TGC Fellow Unit Template - Transboundary Pollution
Prepared by: Renee Fudala School/Location: STEM Academy, Sandwich, Massachusetts
Subject: Science Grade: 7
Unit Title: Transboundary Pollution Time Needed: 8 days
Unit Summary: Students will be learning about how pollution can originate in one country and affect another country. Students will understand how global ocean currents spread pollution from one country to another.
Stage 1 Desired Results
ESTABLISHED GOALS:
MS-LS2-4.Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.
MS-LS2-5. Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.
MS-LS2-6(MA). Explain how changes to the biodiversity of an ecosystem – the variety of species found in the ecosystem –may limit the availability of resources humans use.
G.6-8. 3.7. Plan, design and develop a multimedia product to present research findings and creative ideas effectively.
G6-8. 3.2. Collect, organize and analyze digital information from a variety of sources with attribution.
G6-8. 1.24. Create a multimedia presentation using various media as appropriate.
Ocean Literacy Principles:
GLOBAL COMPETENCY:
Investigate the World
Communicate Ideas
Weigh Perspectives
RESOURCES:
Transboundary Pollution
www.icivics.org
NOAA Ocean Currents
www.youtube.com/watch?v=yhwkhAvRI9I
Ocean Odyssey – Surface Currents
www.youtube.com/watch?v=YCorkyBe66o
The Global Conveyor Belt
www.youtube.com/watch?v=L9zjmC8lnkA&feature=related
Globalization
www.//globaldimension.org/uk/worldslargestlesson/lifebelow water
www.unesco.org/new/en/naturals-sciences/ioc-oceans/
www.education.noaa.gov/Ocean-and-Coasts
Transfer
Students will be able to independently use their learning to…(real world purpose)
T1. Investigate the world beyond their immediate environment.
T2. Recognize Perspectives
T3. Communicate effectively to a diverse audience.
UNDERSTANDINGS
Students will understand that…
U1. Pollution crosses all international borders
and affects all people of the world.
U2. We are all connected by the worlds’
oceans
U3. Global ocean currents transport
materials from one location to another.
ESSENTIAL QUESTIONS
E1.What are the patterns of global ocean
currents in the ocean?
E2. How can one country’s pollution become
another country’s problem?
E2.How can ocean currents spread pollution
globally?
Aquisition
Students will know… (Content)
K1. Global ocean surface and conveyor belt
current patterns.
K2. The causes and effects of transboundary
pollution.
K3. Effect of transboundary pollution on
diverse populations within an
ecosystem.
K4. Global consequences of pollution on the
marine environment.
K5. Transboundary pollution is a global
issue that interrelates many countries,
and is complex and challenging.
K6. Why is the global ocean conveyor
important for the health of the oceans and the marine life in it.
Students will be able to… (Skills)
S1. Understand ocean currents and the global
conveyor belt.
S2. Read global currents on ocean maps.
S3. Have a choice in crafting an authentic
research question concerning
transboundary pollution.
S4. Raising awareness about a global issue
which affects all of us with thoughtful
and globally engaged language.
S5. Ask and explore critical questions and
researchable problems.
S6. Be able to have a local and
global direct connection to marine
pollution.
S7. Communicate directly with another
school system where transboundary
pollution is an issue.
Stage 2 - Evidence
Assessment
Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning (Formative Assessments):
Describe, draw and write an example of vocabulary terms
Assessment OF Learning (Summative Assessments):
(ex: performance task, project, final paper)
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction:
Week One: We will cover vocabulary for this unit on transboundary pollution and ocean currents and put it in our science notebooks. Students will use a graphic organizer for their vocabulary; complete an interactive discussion on Ocean Currents and how they connect our World, KWL Chart that addresses what students know, wants to know and has learned about Ocean Currents; Students research ocean currents with NOAA – http://www.research.noaa.gov/k12/index.html Students use their chrome books to complete the interactive student book, “Ocean Currents Student Activity Book”.
Week Two: We will investigate how global ocean currents work. Students discuss a video and newscast on the Global Garbage Patch and ask questions. Students use an interactive map of the world to identify ocean currents and trace them on their own maps. Students create a model which demonstrates how density and temperature drives the global ocean conveyor belt, which distributes materials (such as plastics and other types of pollution), as well as heat around our planet. Lesson ends with exit ticket on how the global conveyor belt system operates.
