Ward's World Activity Guides

+ ward ' s science Page 2 Ocean Currents and Tides Assessment: Formative • In-class discussion • Interactive notetaking in journal • Verbal content checks • Use/implementation of real-world relevance to pollutions and storms • Creation of an in-class model serving Summative • Individually, students will follow along with a set of powerpoint slides while taking notes in their interactive notebooks. • Students will also create a model in class that details the parts of a wave and how ocean waves function, in addition to a reminder about preventing pollution. Evidence • The notes and working knowledge of waves and currents can be used to help develop the model of the ocean in the bottle. Both allow for visual, auditory, and tactile learners to tangibly hold and use an object that demonstrates/assesses depth of knowledge over ocean currents and waves. Students will use the multiple concepts they have learned about the ocean and apply that knowledge to their models. Mastery • As an expectation of mastery, students will be able to explain how the Coriolis effect changes weather patterns and tides on planet earth. Students will be able to identify the parts of a wave in the bottle and will be able to understand how a real ocean wave functions. • Full Mastery — for a student to achieve full mastery, the student will be able to effectively explain how the Coriolis effect changes weather patterns and tides on planet earth. Students will be able to identify the parts of a wave in the bottle and will be able to understand how a real ocean wave functions, relating it back to the lesson. Students will be able to label a wave appropriately and to explain the source and function of a wave's energy. • Partial Mastery — for a student to achieve partial mastery, the student will somewhat be able to explain Coriolis effect but is unable to explain how it changes weather patterns and tides on planet earth. Students who have partially mastered the les- son will be able to identify the parts of a wave in the bottle but will not be able to fully explain how a real ocean wave func- tions. Students will need extra assistance to be able to label a wave appropriately and help to explain the source and function of a wave's energy. • Non-Mastery — for a student who did not achieve mastery, the student will struggle to explain Coriolis effect and is unable to explain how it changes weather patterns and tides on planet earth. Students who have not mastered the lesson will not be able to identify the parts of a wave in the bottle and will not be able to fully explain how a real ocean wave functions. Stu- dents will need extended help and further assistance to be able to label a wave appropriately. These students will also need help to explain the source and function of a wave's energy. Management: • Procedures: Procedural or process expectations or steps, chunked • Transitions: Individual work, to working in small groups. (Think, Pair, Share) Attention: Reaching all types of learners through a variety of learning styles: Auditory, Tactile, Kinesthetic, Visual, Designing/Building • Motivation: Reaching all types of learners through a variety of methods • Space: Lab Tables • Time: 2 min Set, 30 min Instruction, 15 min. lab, 5 min. Closure • Grouping: Individual, Small Groups

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