system Analyze (4)
Parts of an individual Earth Understand (2)
system contribute to the Use, Describe and Interpret Application (3)
functioning of other Earth Analyze (4)
systems
D. LEARNING INTENTIONS and SUCCESS CRITERIA

Understand what are the Know what are the facts, Do what are the specific
broad generalizations the rules, specific data the success criteria for the
students should begin to students will gain through lesson? Each success
develop? These are typically this lesson? These knows criteria will be assessed in
difficult to assess in one must be assessed in your your lesson. These should
lesson. These should be lesson. These should be be written in the form of I
written in the form of I written in the form of I can statements.
understand statements. know that statements.
The student will understand The student will know the The student will identify and
the three causes of ocean three causes of ocean currents describe the three causes of
currents ocean currents
The student will understand The student will know causes The student will describe the
the differences between the and characteristics of the two causes and characteristics of
two types of ocean currents types of ocean currents surface currents
The student will understand The student will know that The student will describe the
how density and temperature liquids have different densities causes and characteristics of
of water affects the currents deep water currents
The student will understand The student will know that The student will compare and
how currents affect climate cold liquids are more dense contrast surface currents and
and weather patterns around than cold liquids deep water currents
the world
The students will understand The student will know that The student will discuss and
how currents can affect plant salt water is more dense than interpret how density works
and animal populations fresh water for liquids
The students will understand The student will know how The student will investigate
how the moon affects the tides currents move through the how salinity affects the
ocean mixing of water
The students will understand The student will know the The student will investigate
the difference between low and moon affects the tides how temperature affects the
high tides mixing of water
The student will know there The student will investigate
are different types of tides: how cold water currents move
high and low tide through the ocean
The student will describe how
the moon affects the tides
The student will explain the
difference between high tide
and low tide
The student will identify the
location of high tide and low
tide given a visual
Design an investigation (including models and simulations) related to physical
characteristics of the ocean environment (depth, salinity, formation of waves, causes of
tides, and currents, such as the Gulf Stream).
Explain the formation of ocean currents and describe and locate the Gulf Stream.
The basic motions of ocean water are the waves, currents, and tides.
Ocean currents, including the Gulf Stream, are caused by wind patterns and the
differences in water densities (due to salinity and temperature differences).
Ocean currents affect the mixing of ocean waters. This can affect plant and animal
populations. Currents also affect navigation routes
E. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved
your objectives? Remember every objective must be assessed for every student!
Learning Intention and

Opportunities to Respond Evidence
Success Criteria
(Assessment) (Data Collected)
(Objective)
The student will identify and Students will verbally describe Students will correctly
describe the three causes of the causes of currents identify the three causes of
ocean currents Students will record their the currents (wind,
written answers on the post- temperature, salinity)
test
The student will describe the Students will verbally describe Students will correctly
causes and characteristics of the causes and characteristics describe the causes (wind)
surface currents of surface currents and characteristics (swift,
Students will record their affected by the landmasses) of
written answers to the post test surface currents
The student will describe the Students will verbally describe Students will correctly
causes and characteristics of the causes and characteristics describe the causes
deep water currents of deep water currents (temperature & salinity) and
Students will record their characteristics (90% of the
world's oceans, slow moving,
denser)
The student will compare and Students will verbally compare Student will correctly identify
contrast surface currents and and contrast these types of that the speed of the currents
deep water currents currents during the teacher-led is different, that both move
discussion integrated into the the world's water, and other
PowerPoint characteristics
The student will discuss and Students will verbally predict Students will describe how
interpret how density works what they think will happen the dish soap is denser than
for liquids during the density experiments water and oil, but not denser
Student will verbally discuss than syrup
what happened during the Student will discuss how this
density experiment with their experiment means that denser
table groups and what this may materials in the ocean will
mean for currents sink
The student will investigate Students will discuss what Students will describe that the
how salinity affects the mixing happened when salt water and two waters only mixed when
of water fresh water were mixed and the denser (salt) water was on
how this affects currents top
Students will describe how
salt water is heavier than
fresh water
The student will investigate Students will discuss what Students will describe how
how temperature affects the happened when the ice cubes the cold water moved through
mixing of water are placed in the warm water the warm water using terms
and how this movement of that relate to density and
water is like currents currents
The student will investigate Students will predict what will Students will verbalize their
how cold water currents move happen to the ice cube (the prediction in terms learned
through the ocean cold water current) in the rest from the lesson
of the warm water and
describe how this relates to
currents
The student will describe how Students will verbalize during Students will correctly
the moon affects the tides discussion explain that the moon pulls on
the water in the oceans due to
gravity and creates high and
low tide on Earth
The student will explain the Students will verbally describe Students will correctly
difference between high tide to their table group what high describe the look of each tide
and low tide tide looks like at the shore and
what low tide looks like at the
shore
The student will identify the Students will identify high tide Students will correctly
location of high tide and low and low tide on a visual of identify high tide and low tide
tide Earth with the tides shown
F. MATERIALS NEEDED
(Going to discuss the procuring of these items with the CT)