Week Three: Students will be introduced to case studies of how transboundary pollution has affected different countries around the world. Students will listen to the National Public Radio Fresh Air broadcast on “Moby-Duck: When 28,800 Bath Toys Are Lost At Sea” with writer Donovan Hohn. After discussion and answering questions, students will examine several examples of Transboundary pollution. The examples of case studies are: Chemical waters in Chinese River Affect in Russia, the Great Pacific Garbage Patch in Hawaii, Exxon Valdez Oil Spill, Heavy metal contamination on Kura and Aras River in Turkey and its impact on countries adjacent to the Caspian Sea, Transboundary Pollution from Offshore Oil and Gas Activities in the Seas of Southeast Asia, a study of the Montara, Australia offshore oil spill. Students will be given information about the areas and discuss in their groups. They will present their cases to the entire class. Students will have choices in how they present the material – debate, video, slideshare, etc. Students will post their responses on Blackboard Discussion Board.
Week Four: Presentation with Physical Oceanographer topics – How do Ocean Currents Work? What is the Effect of Pollution on our Oceans? How do you collaborate with other scientists and why is this important? Students will work on their own Transboundary research project and will create a ThinkLink presentation which illustrates the location of the original pollutant, the global ocean current that connects the pollution to another geographical location, the global impact the pollution has had and what is being done to clean it up. We will try to connect with another school system where transboundary pollution is an issue.
Week Five: Students work in groups on their research papers and presentations on Transboundary Pollution. Each student has a specific assignment to carry out. Students complete group assessments. Students silently comment on other groups presentations through a gallery walk and post their comments “I like, I wonder and I know”. Final Papers, along with final maps showing global ocean currents, are on Google classroom and commented and reviewed by teacher. Presentations include a Prezi or Google Slide Presentation. Students have assistance with Technology support staff.
*adapted from Understanding by Design Model
TGC FELLOWS UBD Lesson Template
Lesson Title: The Global Ocean Conveyor Belt Subject: Grade 7 Science Prepared by: Renee Fudala
Materials Needed: Ocean contour map, student maps of the World, videos, red and blue food coloring, water, kosher salt, salty, blue ice cubes, pipette, hot and cold water, clear plastic tray
Global Competency:
Investigate the World
Communicate Ideas
Weigh Perspectives
Where is the lesson going?
(Learning Target or SWBAT)
Learning Target: To learn about how density and heat drive global ocean currents and contribute to transboundary pollution.
Hook:
Tailored Differentiation:
Hook student interest with the film “The Global Garbage Patch” and a Newscast on the “Global Garbage Patch” in the Pacific Ocean: https://www.youtube.com/watch?v=1qT-rOXB6NI
https://www.youtube.com/watch?v=IbGDNpRTKxg
Students are asked to ponder questions and discuss the ideas presented in the films and its impact on life on our planet. Students are also hooked with a project-based lesson, in which they work in groups of three’s and four’s, to create a model that demonstrates how temperature and density drives our global ocean currents, which distributes transboundary pollution and heat around our planet.
Equip:
Equip students with an viewing of the “Global Garbage
Patch” video and newscast – generate discussion and ponder questions (in interactive science notebook) about how it’s caused. Teacher equips students with background information on how the Global ocean conveyor belt system works in transporting heat and pollution around the world. Students then trace the pattern of the ocean circulation on the Thermohaline Circulation map and read and discuss the text in their groups.
Rethink and revise:
Use World maps to project image on Smart Board and trace the Global conveyor belt patterns to students. Demonstrate the actual spread of marine plastics. Rethink the global conveyor belt system and how it transports pollution from one area of the world to another. Revise maps and illustrate how the plastic debris spread from one geographic location to another.
Evaluate:
Evaluate student questions and comments in science notebook.
Evaluate mapping currents activity and question sets.
Evaluate group/individual check-in work.
Evaluate and assess exit tickets for content.
Notes:
Organization:
Prepared by: Renee Fudala School/Location: STEM Academy, Sandwich, Massachusetts
Subject: Science Grade: 7
Unit Title: Transboundary Pollution Time Needed: 8 days
Unit Summary: Students will be learning about how pollution can originate in one country and affect another country. Students will understand how global ocean currents spread pollution from one country to another.
