OCEANS LESSONS

1 Matter (Water as Matter) 2 Matter (Water as Matter) 3 Matter 4 Matter
5 Matter "How Wet is Our Planet" 6 Salinity of Ocean Environment 7 Matter "The Water Molecule" 8 Matter "Molecules in Motion"
9 Sound Transmission "What is a Wave?" 10 Biological Characteristics "Coasts and Shoreline Communities" 11 Geological Characteristics  12 Geological Characteristics "Voyage to the Bottom of the Sea"
13 Geological Characteristics "Great Water Journeys" 14 Biological Characteristics "Life in the Ocean" 15 Biological Characteristics "Are You Me?" 16 Biological Characteristics "Marsh Muncher"
17 Characteristics of Organisms "Macro Invertebrates" 18 Cells "Living Systems Micro Odyssey" 19 Light "Animal Adaptations in the Sea" 20 Biological Characteristics "Whale Research"
21 Biological Characteristics "Whale of a Tale" 22 Sound Transmissions 23 Matter "Whale and Other Mammals Insulation" 24 Matter "Insulation"
25 Ocean Environments "Turtle Hurdles Project" 26 Ocean Environments "Hooks and Ladders Project" 27 Ocean Environments "Oil Pollution, Prevention, Restoration" 28 Characteristics of Organisms "Assessment of Fish Populations"
29 Biological Characteristics of Ocean Environments 30 Biological Characteristics of Ocean Environments Return to CES Homepage

Lesson 1: Matter (Water as Matter)

A Tribute to R.M.S. Titanic

Objectives:

  • Students will investigate and understand that matter has mass, takes up space, and occurs as a solid, liquid or gas.

  • Materials:
  • Sink/float sheets, objects (some float, some don t), 6 flex-tanks, 6 balance scales

  • Procedures:
       
    1. Ask: Water is matter? [takes up space as a solid (ice), liquid (water), gas (steam]
    2. Read Finding the Titanic:
    3. a. Predict what happened to the Titanic and make conclusions about it.
      b. Write a written explanation of what happened to the Titanic.
      c. Share your explanation with the class.
    4. Experiment with Sink/Float (sink/float sheets, objects, 6 flex-tanks):
    5. a. Weigh objects to be tested (balance scales).
      b. Fill out sink/float sheets.
      c. Record data using a computer graphics program.
      d. Share results.
    Evaluation:
  • Assess student use of balance scales.

  • SOL:
  • Science:
  • 5.1 Plan and conduct investigations
    5.4 Study matter (has mass; takes up space, & occurs in states)
  • Math:
  • 5.11 Appropriate measuring devices
    5.17 Collect, organize, and display data
  • Computer/Technology:
  • 5.2 Develop basic technology skills
    5.4 Communicate through application software
  • English:
  • Oral Language:
    5.1 Discussions
    5.3 Planned oral presentations
    Reading/Literature:
    5.6 Comprehension of a variety of literary forms
    Writing:
    5.7 Write for a variety of purposes
    Return to Lesson Index

    Lesson 2: Matter (Water as Matter)

    Objective:
  • Students will investigate and understand how the shape of a mass affects its buoyancy.

  • Materials:
  • 25 sticks of clay, 6 flex tanks

  • Procedures:
    1. Experiment with the variable shape of objects in water (control for mass, and size).
    2. Read Who Sank the Boat?by Pamela Allen.
    3. a. Answer the question "who sank the boat?" in paragraph form.
      b. Share your conclusions with the class.
      c. Discuss the scientific explanation of how the boat sank (collective mass of boat riders).
      d. Examine the simple question and answer literary form the author uses to convey her message.
      e. Try writing an investigation on another topic (why a plane crashed,how a car got stuck, how your bike broke) using this literary form.
    4. Design a clay boat that floats.
    Evaluation:
  • Assess student abilities to construct a clay boat that floats.

  • SOL:
  • Science:
  • 5.1 Plan and conduct investigations
    5.4 Study matter (has mass; takes up space, & occurs in states)
  • Math:
  • 5.11 Appropriate measuring devices
    5.17 Collect, organize, and display data
  • English:
  • Oral Language:
    5.1 Discussion
    5.3 Planned oral presentations
    Reading/Literature:
    5.5 Literary forms
    5.6 Comprehension of a variety of literary forms
    Writing:
    5.7 Write for a variety of purposes
    Return to Lesson Index

    Lesson 3: Matter

    Sailing Ships Through Centuries

    Objective:

  • Students will investigate to determine carrying capacity of clay boats.

  • Materials:
  • Counters (e.g. Teddy bears, paper clips, pennies), flex tanks, graph paper

  • Procedures:
    1. Read The Visual Dictionary of Ships and Sailing, Dorling Kindersley.
    2. a. Compare fictional sailing books with this non-fictional account of sailing.
      b. Discuss the different types of ships in the book.
      c. Use reference materials (CD-ROM, Internet, or other library media) to describe one type of ship (Viking, Greek, Roman, fighting, wooden, iron) in a 1-2 page report.
      d. Present your report to the class.
    3. Estimate and count the number of passengers.
    4. Graph the results using a computer graphics program.
    5. Interpret data.
    6. a. Make comparisons using data.
      b. Draw conclusions.


    Evaluation:

    1. Assess student abilities to use a word-processing program to write a 1-2 page report.
    2. Check student computer graphs for accuracy.


    SOL:

  • Science:
  • 5.1 Plan and conduct investigations
    5.4 Study matter (has mass; takes up space, & occurs in states)
  • Math:
  • 5.3 Solve problems involving computation
    5.11 Appropriate measuring devices
    5.17 Collect, organize, and display data
  • Computer/Technology:
  • 5.2 Develop basic technology skills
    5.3 Process, store, retrieve, and transmit electronic information
    5.4 Communicate through application software
  • English
  • Oral Language:
    5.1 Discussions
    5.3 Planned oral presentations
    Reading/Literature:
    5.4 Reference materials
    5.5 Literary forms
    5.6 Comprehension of a variety of literary forms
    Writing:
    5.7 Write for a variety of purposes
    Research:
    5.8 Synthesize information from a variety of sources
    Return to Lesson Index

    Lesson 4: Matter





    Objective:

  • Students will investigate the density of matter in water (1.0).

