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UTeach Dallas 5E Lesson Plan Template Aquatic Biomes Lesson Plan Author: Christine Liou and Alyssa Paine Date and Time of Lesson: 11/11/11 2:36 to 3:25 Grade Level: 7th grade Lesson Source: http://www.hometrainingtools.com/saltwater-density/a/1403/ http://www.vanaqua.org/education/aquafacts/ http://www.ucmp.berkeley.edu/exhibits/biomes/aquatic.php http://www.youtube.com/watch?v=JpV7NIJTxD0&feature=related Texas Essential Knowledge and Skills (Process and Concept TEKS): (A) Scientific investigation and reasoning. (ii) Scientific investigations are conducted for different reasons. All investigations require a research question, careful observations, data gathering, and analysis of the data to identify the patterns that will explain the findings. Descriptive investigations are used to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat. Descriptive statistics include frequency, range, mean, median, and mode. A hypothesis is not required in a descriptive investigation. On the other hand, when conditions can be controlled in order to focus on a single variable, experimental research design is used to determine causation. Students should experience both types of investigations and understand that different scientific research questions require different research designs. (iii) Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world. (E) Organisms and environments. (i) Students will understand the relationship between living organisms and their environment. Different environments support different living organisms that are © 2010 The University of Texas at Dallas UTeach Dallas 5E Lesson Plan Template adapted to that region of Earth. Organisms are living systems that maintain a steady state with that environment and whose balance may be disrupted by internal and external stimuli. External stimuli include human activity or the environment. Successful organisms can reestablish a balance through different processes such as a feedback mechanism. Ecological succession can be seen on a broad or small scale. (b) Knowledge and skills. (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; (B) design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; English Language Proficiency Standard (learning strategies, listening, speaking, reading or writing): 2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; “An example of estivation is when an animal such as tortoise go into a sleep-like state to avoid heat and to conserve water and energy.” “When a drought occurs, what happen to the animals in the grassland? What about in the desert?” Page 2 of 23 UTeach Dallas 5E Lesson Plan Template Student Sentence Stem: One adaptation that ocean animals have used to survive in their biome is _________. Concepts Statement: Objectives: Students will be able to… Define the two basic regions of the aquatic biome, freshwater and marine Illustrate the ability to use laboratory equipment such as graduated cylinder, test tubes in an experiment Experimentally find the difference between the density of fresh water and salt water Know the sub-regions of freshwater and marine regions Materials List: 3 test tubes for each group(15 total) 5 graduated cylinders 10 beakers Water Salt 5 Pipets/droppers Food dye: red, blue, yellow 5 measuring tea spoons/plastic spoons Safety: Don’t’ get the salt in your eyes. Page 3 of 23 UTeach Dallas 5E Lesson Plan Template ENGAGEMENT What the Teacher Will Do Show students the video of “Finding Nemo”. EXPLORATION What the Teacher Will Do Give out the preassessment sheet (5 minutes). Give out an instruction sheet. Assign group according to Mrs. Peeler’s. Give out the data collecting sheet. Probing/Eliciting Questions What kind of environment are the sea turtles at? How do you know they are in the ocean? What are the characteristic of an ocean? What are the sea turtle doing? What is the water tunnel called? Probing/Eliciting Questions Today we are going to do an experiment that shows the difference in density between freshwater and salt water. Which water has more density? Which one will be on the bottom? Which one will be on the top? Why? Time: ___5__ Minutes Student Responses and Misconceptions Ocean. Varies answers. They are migrating. Ocean current Time: ___25__ Minutes Student Responses and Misconceptions Bottom: salt water Top: freshwater Because salt water is more dense than freshwater. What To Do 1. If you do visit the ocean, a freshwater lake, and/or the Great Salt Lake, try to bring a sample of water home with you. If not, you can make artificial ocean water Page 4 of 23 UTeach Dallas 5E Lesson Plan Template 2. 3. 4. 