Unit Lppdf

Title:

Standards Addressed:

Exploring the Deep without Leaving the Classroom Written By: Sarah Jakob November 2009 GSE’s ESS1-5b:Students demonstrate an understanding of processes and change over time by citing evidence and developing a logical argument to explain the formation of a rock, given its characteristics and location. (e.g. classifying rock type using identification resources) LS1-2a: Students demonstrate an understanding of structure and function survival requirements by describing structures or behaviors that help organisms survive in their environment (e.g., defense, obtaining nutrients, reproduction, and eliminating waste).

Context of Lesson:

- Lesson requires 4, 50 minute class blocks. -Students will implement prior knowledge about scientific discovery, sediment/rock types, as well as, form and function of an organism. -Lesson is in inquiry format which research has proven to enhance studentʼs critical thinking and problem solving skill set.

Depth of Knowledge:

Synthesis Level: -Develop procedure for ROV construction -Construct ROV Application Level: -Apply prior knowledge of deep sea exploration to determine proper form of ROV Analysis Level: -Compare and identify sediment sample.

Differentiation:

This lesson has aspects that will appeal to many different learning styles simultaneously. -The inquiry aspect of the assignment is very hands on, and includes construction and manipulation of materials to capture the attention of kinesthetic learners. -The team is also expected to provide a verbal explanation of their ROV design, as a form of formative assessment, allowing students who would rather communicate verbally instead of in a written way the opportunity to succeed. -Visual learners will also have the opportunity to construct a poster, which will help them to pull all of the important information together in a format that makes sense to them.

Grouping

Materials and Resources:

-Students placed in groups of 4-5. Each group member takes on a role during the deep sea exploration. *Scientist 1: assembles and organizes info from entire group, Sediment Investigator: compares sediment samples and reports findings to group, Biological Investigator: records and reports on important information regarding organism sampled Technician (1or2): assemble ROV according to group plan -All group members are responsible for participating in the design of the ROV, dive sequence, and class presentation -All group members are to be well versed in information from all membersʼ specific fields Materials for Ocean setup: -Sediment (4 different sands) -Sediment samples -Water -Food coloring -Lg. Plastic Container -Organism info cards with magnets attached Materials for ROV: (possibly more depending on availability) -Fishing line -Straws -Magnets -PVC pipe -Hose sections -Paper clips -Hot glue -Flashlight -Duct tape -Soda bottles -Corks -Paper/Plastic cups -Weights -Student instruction sheet -will give basic activity instructions, as well as provide a detailed description of each of the roles to be taken on by group members. -Organism research resources -Small poster boards

Objectives:

-Students will assume roles in their exploration groups in order to facilitate the construction of the ROV, as well as, the “discovery” of the samples. -Students will construct a successful ROV model out of given materials to dive into the “ocean” set up and recover the deep sea sediment sample as well as the sample organism. -Students will describe and explain the reasoning for, the set up and procedure for their ROV construction. -Students will compare their sediment samples with that provided by the teacher to analyze what type of sediment they have collected. -Students will teach the class about the specific form and functions of the organism they have recovered on their deep sea dive.

Instructional Procedure:

Opening

Day 1: -Teacher will start class with a brainstorming session about deep sea exploration -”Based on what we have discussed previously this week, what makes deep sea exploration difficult?” -Pressure, lack of light, depth, temperature..etc. -”What are the different types of technology that scientists use to explore the deep?” -ROVʼs ,submersibles, underwater labs etc. Day 2: -”Describe the ecosystem of the deep sea, what makes these organisms so different?” -chemosynthesis, survive without light, exist at high pressures and low temperatures...etc.

Instructional Procedure:

Engagement

Day 1: Design and Construction of ROVʼs -Students will be introduced to the project of the day, where they will be applying the knowledge they have accumulated about deep sea discovery to lead their own expedition. -Teacher will present students with large box of ROV supplies. Students can take whatever they think they will need from the box of supplies in order to construct their ROV. -ROV construction needs to be centered on the retrieval of an organism and sediment sample from the bottom of the groupʼs individual ocean. Design and verbal explanation of the plan must be okʼd by teacher before construction begins. -Students given a hint that the organism and sediment samples are strangely magnetic... Day 2: The Dive and Exploration - Students will gather their ROV and begin the dive process to retrieve the sediment sample and organism. -Upon retrieval sediment samples are to be compared to the class set and identified. Organismʼs form and function are to be researched (using teacher provided resources) and a detailed description is to be written. -Students assigned groups, and given their own “ocean” set up. -Students are responsible for dividing responsibilities and assigning roles within the group. -After the organism and sediment are retrieved and identified, the Discovery team will compose a short presentation to be given in class tomorrow about their ROV design, sediment identified, and organismʼs unique form and function. Day 3: Group Meetings -Students will meet in their groups and discuss what they will be presenting to the class. -Students will be given a small piece of poster board that can be used to facilitate their presentation.

Instructional Procedure:

Day 4: Group Presentations

Engagement Continued

-Students will present the design and construction of their ROV, as well as, findings of their dive to the class.

Instructional Procedure:

Closing

Day 1: -Students should have their ROVʼs completely constructed and ready for the dive tomorrow. Day 2: -Students should have their dive complete, including identification of the sediment sample and organism retrieved. Day 3: -Students should have all of the materials needed for their presentation complete. Groups should also have their presentation agenda ready to where each group member knows what is being presented by whom. Day 4: -Students are reminded that the culminating activity “Travel Fair” is taking place tomorrow. They are expected to have their large brochure ready for the event.

Assessment:

-Students are assessed visually by the teacher during this inquiry assignment. The teacher will be circulating through the room, taking note of which groups are on task, which group members are taking their role seriously, and the level of cooperation of each team. -Students are also assessed by their ROV explanation and design. -During Day 4 the teacher will assess the groups based on their presentation,and the information presented about their dive mission.