UNIT COVER PAGE
Bremen Dist. 228
School District:
Science
Department:
Unit Title: Oceanography & Atmosphere
Course:
Grade Levels:
Earth Science
9
Topic Areas:
Time Frame:
2 weeks
Unit Designer(s):
Date Created:
4/28/08
Date Modified:
Paul Dorney, Jacob Mooney, Tony Rappold, Melissa Reed, Mark Reiss, Vivian Turek
Link to State Standards
12.11.85
Understand that interactions among the solid earth, the oceans, the atmosphere, and organisms
have resulted in the ongoing transformation of the earth system. Understand that we can observe
some changes (such as earthquakes and volcanic eruptions) on a human time-scale, but many
processes (such as mountain building and plate movements) take place so sporadically or so
slowly (over hundreds of millions of years) that we cannot observe them but only infer that they
take place from other kinds of evidence.
Identify the various features of the ocean floor which furnish evidence for plate tectonics:
magnetic patterns, age, and topographical features.
Understand that non-uniform heating of the earth results in circulation patterns in the atmosphere
and oceans globally distribute heat (in the form of winds and ocean currents).
Understand the connection between the earth’s rotation and the circular motion of ocean currents
and air pressure centers.
Understand the major gases present in the earth’s atmosphere, and the percentage which each
represents in the composition of the atmosphere (i.e., nitrogen is about 80% and oxygen is about
20%), and that the atmosphere is a mixture, not a compound.
Understand that carbon dioxide increases the greenhouse effect in our atmosphere and that it is
produced whenever carbon-containing fuels are burned (e.g., wood, coal, charcoal, oil, natural
gas). Understand that removing forests trees which absorb carbon dioxide and release oxygen.
Analyze weather conditions of an area, given specific weather data.
12.11.86
12.11.92
12.11.93
12.11.97
12.11.98
12.11.99
Summary of Unit
Students will study the features and movements of water and air. The differences between fresh and salt
water will also be explored.
Resources
Internet
Fresh air
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Key Words
Conduction
Convection
Exosphere
Mesosphere
Ozone
Radiation
Stratosphere
Thermosphere
Troposphere
Condensation
Dew point
Heat
Humidity
Lifted condensation level
Relative humidity
Temperature
Temperature inversion
Coalescence
Condensation nuclei
Evaporation
Latent heat
Orographic lifting
Precipitation
Stability
Water cycle
Oceanography
Sea level
Side-scan sonar
Salinity
Temperature profile
Thermocline
Breaker
Crest
Density current
Surface current
Tide
Trough
Upwelling
Wave
Barrier island
Beach
Estuary
Longshore bar
Longshore current
Wave refraction
Abyssal plain
Continental margin
Continental rise
Continental shelf
Continental slope
Deep-sea trench
Mid-ocean ridge
Seamount
Turbidity current
Wave length
Frequency
Trough
Wave height
Longshore drift
Sandbar
Rip current
Groin
Spring tide
Neap tide
Salinity
Submersible
Coriolos effect
Upwelling
El Nino
Climate
Trench
Plankton
Nekton
Benthos
Food web
Intertidal zone
Brackish
Neritic zone
Open-ocean zone
Holdfast
Atoll
Bioluminescence
Hydrothermal vent
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Aquaculture
Nodules
Weather
Atmosphere
Ozone
Water vapor
Pollutant
Temperature inversion
Acid rain
Density
Pressure
Air pressure
Barometer
Mercury barometer
Aneroid barometer
Altitude
Aurora borealis
ionosphere
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
there are different bodies of water (stream, lake, ocean, etc.)
the composition of water affect currents and movements of oceans and seas.
the atmosphere is a complex system that is in a continual process of change.
Essential Questions
What are the characteristics and parts of the ocean?
What are the implications of rising ocean temperatures?
How can we use technology to overcome the problem of producing drinking water?
What’s the evidence for wind patterns?
How might we reach an understanding of cloud formation?
How do I know there are layers in the atmosphere?
Knowledge and Skills
Students will know
major bodies of water (names and locations).
major currents.
global wind patterns.
difference between fresh and salt water.
types of clouds.
layers and composition of atmosphere.
Students will be able to
identify the types of clouds and associated weather patterns
demonstrate the functions of each atmospheric layer
locate major bodies of water on globe/map
draw major currents/wind patterns
understand/describe the affect of salt on water
Students will be familiar with
historical implications of air and water
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Cloud identification (Empathy)
Other Assessments (brief description)
Fill-in the blank world map with oceans and seas
Read/interpret charts and graphs
Hand drawn map of major ocean currents (warm and cold)
Vocabulary quiz
Had drawn map of major wind patterns
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Oceans and atmosphere are the driving forces of our climate.
H
How will you hook students at the beginning of the unit?
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
If we have so much water, why a water shortage?
Direct instruction, labs, direct observation (outdoor observing).
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Writing prompt – “How do oceans affect you?”
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
List challenges in cloud identification.
.
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Cloud-type foldable.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
Geography – currents – composition – layers of atmosphere – wind patterns – ID cloud types.
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
Interpretation
What are the
characteristics and
parts of the
ocean?
What are the
implications of
rising ocean
temperatures?
Application
How can we use technology to
overcome the problem of
producing drinking water?
Oceanography &
Astronomy
Empathy
How might we
reach an
understanding of
cloud formation?
Perspective
Self-Knowledge
What’s the
evidence for wind
patterns?
How do I know there are
layers in the atmosphere?
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Student Performance Task
Unit: Oceanography & Astronomy
Task: Empathy
Course: Earth Science
Time Frame: 1 Period
Overarching Understanding:
 Students will understand that Earth events, processes and systems are observable
and predictable.
Enduring Understanding:
 Students will understand that the atmosphere is a complex system that is in a
continual process of change.
Essential Question:

How might we reach an understanding of cloud formation?
Vignette:
As a passenger on a hot air balloon ride, you have the opportunity to view the
atmosphere and its clouds. Your challenge, presented by the pilot, is to correctly identify
the major cloud types by producing a cloud-type chart.
Standard:
You will be graded on the following scale:
 Correct identification of major cloud types.
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Performance Task Blueprint
Unit:
Oceanography & Astronomy
Topic Area:
Type: Empathy
Time Frame: 1 Period
Goal
Investigate different types of clouds.
Role
Pilot/hot air balloonist
Audience
Passengers
Situation
Cloud tour (enthusiasts).
Product or
Performance
Cloud-type chart
Standards
Correctly ID major cloud types.
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