  • Materials:
  • Copy density table UNITES V2 (5) p. 95, 20 oz. bottles filled with sand, water, air (one each), flex-tanks, tape, balance scales, calculators, masking tape, milliliter containers)

  • Procedures:
       
    1. Read Mr. Archimedes' Bath by Pamela Allen
    2. a. Examine the unique literary style the author uses to convey a scientific principle.
      b. Try writing a story explaining how a clay boat floats using this literary style.
      c. Discuss Archimedes' discovery.
      d. Write an explanation of Archimedes' principle.
      e. Pretend you and your friends are at the town swimming.
      f. Use Archimedes principle to tell what happens to the water in the pool when you and your friends get in and out of it.
    3. Perform "Mr. Archimedes' Bath" activity from UNITES V2 (5) p. 92
    4. a. Control dependent variables (size and shape).
      b. Experiment with independent variable (mass).
      c. Test three bottles (sand, water, air).
    5. Determine the density of each (d=m/v).
    6. (Optional) Record the data using a computer graphics program.
    Evaluation:
  • Assess student abilities to determine the density of matter tested.

  • SOL:
  • Science:
  • 5.1 Plan and conduct investigations
    5.4 Study matter (has mass; takes up space, & occurs in states)
  • Math:
  • 5.3 Solve problems involving computation
    5.11 Appropriate measuring devices
    5.17 Collect, organize, and display data
  • Computer/Technology:
  • 5.2 Develop basic technology skills
    5.4 Communicate through application software
  • English
  • Oral Language
    5.1 Discussions
    Reading/Literature
    5.5 Literary forms
    5.6 Comprehension of a variety of literary forms
    Writing
    5.7 Write for a variety of purposes
    Return to Lesson Index

    Lesson 5: Matter "How Wet is Our Planet?" Project A/W p. 8

    View of Planet Earth From Space

    Objective:

  • Students will determine the amount of potable water on the Earth s surface.

  • Materials:
  • 5,000 mL (1-1/2 gallon) containers, table, calculators, mL containers, salt

  • Procedures:
       
    1. Measure amount of drinkable (potable) water from 5,000 mL flex tank (Earth 's surface= 97.2% oceans (4% saline), 2.0% glaciers/icecaps, .8% freshwater).
    2. Read Teaching Science to Children by Alfred Friedl p. 205 "Why Turn to the Oceans?"
    3. a. Research the planet Earth using NASA's Spacelink above.
      b. Write about what you see as you approach the planet Earth in your spaceship in a 1-2 page report using a word processor.
      c. Share your "Spaceship to Planet Earth" adventure.
    4. Use remaining salt water to perform experiments:
    5. a. Salt water gardening (water bean plants with and without salt water)
      b. Desalinization of salt water (freeze it)
    Evaluation:
  • Assess student abilities to explain the affect of temperature on water (i.e., water is the only liquid that becomes less dense as it becomes a solid).

  • SOL:
  • Science:
  • 5.1 Plan and conduct investigations
    5.4 Study matter (has mass; takes up space, & occurs in states)
    5.6 Ocean environments (salinity)
  • Math:
  • 5.3 Solve problems involving computation
    5.11 Appropriate measuring devices
    5.12 Amount of elapse time
    5.17 Collect, organize, and display data
  • Computer/Technology:
  • 5.2 Develop basic technology skills
    5.3 Process, store, retrieve, and transmit electronic information
    5.4 Communicate through application software
  • English
  • Oral Language:
    5.1 Discussions
    5.3 Planned oral presentations
    Reading/Literature:
    5.4 Reference materials
    Writing:
    5.7 Write for a variety of purposes
    Research:
    5.8 Synthesize information from a variety of sources
    Return to Lesson Index

    Lesson 6: Salinity of Ocean Environment

    Water Links

    Objective:

  • Students will investigate and understand characteristics of oceans.

  • Materials:
  • 6 flex tanks, 6 pints salt, dozen eggs, aluminum foil, balance scales

  • Procedures:
    1. Experiment with oceans, NatureScope: Diving Into Oceans p.3
    2. a. Measure water (6-11/2 gallon tanks=2/3 C fresh water).
      b. Float an egg in water (6 pints salt, dozen eggs).
    3. Do "Time of Wonder" activity UNITES V2 (4) p.92
    4. a. Compile a list of the author's figurative language and illustrate it.
      b. Write "My Time of Wonder" using imagery similar to the author's.
      c. Float 15" square aluminum sailboats in water
    5. View video "Time of Wonder"
    Evaluation:
  • Assess student abilities to accurately demonstrate one characteristic of oceans (e.g., buoyancy).

  • SOL:
  • Science:
  • 5.1 Plan and conduct investigations
    5.4 Study matter (has mass; takes up space, & occurs in states)
    5.6 Ocean environments (salinity)
  • Math:
  • 5.3 Solve problems involving computation
    5.11 Appropriate measuring devices
    5.12 Amount of elapse time
    5.17 Collect, organize, and display data
  • English
  • Oral Language:
    5.1 Discussions
    Reading/Literature:
    5.5 Literary forms
    5.6 Comprehension of a variety of literary forms
    Writing:
    5.7 Write for a variety of purposes
    Return to Lesson Index

    Lesson 7: Matter "The Water Molecule" (Aims: Water pp.3-6)

    Matter Unit Guide with On-line Resources

    Objective:

  • Students will investigate and understand key concepts: atoms, molecules, elements, and compounds.

  • Materials:
  • Copy Aims: Water pp. 3-6, tagboard, scissors, markers

  • Procedures:
       
    1. Introduce "Were You Aware?" activity sheet (3 types of water).
    2. Make water molecule (H2O, protons, electrons, neutrons).
    Evaluation:
  • Assess student abilities to demonstrate their understanding of the water molecule by making a model.

  • SOL:
  • Science:
  • 5.1 Plan and conduct investigations
    5.4 Study matter (molecules, atoms)
  • Math:
  • 5.3 Solve problems involving computation
    5.17 Collect, organize, and display data
    Return to Lesson Index

    Lesson 8: Matter "Molecules in Motion" Project WET p. 47

    Molecules in Motion Song
    Objective:
  • Students will investigate and understand the effect of temperature on states of matter of water molecules.

  • Materials:
  • 2 flashlights (one covered with red transparency, one blue, Aims' H2O molecule)

  • Procedures:
    1. Wear Aims' water molecules made in the previous activity.
    2. Use flashlights to demonstrate effects of temperature.
    3. a. As molecules heat up, they move faster and occupy more space (liquid/gas).
      b. As molecules cool down, they move slower and occupy less space.
    Evaluation:
  • Assess student abilities to accurately demonstrate water molecule behavior .