Stage 1 Desired Results
ESTABLISHED GOALS:
MS-LS2-4.Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.
MS-LS2-5. Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.
MS-LS2-6(MA). Explain how changes to the biodiversity of an ecosystem – the variety of species found in the ecosystem –may limit the availability of resources humans use.
G.6-8. 3.7. Plan, design and develop a multimedia product to present research findings and creative ideas effectively.
G6-8. 3.2. Collect, organize and analyze digital information from a variety of sources with attribution.
G6-8. 1.24. Create a multimedia presentation using various media as appropriate.
Ocean Literacy Principles:
- The Earth has one big ocean with many features.
GLOBAL COMPETENCY:
Investigate the World
Communicate Ideas
Weigh Perspectives
RESOURCES:
Transboundary Pollution
www.icivics.org
NOAA Ocean Currents
www.youtube.com/watch?v=yhwkhAvRI9I
Ocean Odyssey – Surface Currents
www.youtube.com/watch?v=YCorkyBe66o
The Global Conveyor Belt
www.youtube.com/watch?v=L9zjmC8lnkA&feature=related
Globalization
www.//globaldimension.org/uk/worldslargestlesson/lifebelow water
www.unesco.org/new/en/naturals-sciences/ioc-oceans/
www.education.noaa.gov/Ocean-and-Coasts
Transfer
Students will be able to independently use their learning to…(real world purpose)
T1. Investigate the world beyond their immediate environment.
T2. Recognize Perspectives
T3. Communicate effectively to a diverse audience.
UNDERSTANDINGS
Students will understand that…
U1. Pollution crosses all international borders
and affects all people of the world.
U2. We are all connected by the worlds’
oceans
U3. Global ocean currents transport
materials from one location to another.
ESSENTIAL QUESTIONS
E1.What are the patterns of global ocean
currents in the ocean?
E2. How can one country’s pollution become
another country’s problem?
E2.How can ocean currents spread pollution
globally?
Aquisition
Students will know… (Content)
K1. Global ocean surface and conveyor belt
current patterns.
K2. The causes and effects of transboundary
pollution.
K3. Effect of transboundary pollution on
diverse populations within an
ecosystem.
K4. Global consequences of pollution on the
marine environment.
K5. Transboundary pollution is a global
issue that interrelates many countries,
and is complex and challenging.
K6. Why is the global ocean conveyor
important for the health of the oceans and the marine life in it.
Students will be able to… (Skills)
S1. Understand ocean currents and the global
conveyor belt.
S2. Read global currents on ocean maps.
S3. Have a choice in crafting an authentic
research question concerning
transboundary pollution.
S4. Raising awareness about a global issue
which affects all of us with thoughtful
and globally engaged language.
S5. Ask and explore critical questions and
researchable problems.
S6. Be able to have a local and
global direct connection to marine
pollution.
S7. Communicate directly with another
school system where transboundary
pollution is an issue.
Stage 2 - Evidence
Assessment
Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning (Formative Assessments):
- Vocabulary Graphic Organizer
- Group Check-Ins
- Individual Check-Ins
- Critical Friends
- KWL Chart
- BlackBoard Class Discussion
- Gallery Walk
- Ocean Mapping Activity
- Exit Ticket
- Rough Draft Paper
- Guest Physical Oceanographer Presenter
- ThingLink Project
- Student Reflection Paper
Describe, draw and write an example of vocabulary terms
- Observation/Check-off of group work
- Observation/Check-off of student work
- Classmates critique student work
- KWL Chart – Oceans of the World
- Posting comments on Transboundary Pollution case examples (public sphere assessment)
- Student write notes describing “I wonder” “I know” “I think”
- Label the continents and oceans of the world – graded assignment;
- What is and how does the Global Convey Belt system work?
- Outline of research project - graded
- Discussion -collaboration with scientists around the world; how global ocean currents work
- Interactive overview of Transboundary Pollution presentation – graded assignment.
- Discussion of the Causes and Effects of Marine Pollution and how it impacts all organisms on a global scale – graded assignment.
Assessment OF Learning (Summative Assessments):
(ex: performance task, project, final paper)
- Final Presentation Choices
- Final Research Paper
- Map of Global Ocean Currents
- Google Slides or Prezi presentation on Transboundary Pollution
- Research paper on The Impact of Transboundary Pollution, and how this type of pollution is spread by Global ocean currents.