5. and Great Salt Lake water using the procedure below. First, take the three test tubes (or jars) and label them "freshwater," "ocean water," and "Great Salt Lake water." Set aside. Next, make your artificial saltwater solutions to represent the salt content of the ocean and the Great Salt Lake. The average salinity (salt content) of the ocean is 3.5% and the average salinity of the Great Salt Lake is 15%. You can use our recipes to make approximate saltwater solutions to represent the salt content of ocean water and Great Salt Lake water. You may also want to heat the water up to help the salt dissolve better, but this isn't necessary. To approximately make ocean water, add 1/2 teaspoon of salt to 100 ml of water, stirring well to dissolve the salt. Save some of this solution in the "ocean water" test tube. To approximately make Great Salt Lake water, add 2 teaspoons of salt to 90 ml of water and stir. Save some of this Do you notice anything happening? Which one is on top? Which one is on the bottom? What is the difference? Page 5 of 23 UTeach Dallas 5E Lesson Plan Template 6. 7. 8. 9. solution in the "Great Salt Lake water" test tube. Fill the "freshwater" test tube with regular drinking water. Add one drop of blue food coloring to the test tube of freshwater, one drop of yellow food coloring to the test tube of "ocean water", and one drop of red food coloring to the test tube of "Great Salt Lake water." As each test tube of water receives a drop of food coloring, closely observe how the food coloring mixes with each type of water. Can you draw any conclusions or predictions about which type of water will be the "heaviest" based on what you observed with the mixing of the food coloring? After making your predictions, stir up each solution so that the color is uniform throughout each test tube. Fill the dropper with water from the "Great Salt Lake" test tube, and add it to the graduated cylinder. You may need to add two or three droppers full of water to the cylinder. Rinse the dropper out Page 6 of 23 UTeach Dallas 5E Lesson Plan Template really well with faucet water to avoid cross contamination of salt and food coloring. 10. Fill the dropper with water from the "ocean" test tube. This time, very gently and carefully add it to the graduated cylinder so that the force of the water being squeezed out of the dropper doesn't mix the two waters. Add about the same amount of "ocean water" to the graduated cylinder as there is "Great Salt Lake water." Rinse out the dropper with faucet water. 11. Fill the dropper with water from the "freshwater" test tube. Again, add the water very gently to the water already in the graduated cylinder to avoid mixing the water, and add about the same amount of freshwater as "ocean water." EXPLANATION What the Teacher Will Do Probing/Eliciting Questions Time: ______ Minutes Student Responses and Misconceptions Say, “In the experiment we just did, we observed that salt water is denser than freshwater.” Ask questions Which biome is the largest of five Aquatic biomes 75% of the planet Page 7 of 23 UTeach Dallas 5E Lesson Plan Template Say, “Today we are going to talk about the different types of aquatic biomes.” Say, “Excellent! The two regions of the Aquatic Biome are Freshwater and Marine. Today we are going to explore the characteristics of the Marine region and a few characteristics of the freshwater region.” biomes that make up the Earth’s biosphere? Why? What are the two categories for aquatic biome? “There are two regions of Aquatic Biome. Does anyone know the names of these regions? Hint: Think about the experiment we just did.” “Which region do you think covers more of the Earth, the freshwater region or the marine region? Why?” “What subregions are included in the marine environment?” Say, “The Marine environment covers three-fourths of the Earth's surface. The Marine environment includes oceans, coral reefs, and estuaries. The Marine environment is important because Marine algae supplies much of the world's oxygen supply and takes in a huge amount of atmospheric carbon dioxide. The evaporation “Why is the ocean important for the existence of life? Is evaporation important? Why?” is makes up of water and is the source of all life. Freshwater and marine. Answers: freshwater and marine; fresh water and ocean; freshwater and salt water. “Marine, because it includes the ocean.” “Freshwater because it includes lakes and rivers.” “Oceans, coral reefs, and estuaries.” “Oceans.” They may not know what else besides the ocean. “The ocean is important because it helps provide rain through evaporation and it also helps provide oxygen.” They also may not know. “Are there different zones in the ocean? Is there a difference between shallow water and deep Page 8 of 23 UTeach Dallas 5E Lesson Plan Template of the seawater provides rainwater for the land.” water?” Various responses. Say, “Oceans make up most of the Earth’s