  • SOL:
  • Science:
  • 5.1 Plan and conduct investigations
    5.4 Study matter (effect of temperature on states of matter)
  • Math:
  • 5.11 Appropriate measuring devices
    5.12 Amount of elapse time
    5.17 Collect, organize, and display data
    Return to Lesson Index

    Lesson 9: Sound Transmission "Motion of the Ocean": What is a Wave? by Chris Arvetis

    SEAWIFS Project: NASA Looks at Oceans

    Objective:

  • Students will investigate and understand how sound is transmitted and used as a means of communication in the ocean.

  • Materials:
  • Six Slinkys to demonstrate wave action, bulletin board paper, markers, cm tapes

  • Procedures:
    1. Read Island of the Blue Dolphins by Scott O'Dell.
    2. Perform "Island of the Blue Dolphins'" activity:
    3. a. Draw wave action.
      b. Write wave poetry .
      c. (Optional) Use a computer graphics program to design a wave for your poem.
      d. Present your poem to the class.
    4. Measure the height, amplitude, and wavelength of a simulated wave.


    Evaluation:

  • Assess student abilities to accurately demonstrate wave action using a Slinky.

  • SOL:
  • Science:
  • 5.1 Plan and conduct investigations
    5.2 Sound transmission (frequency, waves, wavelength)
  • Math:
  •  
    5.3 Solve problems involving computation and estimation
    5.11 Appropriate measuring devices
    5.17 Collect, organize, and display data
  • Computer/Technology:
  • 5.2 Develop basic technology skills
    5.4 Communicate through application software
  • English
  • Oral Language:
    5.1 Discussions
    5.3 Planned oral presentations
    Reading/Literature:
    5.5 Literary forms
    5.6 Comprehension of a variety of literary forms
    Writing:
    5.7 Write for a variety of purposes


    Return to Lesson Index


    Lesson 10: Biological Characteristics "Coasts and Shoreline Communities" Naturescope: Diving Into Oceans (pp. 36-51)

    Coasts and Shorelines
    Sustain Healthy Coastlines

    Objective:

  • Students will investigate and understand the biological characteristics (ecosystems) of the ocean environment.

  • Materials:
  • Seashell collection, copy beachcomber sheet

  • Procedures:
    1. Discuss waves, tides, rocky shores, beaches, coral reefs.
    2. a. Repeat chant (Naturescope: Diving Into Oceans p.40)
      b. Touch, see, feel, hear seashell collections.
    3. "Be a Beachcomber" (copy sheet)
    4. - Identify the numbered species from the touch table.
    5. Read: Seashore Animals by Michael Chinery and House for Hermit Crab by Eric Carle (Big Book)
    6. a. Compare the fiction with non-fiction accounts in the two books.
      b. Write "My Life as a Seashore Animal", either a fictional or nonfictional account.
    Evaluation:
  • Assess student abilities to accurately identify organisms representative of ocean environments.

  • SOL:
  • Science:
  • 5.1 Plan and conduct investigations
    5.5 Distinguish organisms from characteristics
    5.6 Study biological characteristics of ocean environments
  • Math:
  • 5.3 Solve problems involving computation and estimation
    5.17 Collect, organize, and display data
  • English
  • Oral Language:
    5.1 Discussions
    Reading/Literature:
    5.5 Literary forms
    5.6 Comprehension of a variety of literary forms
    Writing:
    5.7 Write for a variety of purposes
    Research:
    5.8 Synthesize information
    Return to Lesson Index

    Lesson 11: Geological Characteristics
    "Time-line of Water: Old Water " Project WET p. 171

    Objective:
  • Students will investigate and understand the Earth's history.

  • Materials:
  • 10 meters of rope, markers, tape

  • Procedures:
    1. The Earth formed about 4.5 billion years ago.
    2. The Earth composed mainly of rock and gases (water vapor).
    3. Make a time line along 10 meters of rope.
    4. Write dialogue for "Earth: This is Your Life" to accompany the Earth's history.
    5. a. Present Earth's story to the class.
      b. View "3-2-1 Contact" video: "Earth is Change"
      Evaluation:
    6. Assess student abilities in making an accurate time line of the Earth's history.

    7. SOL
    8. Science:
    9. 5.1 Plan and conduct investigations
      5.6 Geological characteristics of ocean environments
    10. Math:
    11. 5.3 Solve problems involving computation and estimation
      5.11 Appropriate measuring devices
      5.12 Amount of elapse time
      5.17 Collect, organize, and display data
    12. English
    13. Oral Language:
      5.1 Discussions
      5.2 Nonverbal communication skills
      5.3 Planned oral presentations
      Writing:
      5.7 Write for a variety of purposes
      Return to Lesson Index

      Lesson 12: Geological Characteristics: "Voyage to the Bottom of the Sea"

      Objective:
    14. Students will investigate and understand the Earth's surface on the ocean floor.

    15. Materials:
    16. Kitty tter, blue bulletin-board paper, pencils, markers

    17. Procedures:
      1. Compare: Twenty Thousand Leagues Under the Seaby Jules Verne (fiction) with The Desert Beneath the Seaby Ann McGovern (nonfiction)
      2. a. Discuss why Jules Verne's novel is a classic.
        b. Search (CD-ROMs such as "Magic Schoolbus on the Ocean Floor", Internet and other library media) for information.
        c. Update the novel using new information about the sea.
      3. Construct the bottom of the sea (Naturescope: Diving Into Oceans p. 6).
      4. Map the sea floor (Naturescope: Diving Into Oceans pp.12, 13).
      5. (Optional) Use a computer graphics program to draw the ocean floor.


      Evaluation:

    18. Assess student abilities in accurately mapping the ocean floor.

    19. SOL
    20. Science:
    21. 5.1 Plan and conduct investigations
      5.6 Geological characteristics of ocean environments
    22. Math:
    23. 5.3 Solve problems involving computation and estimation
      5.11 Appropriate measuring devices
      5.12 Amount of elapse time
      5.17 Collect, organize, and display data
    24. Computer/Technology:
    25. 5.2 Develop basic technology skills
      5.4 Communicate through application software
    26. English
    27. Oral Language:
      5.1 Discussions
      Reading/Literature:
      5.4 Reference materials
      5.5 Literary forms
      5.6 Comprehension of a variety of literary forms
      Writing:
      5.7 Write for a variety of purposes
      Research:
      5.8 Synthesize information from a variety of sources
      Return to Lesson Index

      Lesson 13: Geological Characteristics
      "Locate Water Journeys: Great Water Journeys" Project WET p. 246

      Objective:
    28. Students will investigate and understand the human impact on our changing Earth.

