Materials & Resources

Transportation Two Weeks Science Lesson Plan

Teacher: 6th Grade Grade: 6th Science

Lesson Title: Transportation

STRANDS Standard 8 – The Atmosphere Standard 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 Materials & Resources Instructional Differentiated Assessment (I can….) Procedures Instruction

1 I can recognize three forms of iPads, Apple TV Essential Question: What is Remediation: Formative Assessment: potential energy. energy? -Prompting during discussion -Bell Work I can recognize energy and examples review. - Direct Instruction transformations and give -Prompting during the table examples. group exercise. -Group Work I can apply the Law of Conservation of Energy to predict what happens in Enrichment: energy transformations. -Explore and develop an answer to the following question: What does Conservation of Energy imply about changes in the universe? Bell Work

Students 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 Project

Understanding 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 Instruction

Discuss 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.

Che mica l

Radi ant

Ther mal

Kine tic

Grav itati onal

Explain the relationship Between PE and KE:

KE – energy of motion

PE – stored energy of any kind

The rela tion ship is this: PE and be tran sfor med to KE AND KE can be tran sfor med to PE

Mec hani cal Ene rgy is the sum of PE + KE.

Students should find examples of transformations.

Table group assignment: Each table comes up with four examples of transformati ons 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 transformati ons 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 transformati on:

A ball rolls dow n a ram p (pe to ke), but the n rolls up ano ther ram p (ke to pe).

Che mic al ene rgy is use d by a hors e to run (pe to ke).

Fire wor ks expl ode (pe to ke and radi atio n and ther mal) .

The Law of Conservation of Energy (LoCoE)

Explain what the words ‘law’ and ‘conservatio n’ mean here. These words are the source of some misconceptio ns and misundersta ndings 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 100 20 77 9000

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 & Homework

Assign 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 iPads, Apple TV Essential Question: What is Remediation: Summative Assessment: potential energy. the connection between -Provider a shorter test Set: ocean currents and energy? -Multiple choice questions on I can recognize energy energy and energy -Read the test where needed transformations and give -large graduated cylinder transformations. examples. - food color Formative Assessment: I can apply the Law of Enrichment: - lamp Conservation of Energy to -Set -Research to find examples of predict what happens in gas or liquid currents -Direct Instruction energy transformations. elsewhere in the solar system. I can describe a surface (Sun or any one of the gas current. planets, Mars dust devils.) Bell Work Students will review vocabulary notes and energy concepts prior to taking the test. Allow time for questions.

Link to Project

Energy concepts are used throughout the study of ocean currents.

Summative Assessment Give 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 Discussion Discuss – 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.

Set Show 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 Instruction Vocabulary Introduction - Horizont al - 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

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

Homework Each 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 iPads Essential Question: What are Peer grouping Formative questions during transformations in ocean ocean surface currents? direct instruction. currents

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 Project

Transport via oceans is essential to modern societies. Ocean currents dictate ocean routes. Set Show 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 regulation Climate Life Energy stored and transmitted

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

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

Direct Instruction

Explain 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 Stream

o 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 pat h of the Gulf Stre am on the surf ace of the Atla ntic, clea rly den otin g dire ctio n, origi n and ter min atio n.

2. The tem per atur e of the Gulf Stre am and the tem per atur e of the surr oun ding oce an wat er.

3. The drivi ng forc es that crea te the Gulf Stre am and dict ate its dire ctio n of flow (glo bal win ds, land mas ses and Cori olis Effe ct).

4. The imp act the Gulf Stre am has on Icel and.

Groups should submit their slides to Gaggle for review.

Close Show 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?

Homework Students will write a paragraph comparing the Gulf Stream to a river. 4 I can estimate the drift routes iPads, Apple TV Essential Question: How do Remediation: Formative Assessment: and travel times of bottles ocean currents connect the -Peer to read selection aloud -Bell Work dropped into the ocean at continents? different points on the globe. -Additional prompting during - Table Group Exercise vocabulary review. -Group MiniProject -Prompting during the table group exercise.

Enrichment:

-Write two paragraphs comparing the Gulf Stream to the Amazon River. Bell Work Students 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 Project

Ocean currents affect transporting goods between continents. Currents determine the destinations and accumulations of debris.

Set Show 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 Instruction

Discuss vocabulary introduced by the video: Global surface current – pattern of water movement due to the wind and Coriolis effect Debris – trash Buoys – floating objects put in the water to mark location or path Probes – objects used to collect data

Additional Vocabulary: Drift Currents – currents caused by winds (surface currents) Flotsam – floating debris from wrecked ships Jetsam - 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 dro p a floa ting bott le into the oce an off the east coas t of Flori da. Wh ere will the bott le end up? (Pos sibl e ans wer s incl ude Icel and, Engl and, Wes t Afri ca and Flori da.) 2. Ho w long will it take the bott le to mak e the jour ney desc ribe d in you r ans wer to the first que stio n? (Pos sibl e ans wer: the Gulf Stre am mov es at abo ut 4 mph ; Engl and is abo ut 400 0 mile s awa y. The bott le will take 100 0 days to get ther e.) 3. You dro p a bott le in the wat er off the coas t of Per u. Wh ere is it likel y to end up? (Pos sibl e ans wer s incl ude Ne w Gui nea and Aust ralia .) 4. Ho w long will it take the bott le to mak e the jour ney desc ribe d in you r ans wer to que stio n thre e? 5. Wh ere wou ld dro p a bott le in the Wes tern He mis phe re if you wan ted it to end up in Japa n? (The re are seve ral poss ible ans wer s fou nd by traci ng oce an curr ents .)