surface. The ocean supports very diverse species. Ocean regions are separated into separate zones or subregions: intertidal, pelagic, abyssal, and benthic. The intertidal zone is where the ocean and land meet. Sometimes it is submerged and other times it is not, which is why the communities are always changing. On rocky coasts, the zone is stratified vertically. Where only the highest tides reach, there are only a few species of algae and mollusks. The intertidal zone on sandier shores is not as stratified as in the rocky areas. Waves keep mud and sand constantly moving, thus very few algae and plants can establish themselves — the fauna include worms, clams, predatory crustaceans, crabs, and shorebirds. “What kind of animal do you think can be found in the intertidal zone?” “What kind of animals do you expect to find in the “open ocean?” Hint: Think of finding Nemo. “Seagulls, crabs.” “Turtles, sharks, clownfish, turtles, whales.” The Pelagic zone includes where waters further from land, basically the open ocean. It is generally cold, but there is something Page 9 of 23 UTeach Dallas 5E Lesson Plan Template called thermal stratification which involves a constant mixing of warm and cold ocean currents. The flora in the pelagic zone include surface seaweeds. The fauna include many species of fish and some mammals, such as whales and dolphins. Many feed on the abundant plankton. Show the kids pictures of dolphins and whales. The benthic zone is the area below the pelagic zone, but does not include the very deepest parts of the ocean (see abyssal zone below). The bottom of the zone consists of sand, slit, and/or dead organisms. Here temperature decreases as depth increases toward the abyssal zone, since light cannot penetrate through the deeper water. Flora are represented primarily by seaweed while the fauna, since it is very nutrientrich, include all sorts of bacteria, fungi, sponges, sea anemones, worms, sea stars, and fishes. Show the kids pictures of sea anemones. “What kind of animals do you think live in the abyssal zone? What kind of adaptations do you think these animals have made to live here?” Various responses. The deep ocean is the abyssal zone. The water in this region is very cold (around 3° C), highly pressured, high in oxygen content, but low in nutritional Page 10 of 23 UTeach Dallas 5E Lesson Plan Template content. The abyssal zone supports many species of invertebrates and fishes. Mid-ocean ridges (spreading zones between tectonic plates), often with hydrothermal vents, are found in the abyssal zones along the ocean floors. Chemosynthetic bacteria thrive near these vents because of the large amounts of hydrogen sulfide and other minerals they emit. These bacteria are thus the start of the food web as they are eaten by invertebrates and fishes.” Show the kids some pictures of deep sea animals. Ask the students a few probing questions. Show the kids a picture of a Coral Reef. Say, “Excellent! Many tropical fish live in Coral Reefs. Coral reefs are widely distributed in warm shallow waters. They can be found as barriers along continents (such as the Great Barrier Reef off Australia), fringing islands (such as Hawaii). Naturally, the dominant organisms in coral reefs are corals. Corals are interesting since they consist of both algae and “For those that have seen Finding Nemo, where did he live? For those that have not, where do many tropical fish make their home? Hint: Coral…” “What kind of animals do you expect to find in a coral reef? What are some characteristics of a coral reef?” “Coral Reef” “Sea anemone” They may not know. “Starfish, sea urchins.” “It is really colorful!” Page 11 of 23 UTeach Dallas 5E Lesson Plan Template tissues of animal polyp. Since reef waters tend to be nutritionally poor, corals obtain nutrients through the algae via photosynthesis and also by extending tentacles to obtain plankton from the water. Besides corals, the fauna include several species of microorganisms, invertebrates, fishes, sea urchins, octopuses, and sea stars. Estuaries are areas where freshwater streams or rivers merge with the ocean. This mixing of waters with such different salt concentrations creates a very interesting and unique ecosystem. Microflora like algae, and macroflora, such as seaweeds, marsh grasses, and mangrove trees (only in the tropics), can be found here. Estuaries support a diverse fauna, including a variety of worms, oysters, crabs, and waterfowl. Show a picture of an estuary. “Does anyone know what an Estuary is?” “What is the main difference between freshwater and Marine Regions? Hint: think of the experiment we did.” They will probably not know. “The Marine Region has salt water and the Freshwater region does not.” Freshwater is defined as having a low salt concentration — usually