    29. Materials:
    30. Pencil, copies of "Water Journey Trivia Clues and Summaries", encyclopedias, global map, world atlas, wall map

    31. Procedures:
      1. Read: Seabird by Clancy Holling
      2. a. Map the flight of the seabird.
        b. Research another seabird s flight (e.g., albatross, Arctic tern, auk).
        c. Write about your seabird's flight.
      3. Play geographic water journey trivia game (use databases: Internet, CD-ROM).
      4. Use global map to sketch the path (subject of their cards) traveled.
      5. Present summaries of water journeys to the class.


      Evaluation:

    32. Assess student presentations of water journey summaries.

    33. SOL
    34. Science:
    35. 5.1 Plan and conduct investigations
      5.6 Geological characteristics of ocean environments
    36. Math:
    37. 5.17 Collect, organize, and display data
    38. Computer/Technology:
    39. 5.2 Develop basic technology skills
      5.3 Process, store, retrieve, and transmit electronic information
      5.4 Communicate through application software
    40. English
    41. Oral Language:
      5.1 Discussions
      Reading/Literature:
      5.4 Reference materials
      5.5 Literary forms
      5.6 Comprehension of a variety of literary forms
      Writing:
      5.7 Write for a variety of purposes
      Research:
      5.8 Synthesize information from a variety of sources
      Return to Lesson Index

      Lesson 14: Biological Characteristics
      "Life in the Ocean"

      Marine Life

      Objective:

    42. Students will investigate and understand that organisms are made of cells and have distinguishing characteristics.

    43. Materials:
    44. Copy Communities in Nature p. 25, sea animal wildlife cards, pencils

    45. Procedures:
      1. Read The Illustrated World of Oceans by Susan Wells.
      2. a. Research information from a variety of sources to write ocean animal clues (e.g., location, size, shape, interesting fact).
        b. Share clues with the class (e.g. similar to 21 Questions ).
      3. Classify sea animals.
      4. Sort animal cards into vertebrate and invertebrates:
      5. a. Invertebrates (echinoderms, mollusks, coelentrates, arthopods)
        b. Vertebrates (fish, birds, mammals)


      Evaluation:

    46. Assess student abilities to identify organisms by their distinguishing characteristics.

    47. SOL
    48. Science:
    49. 5.1 Plan and conduct investigations
      5.2 Study characteristics of organisms
      5.6 Study biological characteristics
    50. Math:
    51. 5.17 Collect, organize, and display data
    52. Computer/Technology:
    53. 5.2 Develop basic technology skills
      5.3 Process, store, retrieve, and transmit electronic information
      5.4 Communicate through application software
    54. English
    55. Oral Language:
      5.1 Discussions
      5.3 Planned oral presentations
      Writing:
      5.7 Write for a variety of purposes
      Research:
      5.8 Synthesize information from a variety of sources
      Return to Lesson Index

      Lesson 15: Biological Characteristics
      "Are You Me?" Project A/W p.14

      Sea World Animals

      Objective:

    56. Students will investigate and understand that organisms are made of cells and have distinguishing characteristics.

    57. Materials:
    58. Marine life cards, file cards, pencils, paper

    59. Procedures:
      1. Read Magic School Bus on the Ocean Floor by Joanna Cole
      2. a. Use "Magic School Bus on the Ocean Floor" CD-ROM to learn more about oceans.
        b. Take notes on new facts about oceans presented by Joanna Cole.
        c. Use the factual information to write an ocean adventure story.
      3. Distinguish marine life:
      4. a. Distribute marine life cards.
        b. Classify life into five kingdoms.
        c. Write five facts about aquatic life.
        d. Identify marine life from five clues.
      5. View "Oceans: Reading Rainbow" (30 min. video)
      Evaluation:
    60. Assess student abilities to identify organisms by their distinguishing characteristics.

    61. SOL
    62. Science:
    63. 5.1 Plan and conduct investigations
      5.5 Study characteristics of organisms
      5.6 Study biological characteristics
    64. Math:
    65. 5.17 Collect, organize, and display data
    66. Computer/Technology:
    67. 5.4 Communicate through application software
    68. English
    69. Oral Language:
      5.1 Discussions
      Reading/Literature:
      5.5 Literary forms
      5.6 Comprehension of a variety of literary forms
      Writing:
      5.7 Write for a variety of purposes
      Return to Lesson Index

      Lesson 16: Biological Characteristics
      " Marsh Muncher" Project A/W p. 58

      Jason Project

      Objective:

    70. Students will investigate and understand biological characteristics of organisms in ocean environments.

    71. Materials:
    72. Five food tokens per participant, paper, crayons, pencils

    73. Procedures:
      1. Read The Seashore by Gallimard Jeunesse and Elizabeth Cohat.
      2. a. Make a visual representation (diorama, mural, collage) of the seashore.
        b. Present your seashore representation to the class.
      3. Simulate salt marsh ecosystem.
      4. Designate predators (20%) & detritus eaters (80%).
      5. Explain rules: each detritus eater gets fivefood tokens; each predator must tag 10 detritus eaters to stay alive.


      Evaluation:

    74. Assess student abilities to demonstrate their understanding of ocean organisms during marsh muncher activity.

    75. SOL
    76. Science:
    77. 5.1 Plan and conduct investigations
      5.5 Study characteristics of organisms
      5.6 Study biological characteristics
    78. Math:
    79. 5.3 Solve problems involving computation and estimation
      5.17 Collect, organize, and display data
    80. English
    81. Oral Language:
      5.1 Discussions
      5.2 Nonverbal communication skills
      5.3 Planned oral presentations
      Return to Lesson Index

      Lesson 17: Characteristics of Organisms 
      "Macro invertebrate Mayhem" Project WET p. 322

      Seashore Classification

      Objective:

    82. Students will investigate and understand the relationships between invertebrate organisms.

    83. Materials:
    84. Clay, research sources, note cards

    85. Procedures:
      1. Read Animals of the Seashoreby Charles Roux
      2. a. Use clay to sculpture an animal of the seashore.
        b. Research the animal using a variety of sources (CD-ROM, Internet, and other library media).
        c. Give an oral presentation on your animal.
      3. Illustrate how macro-invertebrate populations indicate water quality.
      4. Review conditions necessary for a healthy ecosystem (i.e., populations of macro invertebrates=caddis fly, mayfly, stonefly, dragonfly, damselfly larva p. 327).
      5. Research macro-invertebrates & report to the class
      6. Play survival game by crossing a field without being tagged (stressors).