Computer-- Mrs. Morris (already in classroom)
Currents and Tides PowerPoint-- Ms. Burleson
Large Glass Jar--
Maple Syrup--
Dish Soap--
Water--
Cooking Oil--
Currents Illustration-- Ms. Burleson
Colored Ice--
Jug/Pitcher--
Rectangle Container-- Mrs. Morris
G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS
The possible misconceptions about this project will occur when the teaching of tides is
completed. Students might believe that high tides and low tides will somehow appear as
bugles of water out in space rather than believe that these phenomenons are noticeable on
the surface of Earth. In order to make sure this misconception doesn't happen, I will make
sure to have pictures of what high tide and low tide looks like on the shore at the exact
same spot on a beach. This way the students will know that tides actually mean
something on Earth.
Another possible misconception that students might create from this lesson is that water
at the surface of the ocean that is part of the surface currents will always be part of the
surface currents. I will attempt to combat this misconception by reminding students that
water in the oceans is always connected, not only around the planet but also all through
the depths of the oceans. I will also show students a video that I found online that
describes the migration of water molecules from the surface to the depths due to change
in temperature or salinity. I will remind students about the idea of density and that if
something is saltier and colder, it will naturally move to the bottom, just as the dish soap
moved through the first two layers in the jar because it was denser than those, but did not
go to the bottom because it was not the densest material.
H. PROCEDURE
Procedures and management

Step-by step procedures including questions and Students
Activity
main points visualize what you are going to say Describe what the students
Element
to the students. It might be helpful to script out will be doing as a result of
& Time (in
what you are going to say, although during the your instructions
minutes)
lesson you do not need to use this language
verbatim.
As the students come into their seats to prepare for The students will come in
class, I will have a video playing of the ocean with and quietly take their seats
Engage - waves coming onto shore. I will ask them to take a as they listen to the video
Introduction silent moment to listen to the waves and to think and think about the
about what we might be learning today according ocean/what they are
to the video. learning today.
I will begin the lesson by starting the PowerPoint
on Currents and Oceans. I will have the students The students will record
Event 1 take a pretest to see what they already know about their answers to the
currents and tides and to structure their thinking to questions on a online poll
remember what is important from the lesson.
I will ask the students to keep those pre-test
questions in mind as we are learning through The students will grab their
Transition notes, discussion, and experiments. I will ask notes and a pencil to take
students to get out the sheet of guided notes that the notes.
they have been provided
I will change the screen on the slide show and
The students will discuss
begin by showing students a visual of the ocean
the implications of the
currents around the world. I will ask them what
colors of the arrows. The
Event 2 they think the red and blue arrows mean and wait
students will write down the
for answers. I will then move onto the next slide in
content about the
the PowerPoint and begin reading aloud to the
background on currents
students the background about currents.
I will ask students to think about what might be The students will turn to a
Transition the differences between surface and deep water neighbor and discuss the
currents and discuss it with their neighbor. differences in the currents.
The students will continue
I will change the slides to go over the two slides
recording notes on the
about surface and deep water currents. I will ask
provided sheet. The
students to make sure they are taking notes on the
students will listen
Event 3 provided paper. At the end of learning about both
attentively to the teacher.
types of currents, I will ask students to compare
The students will provide
and contrast these two types with you as I record
answers to the comparison
their answers on the board.
of types of currents.
The students will all stand
I will tell students that I would like for them to get
up and move from their
up and all gather around the side table where they
Transition desks and come to the side
can all see to interact with experiments about
table to prepare for the
currents.
experiments.
I will show the students the four ingredients of
syrup, dish soap, water, oil and ask them to discuss Students will make
what they think will happen when all four are predictions about the
added into a jar. After each student has made a experiment; they will active
prediction on a recorded sheet, I will begin the watch and listen as the
Event 4 experiment. As I add the final ingredient of dish experiment takes place; and
soap, I will ask the students to make predictions on they will actively listen, ask
what they think will happen. After all the questions, and partake in
ingredients have settled, I will discuss with the the discussion about
students what density is and how liquids with density.
different densities naturally form layers.
As I prepare for the next experiment, I will instruct Students will turn to a
students to turn to a neighbor and discuss, using partner next to them and
density terms, what happened just happened in the discuss density and what
experiment. Once they have completed that happened in the last
Transition
discussion, I will ask students to think about what experiment. They will also
is denser: cold or hot? And salt or nothing? I will think about density in terms
tell them that this will prepare for the next of its implications on
experiment. temperature and salinity
I will ask students to make sure they are paying
attention as I conduct the experiment comparing
Students will actively watch
the density of salt water versus fresh water and the
and listen to the
density of hot water versus cold water. I will
presentation of the
remind students of characteristics of surface
experiment. They will
currents and deep water currents along with the
Event 5 predict based on what they
idea of density and ask them to predict what they
know and partake in
think will happen with the two jars of different
discussion or ask questions
water. After all students have made a prediction, I
when they are asked to do
will perform the experiment to show that the water
so.
does not mix if the denser water is in the bottom
jar.
I will ask students to begin moving back to their Students will begin going
seats to finish up the presentation. I will ask them back to their desks and will
Transition
to describe to a partner which liquid (hot versus tell someone which liquid
cold and salty versus fresh) is denser. they think is heavier.
After all students are in their seats, I will take a The students will truthfully
poll by a show of hands to demonstrate what answer the question and
Event 6
students think the denser liquid is between the two. listen actively and record
I will explain how this concept relates to density notes as I go over the
and how it affects ocean currents. I will quickly culminating information on
review all that the students have learned from this the slide.
lesson by going over a slide on the PowerPoint
that concisely puts all this information together.
I will thank the students for being such good
scientists and learning about the oceans and its
The students will pat a
currents today. I will tell them to pat a friend
friend on the head and then
Transition lightly on the head to make sure that all the
return to their seats and get
information is in their brains. I will then ask
a utensil for the post test.
students to get ready to demonstrate what they
learned today
I will pull up the exact same questions that were
on the pre-test and ask students to think about The students will take the
what we have learned today and notice if they can post-test and answer based
Event 7
now answer these questions differently. I will give on what they learned during
students time to answer all the questions and then the lesson today.
collect their answers.
After all the post-tests have been received by a
teacher, I will quickly review and answer all the The students will actively
questions from the test to remind students of the listen as I review the
concepts about currents that they have learned content from today and
today. I will finally pull up the video of the ocean correctly answer the
that I had been showing when students walked into questions on the post test.
the classroom and tell students that "as we learned They will think about how
Conclusion today, not only is the ocean pretty, calming, and they can be a teacher of
super fun to swim in, but it is also constantly oceans in the future to
moving and something fun to learn about in people that may not know
science class! Maybe the next time you see the as much as they do and will
ocean, you can tell someone all you know about remember all that they have
the currents and you can be a teacher!" I will thank learned about currents
the students for being so productive learners today today.
and helping me to become a better teacher.
I. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with
varied interest and learning readiness, English language proficiency, health, physical
ability, etc. How will you extend and enrich the learning of students who finish early?
How will you support the learning of children struggling with your objectives?
*Really need help understanding this graphic organizer*
English Language Content Process Product