less than 1%. Plants and animals in freshwater regions are adjusted to the low salt content and would not be able to survive in areas of high salt concentration (i.e., ocean). Page 12 of 23 UTeach Dallas 5E Lesson Plan Template There are different types of freshwater regions: ponds and lakes, streams and rivers, and wetlands. Examples of animals that live here include crayfish, catfish, alligators. Show the kids a picture of a lake, river, or wetland and maybe a picture of an alligator. ELABORATION What the Teacher Will Do We all love dolphins and they are also one of the animals that live in the aquatic biome. A dolphin is a fast learner that can differentiate between many objects. Some scientists have compared the intelligence of a dolphin to that of a two year old child. Like a toddler a dolphin can understand some complicated commands and also some of the human language. Because a dolphin can understand this much information they are able to communicate with their trainers. Probing/Eliciting Questions Are they smart? Are they smarter than humans? Why are they smart? Time: ___5___ Minutes Student Responses and Misconceptions Yes. No. Various answer Dolphins have large brains for their bodies -- in fact, a bottlenose dolphin is second only Page 13 of 23 UTeach Dallas 5E Lesson Plan Template to humans in the ratio of brain size to body size. Researchers have also pointed to the parallels in the organization of dolphin and primate brains as more evidence of high intelligence in dolphins. Some have gone so far as to suggest that dolphins actually have a language that humans simply cannot comprehend. EVALUATION What the Teacher Will Do Probing/Eliciting Questions Time: ___7___ Minutes Student Responses and Misconceptions Give out the post assessment test (10 minutes) Page 14 of 23 UTeach Dallas 5E Lesson Plan Template Instruction sheet for Density Lab Material List: 3 test tubes for each group 1 graduated cylinders 2 beakers Water Salt 1 Pipets/droppers Food dye: red, blue, yellow 1 measuring tea spoons/plastic spoons What To Do: 1. If you do visit the ocean, a freshwater lake, and/or the Great Salt Lake, try to bring a sample of water home with you. If not, you can make artificial ocean water and Great Salt Lake water using the procedure below. 2. First, take the three test tubes (or jars) and label them "freshwater," "ocean water," and "Great Salt Lake water." Set aside. 3. Next, make your artificial saltwater solutions to represent the salt content of the ocean and the Great Salt Lake. The average salinity (salt content) of the ocean is 3.5% and the average salinity of the Great Salt Lake is 15%. You can use our recipes to make approximate saltwater solutions to represent the salt content of ocean water and Great Salt Lake water. You may also want to heat the water up to help the salt dissolve better, but this isn't necessary. 4. To approximately make ocean water, add 1/2 teaspoon of salt to 100 ml of water, stirring well to dissolve the salt. Save some of this solution in the "ocean water" test tube. 5. To approximately make Great Salt Lake water, add 2 teaspoons of salt to 90 ml of water and stir. Save some of this solution in the "Great Salt Lake water" test tube. 6. Fill the "freshwater" test tube with regular drinking water. 7. Add one drop of blue food coloring to the test tube of freshwater, one drop of yellow food coloring to the test tube of "ocean water", and one drop of red food coloring to the test tube of "Great Salt Lake water." As each test tube of water receives a drop of food coloring, closely observe how the food coloring mixes with each type of water. Can you draw any conclusions or predictions about which type of water will be the "heaviest" based on what you observed with the mixing of the food coloring? After making your predictions, stir up each solution so that the color is uniform throughout each test tube. Page 15 of 23 UTeach Dallas 5E Lesson Plan Template 8. Fill the dropper with water from the "Great Salt Lake" test tube, and add it to the graduated cylinder. You may need to add two or three droppers full of water to the cylinder. 9. Rinse the dropper out really well with faucet water to avoid cross contamination of salt and food coloring. 10. Fill the dropper with water from the "ocean" test tube. This time, very gently and carefully add it to the graduated cylinder so that the force of the water being squeezed out of the dropper doesn't mix the two waters. Add about the same amount of "ocean water" to the graduated cylinder as there is "Great Salt Lake water." Rinse out the dropper with faucet water. 