      7. Evaluation:
      8. Assess student abilities to demonstrate understanding of macro invertebrate organisms in a report and survival game.

      9. SOL
      10. Science:
      11. 5.1 Plan and conduct investigations
        5.5 Study characteristics of organisms
      12. Math:
      13. 5.3 Solve problems involving computation and estimation
        5.17 Collect, organize, and display data
      14. Computer/Technology:
      15. 5.2 Develop basic technology skills
        5.3 Process, store, retrieve, and transmit electronic information
        5.4 Communicate through application software
      16. English
      17. Oral Language:
        5.1 Discussions
        5.3 Planned oral presentations
        Writing:
        5.7 Write for a variety of purposes
        Research:
        5.8 Synthesize information from a variety of sources
        Return to Lesson Index

        Lesson 18: Cells
        "Living Systems Micro Odyssey" Project A/W P. 64

        Objective:
      18. Students will investigate and understand that organisms are made up of cells.

      19. Materials:
      20. Microscopes, plant and animal slides, 1" grid paper, pencil

      21. Procedures:
        1. Read Greg' s Microscopeby Barbara Gregorich
        2. a. Discuss how Greg used the microscope.
          b. Write a description of how to use a microscope.
          c. Demonstrate how to use a microscope.
        3. Examine slides of cells from ocean animals and plants.
        4. Sketch a plant and animal cell (cell wall, cell membrane, nucleus):
        5. a. (Optional) Use a computer graphics program to design the cell.
          b. Label the parts of each.
          c. Make scale drawings of cells.
        Evaluation:
      22. Assess student abilities to accurately sketch and label the parts of a cell.

      23. SOL
      24. Science:
      25. 5.1 Plan and conduct investigations
        5.5 Study characteristics of organisms
      26. Math:
      27. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
        5.15 Identify the ordered pair of coordinates
        5.17 Collect, organize, and display data
      28. Computer/Technology:
      29. 5.2 Develop basic technology skills
        5.4 Communicate through application software
      30. English
      31. Oral Language:
        5.1 Discussions
        5.2 Nonverbal communication skills
        5.3 Planned oral presentations
        Writing:
        5.7 Write for a variety of purposes
        Return to Lesson Index

        Lesson 19: Light
        "Animal Adaptations in the Sea"

        Encarta Lesson Plan: Life in the Ocean
        Bioluminescence
        The Depths

        Objective:

      32. Students will investigate and understand physical characteristics of oceans.

      33. Materials:
      34. 2 bottles, 2 balloons

      35. Procedure:
        1. Read The Underwater Alphabet Book by Jerry Pallotta
        2. a. Research marine life.
          b. Compare several alphabet books .
          c. Write your own alphabet pop-up book.
          d. Share your alphabet book with a younger student.
        3. View "3-2-1 Contact: The 3D Sea" (pp. 27, 28 in teacher s guide).
        4. a. Experiment with gases in water (2 bottles, 2 balloons).
          b. Problem solve why cold water holds more gases.
        5. Discuss the ocean, top to bottom.
        6. a. Sunlight zone (plant life) ends about 300 feet (drifter, swimmers, plankton).
          b. Mid-water (twilight zone) extends from 600 to 3000 feet (animals only, bioluminescence).
          c. Dark Deep Sea (midnight zone) 3/4 of ocean (slow-stunted predators, super scavengers, desert floor).
          d. (Optional) Design the ocean layers using a computer graphics program.
        7. Make Pull-Through scope ocean zones (Run pp.32, 35 Naturescope).


        Evaluation:

      36. Assess student abilities to accurately design a scope of ocean zones.

      37. SOL
      38. Science:
      39. 5.1 Plan and conduct investigations
        5.3 Study characteristics of white light
        5.4 Study characteristics of organisms
      40. Math:
      41. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
        5.12 Amount of elapse time
        5.17 Collect, organize, and display data
      42. Computer/Technology:
      43. 5.2 Develop basic technology skills
        5.4 Communicate through application software
      44. English
      45. Oral Language:
        5.3 Planned oral presentations
        Reading/Literature:
        5.5 Literary forms
        5.6 Comprehension of a variety of literary forms
        Writing:
        5.7 Write for a variety of purposes
        Return to Lesson Index

        Lesson 20: Biological Characteristics
        "Whale Research: Whales: Evan-Moore"

        Charlotte the Vermont Whale

        Objective:

      46. Students will research an ocean organism in-depth.

      47. Materials:
      48. Rope, measuring tapes, trundle wheel

      49. Procedures:
        1. Read the novel Why the Whales Came by Morpurgo
        2. a. Do the activity "Why the Whales Came" from UNITES V2 (5) p. 130
          b. Explain how the whale's survival was linked to the islanders of Scilly
        3. Read Big Book Magazine: Whales (Scholastic)
        4. a. Make comparisons between baleen and toothed whales.
          b. Begin whale research.
        5. Assignment: When researching your "Whale We-Search paper", answer as many of the questions below as possible in 2-type written pages and include information from at least three different sources such as books or periodicals, and electronic data bases (encyclopedias and Internet) in your bibliography:
        Whale We-Search
        Whales:
        For examples of "Whale We-Search"
        Whale We-Search
        Whales a Thematic Web Unit
        The Virtual Whales Project
        Directory of Aquaria
        Ocean Planet - Smithsonian
        Pacific Marine Mammals Introduction
        SWIMS: Studying Whales in Middle School
        Teacher Guides from Sea World
        The Whale Information Network
        Watery World of the Whales
        Whale Adoption Project
        Whale Times
        Whale Watcher Expert System
        Whale Watching Web

         

         
         
         
         
         
         
         

        Gray Whale:

        The Gray Whale

         

         
         
         
         
         
         
         

        Killer Whale:

        Keiko the Killer Whale
        Killer Whale Adotption Program
        Orca or Killer Whale
        Orca or Killer Whale 2

         

         
         
         
         
         
         
         

        Sperm Whale:

        The Sperm Whale Project

         

         
         
         
         
         
         
         

        Fin Whale:

        Fin Whale 2

         