Learners
Interest
Readiness
Students with a
Content Process Product
Learning Disability
Interest
Readiness
Students with a
Content Process Product
Severe Disability
Interest
Readiness
J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
Think about this! It may help you avoid an embarrassing situation. This CANNOT
include fire drills, interruptions due to announcements, weather, or other emergencies.
For this lesson, which is based on guided notes, discussion, and experimentation, there are a few
things that can go wrong. One of the first and most simple things that could go wrong is
technology error. In order to be prepared for this error, I will have a copy of the slide show I am
presenting and the copy of the guided notes students are taking that will be filled in with the
answers already. It is in this way that I can just read the notes and presentation aloud to the
students so that we may still experiment with density and currents and learn about currents and
tides on Earth.
Another thing that could go wrong with this lesson is that experiments do not work for some
unknown reason. In order to combat this error, I will make sure to first try these experiments at
home before I take them to use in the classroom; that way, I am aware of how my experiments
are supposed to work and how exactly them demonstrate the concepts about currents that I am
trying to teach. However, while these experiments might work when I first try them, there is still
the possibility that they will not work in the classroom the second time I try them. If this
happens, I will be prepared by having a video of the experiment pulled up on the computer to
show the students how the experiment is supposed to work. I will then go into a description of
what the experiments are supposed to demonstrate so that students still gain the intended
knowledge.
A final thing that could go wrong with this lesson is that the students are so interested in the
action of the experiments that they miss the concepts that I am intending to teach them during
this lesson. I will discover this missed information during the post-test that students will take
after the lesson is over. What I will do to fix this error is notice the area of most confusion, and
reviews it again using videos, visuals, and other products for varied learning styles so that all
students gain this knowledge.

Integrative Science Lesson Plan

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Integrative Science Lesson Plan

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Sarah Burleson Lesson Taught on October 31st 2017

LESSON PLAN OUTLINE

C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT

Unwrapped Concepts Unwrapped Skills Taxonomy Level

Next Generation Science Standards

Observable Features of the student performance by the end of the grade:

D. LEARNING INTENTIONS and SUCCESS CRITERIA

Learning Intention and

(Going to discuss the procuring of these items with the CT)

G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

Procedures and management

Really need help understanding this graphic organizer

English Language Content Process Product

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