11. Fill the dropper with water from the "freshwater" test tube. Again, add the water very gently to the water already in the graduated cylinder to avoid mixing the water, and add about the same amount of freshwater as "ocean water." Page 16 of 23 UTeach Dallas 5E Lesson Plan Template Aquatic Biome Game (Pre-Assessment key) 1. What are the aquatic biomes? A. Habitats dominated by grasses (not trees and shrubs). Grasslands include tropical savannas and temperate grasslands (prairies). B. Ponds lakes, rivers, streams, estuaries, sea shores, and coral reefs. C. Areas where rainfall is less than 50 cm/year, and it includes hot and dry, semiarid, coastal, and cold. 2. What kinds of plants live in the Aquatic Biome? A. Cactus B. Grass C. Water lily 3. What determines the different aquatic biomes? A. the color of the water B. the smell of the water C. how much salt in the water 4. What are two types of aquatic biomes? A. north region and south region B. freshwater and marine C. mountain water and river water 5. What factors determine aquatic biomes? A. the abiotic (non-living) factors B. the biotic (living) factors C. the erosion Page 17 of 23 UTeach Dallas 5E Lesson Plan Template Aquatic Biome Game 1. What are the aquatic biomes? A. Habitats dominated by grasses (not trees and shrubs). Grasslands include tropical savannas and temperate grasslands (prairies). B. Ponds lakes, rivers, streams, estuaries, sea shores, and coral reefs. C. Areas where rainfall is less than 50 cm/year, and it includes hot and dry, semiarid, coastal, and cold. 2. What kinds of plants live in the Aquatic Biome? A. Cactus B. Grass C. Water lily 3. What determines the different aquatic biomes? A. the color of the water B. the smell of the water C. how much salt in the water 4. What are two types of aquatic biomes? A. north region and south region B. freshwater and marine C. mountain water and river water 5. What factors determine aquatic biomes? A. the abiotic (non-living) factors B. the biotic (living) factors C. the erosion Page 18 of 23 UTeach Dallas 5E Lesson Plan Template Data Collecting Sheet for Density Lab Draw the graph of your result and label the layer of colors. Which one has the highest density? Why? Which one has the least density? Why? Page 19 of 23 UTeach Dallas 5E Lesson Plan Template Picture of Brains Page 20 of 23 UTeach Dallas 5E Lesson Plan Template Post Assessment Answer Key 1) What is the primary difference between the Marine Region and the Freshwater Region of the Aquatic Biome? a. The Freshwater region contains salt water, and the marine region does not contain salt. b. The Marine region contains salt water, and the Freshwater region does not contain salt. c. The Freshwater region contains zones that are stratified vertically, and the Marine region does not. d. The Marine region has zones that are stratified vertically, and the Freshwater region does not. 2) In this Marine zone, the fauna include many species of fish and some mammals, such as whales and dolphins. What is the name of this Marine zone? a. Benthic zone b. Intertidal zone c. Pelagic zone d. The abyssal zone 3) ____Make up most of the Earth’s surface. a. Estuaries b. Coral Reefs c. Oceans 4) The deep ocean is the_____. The water in this region is very cold (around 3° C), highly pressured, high in oxygen content, but low in nutritional content. a. Abyssal zone b. Intertidal zone c. Benthic zone d. Pelagic zone 5) The____ is where the ocean and land meet. Sometimes it is submerged and other times it is not, which is why the communities are always changing. a. Abyssal zone b. Benthic zone c. Intertidal zone Page 21 of 23 UTeach Dallas 5E Lesson Plan Template Student Post-Assessment 1) What is the primary difference between the Marine Region and the Freshwater Region of the Aquatic Biome? a. The Freshwater region contains salt water, and the marine region does not contain salt. b. The Marine region contains salt water, and the Freshwater region does not contain salt. c. The Freshwater region contains zones that are stratified vertically, and the Marine region does not. d. The Marine region has zones that are stratified vertically, and the Freshwater region does not. 2) In this Marine zone, the fauna include many species of fish and some mammals, such as whales and dolphins. What is the name of this Marine zone? a. Benthic zone b. Intertidal zone c. Pelagic zone d. The abyssal zone 3) ____Make up most of the Earth’s surface. a. Estuaries b. Coral Reefs c. Oceans 4) The deep ocean is the_____. The water in this region is very cold (around 3° C), highly pressured, high in oxygen content, but low in nutritional content. a. Abyssal zone b. Intertidal zone c. Benthic zone d. Pelagic zone 5) The____ is where the ocean and land meet. Sometimes it is submerged and other times it is not, which is why the communities are always changing. a. Abyssal zone Page 22 of 23 UTeach Dallas 5E Lesson Plan Template b. Benthic zone c. Intertidal zone Page 23 of 23