         
         
         
         
         
         
         

        Humpback Whale:

        Humpback Whale
        Humpback Whale 2

         

         
         
         
         
         
         
         

        Beluga Whale:

        Beluga Whale
        Charlotte, the Vermont Whale

         

         
         
         
         
         
         
         

        Right Whale:

        Right Whale

         
        1. Whale
        2. a. Question: (What I want to find out about this whale)
          b. Why? (interested, human responsibility, future generations)
        3. Before search: I already knew...
        4. a. Background (plant or animal)
          b. Reason for endangerment
        5. Story of search:
        6. a. Where I searched
          b. Problems encountered
        7. Description (whale)
        8. a. Scientific Classification
          b. Size
          c. Shape
          d.Color
        9. Habitat and Distribution
        10. a. Distribution
          b. Food and Eating Habits
          c. Migration
          d. Population
        11. Adaptations
        12. a. Predator/prey (natural enemies)
          b. Characteristics (camouflage, physical features)
        13. Senses
        14. a. Hearing
          b. Eyesight
          c. Tactile
          d. Taste
          e. Smell
        15. Behavior
        16. a. Social structure
          b. Social behavior
          c. Individual behavior
          d. Care of young
          e. Communication and Echolocation
        17. Causes of Death
        18. a. Sources (loss of habitat, predation, pollution)
          b. History (story of population decline)
        19. What I learned?
        20. a. Background
          b. Future survival
        21. Conclusion
        22.  
          a. Research benefits (awareness, research skills, human responsibility)
          b. Self benefits (confidence, experience, information)
        For examples of "Whale We-Search" click here!
         
         
      50. View: "Humphrey the Humpback Whale" ("Reading Rainbow" video (30 min))

      51. Evaluation:
      52. Assess student understanding of whales based on their research paper.

      53. SOL
      54. Science:
      55. 5.1 Plan and conduct investigations
        5.6 Biological characteristics & human impact on oceans
      56. Math:
      57. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
        5.17 Collect, organize, and display data
      58. Computer/Technology:
      59. 5.2 Develop basic technology skills
        5.3 Process, store, retrieve, and transmit electronic information
        5.4 Communicate through application software
      60. English
      61. Oral Language:
        5.1 Discussions
        5.3 Planned oral presentations
        Reading/Literature:
        5.4 Reference materials
        Writing:
        5.7 Write for a variety of purposes
        Research:
        5.8 Synthesize information from a variety of sources
        Return to Lesson Index

        Lesson 21: Biological Characteristics
        "Whale of a Tale" A/W p.26

        Baleen Whales

         Objective:

      62. Students will investigate and understand distinguishing characteristics of a vertebrate animal, the whale.

      63. Materials:
      64. Rope, sidewalk chalk, pencils, portfolio

      65. Procedure:
        1. Read poetry: Sea Full of Whales by Richard Armour
        2. Write Whale Poetry : Whales: Evan-Moore (pp.28,29)
        3. a. Write "Whale Haiku" (5, 7, 5 syllables).
          b. Use descriptive and shaped poem.
        4. Design a blue whale to scale.
        5. a. (Optional) Use a computer graphics program to design a blue whale.
          b. Grid pavement (100 ft x 40 ft) with chalk.
          c. Give each student a section to draw on a grid sheet.
          d. Draw the blue whale to scale on pavement.
        6. Share information about the whale.
        7. Match whale lengths to rope lengths (A Unit About Whales: Evan-Moor).


        Evaluation:

      66. Assess student abilities to design a blue whale to scale and share information about it.

      67. SOL
      68. Science:
      69. 5.1 Plan and conduct investigations
        5.6 Biological characteristics
      70. Math:
      71. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
        5.15 Identify the ordered pair of coordinates
        5.17 Collect, organize, and display data
      72. Computer/Technology:
      73. 5.2 Develop basic technology skills
        5.3 Process, store, retrieve, and transmit electronic information
        5.4 Communicate through application software
      74. English
      75. Oral Language:
        5.1 Discussions
        5.3 Planned oral presentations
        Reading/Literature:
        5.5 Literary forms
        5.6 Comprehension of a variety of literary forms
        Writing:
        5.7 Write for a variety of purposes
        Return to Lesson Index

        Lesson 22: Sound Transmission

        Lesson Plans for Whales

        Objective:

      76. Students will investigate and understand how sound is transmitted and is used as a means of communication.

      77. Materials:
      78. Copy echolocation sheet, cm graph paper, pencil, colored pencils

      79. Procedures:
        1. Read: The Whale's Song by Dyan Sheldon
        2. a. Discuss the myth Lilly's grandmother told her about the whales.
          b. Use a dream sequence to write your own sea animal's song.
        3. Listen to sounds of the humpback whale (record).
        4. Experiment with sound waves (wood=3850 m/per sec. water = 1500 m/per/sec, & air=331 m/per/sec).
        5. a. Chart this information on a bar graph .
          b. Stand 25 feet away from the building.
          c. Echo is produced when sound waves bounce back from an object.
        6. Calculate the distance objects are away from a whale by the amount of time it takes the echo to travel back to it = echolocation.
        7. Echolocation: sound waves travel at 1,500 m/per/sec.in salt water.
        8. Time it takes the sound (sonar echo) to return is 2x the rate it travels.
          Echo speed: depth=750 m/per/sec x number of seconds.
        9. View "Whales: National Geographic" video
        10. Use the electronic data bases (CD-ROM, Internet, other library media) to find out more about echolocation.