Kon Tiki Discussion Open 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.

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

5 I can integrate research iPads, Apple TV Essential Question: What Remediation: Formative Assessment: findings with others. are some unexpected Water basins, water source, -Provide definitions on -Mini-experiment consequences of ocean Day 1 I can communicate scientific black pepper, plastic spoons, Moodle. currents and our modern - Table Group Assignment ideas in an appropriate and paper towels, buckets or sink -Peer assistance with the mini- effective way. for water disposal ‘throw-away’ society? lab. -Homework

Enrichment:

-Identify the unintended consequences of using plastic bags for food storage. Bell Work Have students read the article about trash island found at Global Problems and Issues.

Link to Project

Ocean currents form gyres, which affect navigation routes and have unexpected consequences, like debris accumulation. Set Play this video from TED: Charles Moore - Trash Island.

Direct Instruction

Vocabulary from the Bell Work and Set: Gyre – circular movement of ocean currents Horse latitudes - a narrow band between 30 – 35 degrees north and south latitude where calm waters and little wind are common

Mini-Experiment Have 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 Assignment Assign 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. Hist ory of tras h isla nd 2. Cau ses of tras h isla nd 3. Con seq uen ces of tras h isla nd to mar ine life 4. Con seq uen ces of tras h isla nd to fishi ng 5. Poss ible solu tion s 6. Futu re of tras h isla nd if not hing is don e 7. Mo nito ring of tras h isla nd

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.

Close Frame 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.

Homework Finish creating the slides or clips for the presentation and practice delivering the presentation.

6 I can integrate research iPads, Apple TV Essential Question: What is Remediation: Formative Assessment: findings with others. the north pacific garbage -Accept fewer slides -Bell Work patch? Day 2 I can communicate scientific -Accept shorter discussion ideas in an appropriate and -Presentation effective way. -Homework Enrichment:

-Work with assigned members of other groups to create a unified presentation. Bell Work Have students discuss their slides and integrate their presentations.

Link to Project

Data 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 Instruction

Review the basics of presentation s:  M

Audience members will  B e

c o u r t e o u s

d u r i n g

p r e s e n t a t i o n s  A s k

q u e s t i o n s

r e l a t e d

t o p i c

d i s c u s s e d  T a k e

n o t e s

( w h i c h

w i l l

u s e d

h o m e w o r k

a s s i g n m e n t )

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

1. Hist ory of tras h isla nd 2. Cau ses of tras h isla nd 3. Con seq uen ces of tras h isla nd to mar ine life 4. Con seq uen ces of tras h isla nd to fishi ng 5. Poss ible solu tion s 6. Futu re of tras h isla nd if not hing is don e 7. Mo nito ring of tras h isla nd

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

Homework Have 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 iPads, beakers or graduated Essential Question: What Remediation: Formative Assessment: density. cylinders, salt, water, food are density currents? -Individual discussion coloring, paper towels, -Bell Work I can state the effects masses, scales, rulers. Set up -peer grouping -Lab temperature and salinity have two cylinders per lab group on water density. ahead of time. For classrooms -Application without a sink, get two I can apply the concept of Enrichment: buckets, one empty and one -Homework density to understanding with fresh water. -Apply learning goals from this thermohaline currents. lesson to understanding the Keep the iPads away from atmosphere of Jupiter (vertical I can sketch the processes that water. movement of components and drive a thermohaline current.. Red Spot). One gallon of salt water. Bell Work Have 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 Project

Density differences can drive ocean currents.

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

Direct Instruction

Vocabulary Density – mass per volume Salinity – the amount of salt in water Thermohalin e Current – continuous movement of water driven by temperature and salinity. Global Conveyor Belt – a global current driven by thermohalin e processes Thermohalin e – heat and salt

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

Lab Density Comparisons Have each table group measure the mass and volume of a solid object. This should take about two or three minutes. Demonstrate the measuremen ts 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 Demonstration Discuss 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.

Application Have 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.

Close Review the processes involved in the formation of the global conveyor belt.

Homework Each 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. 8 Project Day 1 – refer to Unit Plan

Topic – “Maritime Challenge”- Transportation

9 Project Day 1 – refer to Unit Plan

10 Project Day 1 – refer to Unit Plan

STANDARDS Identify what you want to teach. Reference State, Common Core, ACT College 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 energy SPI 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.