        Evaluation:

      80. Assess student abilities to calculate echolocation using an equation.

      81. SOL
      82. Science:
      83. 5.1 Plan and conduct investigations
        5.2 Study sound transmission (sonar, animal sounds, echolocation)
      84. Math:
      85. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
        5.12 Amount of elapse time
        5.16 Solve problems involving probability
        5.17 Collect, organize, and display data
        5.19 Investigate numerical and geometric patterns
      86. Computer/Technology:
      87. 5.2 Develop basic technology skills
        5.3 Process, store, retrieve, and transmit electronic information
        5.4 Communicate through application software
      88. English
      89. Oral Language:
        5.1 Discussions
        Reading/Literature:
        5.5 Literary forms
        5.6 Comprehension of a variety of literary forms
        Writing:
        5.7 Write for a variety of purposes
        Return to Lesson Index

        Lesson 23: Matter
        Whale and Other Mammals' Insulation: (minimizes the loss of energy)

        Blubber as Insulation

        Objective:

      90. Students will investigate and understand the effect of temperature on the states of matter.

      91. Materials:
      92. Resealable sandwich plastic bag, Crisco, feathers, soil, water, cotton, thermometer, gallon-size resealable bag, water

      93. Procedures:
        1. Read for comparison: The Sea Otter by Maggie Blake, Dancing with Manatees by Faith McNulty, and Whales, the Gentle Giants by Joyce Milton.
        2. a. Select an animal to research.
          b. Tell why you chose that animal.
        3. Write a sea mammal report.
        4. Perform insulation experiment (experiment sheets):
        5. a. Fill resealable bag with insulators, one each (Crisco=blubber, feathers, soil, water, cotton).
          b. Record the temperature before the experiment.
          c. Place thermometer inside the bag.
          d. Record the temperature after being placed in a gallon-size bag filled with cold water.
          e. Graph results (Which best insulator? Why?).
          f. (Optional) Record data on a computer graphics program.
        6. Why did 14,000 sea otters die in 1987 oil spill? (no blubber)


        Evaluation:

      94. Assess students abilities to accurately record and graph insulation experiment.

      95. SOL
      96. Science:
      97. 5.1 Plan and conduct investigations
        5.4 Study matter (insulation)
        5.6 Changing Earth s surface (human impact)
      98. Math:
      99. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
        5.12 Amount of elapse time
        5.17 Collect, organize, and display data
      100. Computer/Technology:
      101. 5.2 Develop basic technology skills
        5.4 Communicate through application software
      102. English
      103. Oral Language:
        5.1 Discussions
        5.3 Planned oral presentations
        Reading/Literature:
        5.4 Reference materials
        Writing:
        5.7 Write for a variety of purposes
        Research:
        5.8 Synthesize information from a variety of sources
        Return to Lesson Index

        Lesson 24: Matter 
        "Insulation Cold Cash in the Icebox" WET p. 373


        Objective:

      104. Students will investigate and understand the effect of temperature on states of matter.

      105. Materials:
      106. UNITES lab sheet and insulation container pp. 106-107, pint milk carton, egg carton, newspaper, tape

      107. Procedures:
        1. Read Julie of the Wolvesby Jean Craighead George
        2. a. Do "Julie of the Wolves" activities UNITES V2 (5) p. 104
          b. Imitate the nonverbal communication Julie has with the wolves (e.g. play "Wolf Charades" and try to guess Julie's message).
          c. Rewrite Julie s arctic adventure into your own survival story.
        3. Choose from a variety of packaging materials.
        4. Place ice cube inside a plastic bag in the container.
        5. Graph the amount of melt in milliliters after intervals (WET p. 376).
        6. (Optional) Record data on a computer graphics program.


        Evaluation:

      108. Assess student abilities to design and construct insulators that minimize the transfer of energy.

      109. SOL
      110. Science:
      111. 5.1 Plan and conduct investigations
        5.4 Study matter (insulation)
      112. Math:
      113. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
        5.12 Amount of elapse time
        5.17 Collect, organize, and display data
      114. Computer/Technology:
      115. 5.2 Develop basic technology skills
        5.4 Communicate through application software
      116. English
      117. Oral Language:
        5.1 Discussions
        5.2 Nonverbal communication skills
        Reading/Literature:
        5.5 Literary forms
        5.6 Comprehension of a variety of literary forms
        Writing:
        5.7 Write for a variety of purposes
        Return to Lesson Index

        Lesson 25: Ocean Environments
        "Turtle Hurdles" Project A/W p. 164

        Sea Turtles
        Sea Turtles 2

        Objectives:

      118. Students will understand the biological characteristics of an ocean organism, the sea turtle.

      119. Materials:
      120. Playing field (gym or outdoors), hole punch, index cards, string

      121. Procedures:
        1. Read Sea Turtles by Caroline Arnold
        2. a. Compare the 10-year life cycle of the sea turtle to another marine animal (e.g., eel, salmon).
          b. Draw the life cycle of the sea turtle.
          c. Share illustrations with the class.
        3. Identify factors related to sea turtle mortality.
        4. Set up 10-year life cycle of sea turtles.
        5. Examine endangerment of sea turtles (6 out of 7 sea turtles).


        Evaluation:

      122. Assess student abilities to accurately portray the life cycle of a sea turtle.

      123. SOL
      124. Science:
      125. 5.1 Plan and conduct investigations
        5.6 Study biological characteristics & human impact on oceans
      126. Math:
      127. 5.3 Solve problems involving computation and estimation
        5.12 Amount of elapse time
        5.17 Collect, organize, and display data
      128. English
      129. Oral Language:
        5.1 Discussions
        5.2 Nonverbal communication skills
        5.3 Planned oral presentations
        Return to Lesson Index

        Lesson 26: Ocean Environments
        Hooks and Ladders Project A/W p. 69

        Fish Facts

        Objectives:

      130. Students will understand the biological characteristics of an ocean organism, the salmon.

      131. Materials:
      132. Hula hoops, jumpropes, pennies, boxes

      133. Procedures:
        1. Compare fictional with nonfictional accounts of salmon by reading Come Back Salmonby Molly Cone and Swimmer by Shelley Gill.
        2. a. Make a list of all the things kids did in Come Back Salmon.
          b. Make changes to improve salmon habitat in the book.
          c. Choose a literary form (poem or prose) to tell the story of the salmon.
        3. Study salmon populations:
        4. a. Discuss life cycle of salmon (egg, alevin, fry, smolt, adult).
          b. Run obstacle course outdoors.
        5. Use electronic data bases (CD-ROM, Internet, other library media) to research salmon.


        Evaluation:

      134. Assess student abilities to survive the life cycle as salmon.

      135. SOL
      136. Science:
      137. 5.1 Plan and conduct investigations
        5.6 Biological characteristics & human impact on oceans
      138. Math:
      139. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
        5.12 Amount of elapse time
        5.17 Collect, organize, and display data
      140. Computer/Technology:
      141. 5.2 Develop basic technology skills
        5.3 Process, store, retrieve, and transmit electronic information
        5.4 Communicate through application software
      142. English
      143. Oral Language:
        5.1 Discussions
        Reading/Literature:
        5.5 Literary forms
        5.6 Comprehension of a variety of literary forms
        Writing:
        5.7 Write for a variety of purposes
        Return to Lesson Index

        Lesson 27: Ocean Environments
        Oil Pollution, Pollution Prevention, Restoration

        Sea Otters at Sea World

        Objective:

      144. Investigate and understand biological characteristics (ecosystems); and public policy decisions related to the ocean environment, including assessment of marine organism populations and pollution prevention.

      145. Materials:
      146. Flex tanks, wooden sticks, turkey basters, cups, vegetable oil with pepper added, masking tape

      147. Procedures:
        1. Read Prince William by Gloria Rand.
        2. Do activity "Prince William" UNITES V2 (4) p. 80.
        3. a. Give a written description of how to care for an animal caught in an oil spill.
          b. Compare how sea otters where cared for in Prince William with Island of the Blue Dolphins.
        4. Simulate an oil spill in Prince William Sound.
        5. a. Clean up the oil spill (booms=wooden sticks, skimmer=turkey basters, basins=cups) using properties of matter (density, adhesion, dispersion).
          b. View "Alaska's Oil Spill" video.
          c. View Exxon's video.
          d. Write a reaction paper to the oil crisis.


        Evaluation:

      148. Assess student successes in cleaning up oil in another situation (e.g., the Chesapeake Bay).

      149. SOL
      150. Science:
      151. 5.1 Plan and conduct investigations
        5.6 Biological characteristics & human impact on oceans
      152. Math:
      153. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
        5.17 Collect, organize, and display data
      154. Computer/Technology:
      155. 5.2 Develop basic technology skills
        5.3 Process, store, retrieve, and transmit electronic information
        5.4 Communicate through application software
      156. English
      157. Oral Language:
        5.1 Discussions
        Reading/Literature:
        5.5 Literary forms
        5.6 Comprehension of a variety of literary forms
        Writing:
        5.7 Write for a variety of purposes
        Return to Lesson Index

        Lesson 28: Characteristics of Organisms
        Assessment of Fish Populations

        Shark Images

        Objective:

      158. Students will investigate and understand that organisms have distinguishing characteristics and adaptations.

      159. Materials:
      160. Copy Project A/W pp.90-91, markers, T- shirts or paper, tempera paint, paint brush, Nasco fish forms.

      161. Procedures:
        1. "Fashion a Fish" Project A/W p. 88
        2. a. Design an ocean fish.
          b. Present fish adaptations.
        3. Read Swimmy by Leo Lionni and Big Al by Andrew Yoshi
        4. a. Compare the writing styles in the two books.
          b. Write the solution to the problem before read the books endings.
        5. Make fish impressions on T-shirts or paper.
        6. Examine Gyotaku Fish Impressions: The Art of Japanese Printing by Olander


        Evaluation:

      162. Assess student abilities to accurately design an ocean fish.

      163. SOL
      164. Science:
      165. 5.1 Plan and conduct investigations
        5.5 Study characteristics of organisms
      166. Math:
      167. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
      168. English
      169. Oral Language:
        5.1 Discussions
        Reading/Literature:
        5.5 Literary forms
        5.6 Comprehension of a variety of literary forms
        Writing:
        5.7 Write for a variety of purposes
        Return to Lesson Index

        Lesson 29: Biological Characteristics of Ocean Environments

        Fish
        Fish 2

        Objective:

      170. Student will investigate and understand biological characteristics and public policy decisions related to marine organism populations.

      171. Materials:
      172. Assorted beans (lima, split pea, kidney, black beans), netting, jar rims

      173. Procedure:
        1. Read Ibis, a True Whale Story by John Himmelman
        2. a. Discuss how netting affects sea life.
          b. Find other examples of netting fatalities (dolphins).
          c. Begin research on the history of netting using a variety of sources.
        3. "Net Gain, Net Loss" Project A/W p.104
        4. a. Determine netting effects on different species.
          b. Discuss changes in netting technology.
          c. Write new netting regulations.
          d. Research effects of netting on marine Animals using electronic data bases (CD-ROM, Internet, other library media).


        Evaluation:

      174. Assess student abilities to accurately determine the effects of netting different species.

      175. SOL
      176. Science:
      177. 5.1 Plan and conduct investigations
        5.6 Biological characteristics of ocean environments
      178. Math:
      179. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
        5.17 Collect, organize, and display data
      180. Computer/Technology:
      181. 5.2 Develop basic technology skills
        5.3 Process, store, retrieve, and transmit electronic information
        5.4 Communicate through application software
      182. English
      183. Oral Language:
        5.1 Discussions
        Reading/Literature:
        5.4 Reference materials
        Writing:
        5.7 Write for a variety of purposes
        Research:
        5.8 Synthesize information from a variety of sources
        Return to Lesson Index

        Lesson 30: Biological Characteristics of Ocean Environments

        Objective:

      184. Student will investigate and understand biological characteristics and public policy decisions related to marine organism populations.

      185. Materials:
      186. Flex tanks, vegetable oil, eye dropper, solvents (detergent, lighter fluid, vinegar), hand lens

      187. Procedures:
        1. Identify ways an oil spills affects waterfowl.
        2. Read A Tale of Antarcticaby Ulco Glimmerveen
        3. a. Draw a picture of the Antarctica scenery from the description at the beginning of the book.
          b. Describe how the Antarctica scene changed with humans.
        4. "No Water Off a Duck's Back" Project WILD p. 274
        5. Experiment:
        6. a. Divide the class into groups of four.
          b. Examine a feather with a hand lens and draw its structure.
          c. Dip the feather in water covered with one tablespoon of vegetable oil.
          d. Clean the feather in different solvents (detergent, lighter fluid, vinegar) rinse in water, and dry it.
          e. Examine with a hands lens and compare.
        7. Discuss the effectiveness of the different solvents.
        8. Discuss the impact of oil pollution on other wildlife species.


        Evaluation:

      188. Assess student abilities to use discuss the impact of pollution on marine species.

      189. SOL
      190. Science:
      191. 5.1 Plan and conduct investigations
        5.6 Biological characteristics of ocean environments
      192. Math:
      193. 5.3 Solve problems involving computation and estimation
        5.11 Appropriate measuring devices
        5.12 Amount of elapse time
        5.17 Collect, organize, and display data
      194. English
      195. Oral Language:
        5.1 Discussions
        5.2 Nonverbal communication skills
        Reading/Literature:
        5.5 Literary forms
        5.6 Comprehension of a variety of literary forms
        Writing:
        5.7 Write for a variety of purposes
        Return to Lesson Index
        Last Updated: January 17, 2001