- Map of global ocean currents illustrating how exactly this type of transboundary pollution is spread. Includes a written description of how the pollution connects different geographical areas.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction:
Week One: We will cover vocabulary for this unit on transboundary pollution and ocean currents and put it in our science notebooks. Students will use a graphic organizer for their vocabulary; complete an interactive discussion on Ocean Currents and how they connect our World, KWL Chart that addresses what students know, wants to know and has learned about Ocean Currents; Students research ocean currents with NOAA – http://www.research.noaa.gov/k12/index.html Students use their chrome books to complete the interactive student book, “Ocean Currents Student Activity Book”.
Week Two: We will investigate how global ocean currents work. Students discuss a video and newscast on the Global Garbage Patch and ask questions. Students use an interactive map of the world to identify ocean currents and trace them on their own maps. Students create a model which demonstrates how density and temperature drives the global ocean conveyor belt, which distributes materials (such as plastics and other types of pollution), as well as heat around our planet. Lesson ends with exit ticket on how the global conveyor belt system operates.
Week Three: Students will be introduced to case studies of how transboundary pollution has affected different countries around the world. Students will listen to the National Public Radio Fresh Air broadcast on “Moby-Duck: When 28,800 Bath Toys Are Lost At Sea” with writer Donovan Hohn. After discussion and answering questions, students will examine several examples of Transboundary pollution. The examples of case studies are: Chemical waters in Chinese River Affect in Russia, the Great Pacific Garbage Patch in Hawaii, Exxon Valdez Oil Spill, Heavy metal contamination on Kura and Aras River in Turkey and its impact on countries adjacent to the Caspian Sea, Transboundary Pollution from Offshore Oil and Gas Activities in the Seas of Southeast Asia, a study of the Montara, Australia offshore oil spill. Students will be given information about the areas and discuss in their groups. They will present their cases to the entire class. Students will have choices in how they present the material – debate, video, slideshare, etc. Students will post their responses on Blackboard Discussion Board.
Week Four: Presentation with Physical Oceanographer topics – How do Ocean Currents Work? What is the Effect of Pollution on our Oceans? How do you collaborate with other scientists and why is this important? Students will work on their own Transboundary research project and will create a ThinkLink presentation which illustrates the location of the original pollutant, the global ocean current that connects the pollution to another geographical location, the global impact the pollution has had and what is being done to clean it up. We will try to connect with another school system where transboundary pollution is an issue.
Week Five: Students work in groups on their research papers and presentations on Transboundary Pollution. Each student has a specific assignment to carry out. Students complete group assessments. Students silently comment on other groups presentations through a gallery walk and post their comments “I like, I wonder and I know”. Final Papers, along with final maps showing global ocean currents, are on Google classroom and commented and reviewed by teacher. Presentations include a Prezi or Google Slide Presentation. Students have assistance with Technology support staff.
*adapted from Understanding by Design Model
TGC FELLOWS UBD Lesson Template
Lesson Title: The Global Ocean Conveyor Belt Subject: Grade 7 Science Prepared by: Renee Fudala
Materials Needed: Ocean contour map, student maps of the World, videos, red and blue food coloring, water, kosher salt, salty, blue ice cubes, pipette, hot and cold water, clear plastic tray
Global Competency:
Investigate the World
Communicate Ideas
Weigh Perspectives
Where is the lesson going?
(Learning Target or SWBAT)
Learning Target: To learn about how density and heat drive global ocean currents and contribute to transboundary pollution.
Hook:
Tailored Differentiation:
Hook student interest with the film “The Global Garbage Patch” and a Newscast on the “Global Garbage Patch” in the Pacific Ocean: https://www.youtube.com/watch?v=1qT-rOXB6NI
https://www.youtube.com/watch?v=IbGDNpRTKxg
Students are asked to ponder questions and discuss the ideas presented in the films and its impact on life on our planet. Students are also hooked with a project-based lesson, in which they work in groups of three’s and four’s, to create a model that demonstrates how temperature and density drives our global ocean currents, which distributes transboundary pollution and heat around our planet.
- Students are given maps to draw in the ocean current patterns.
- Students are given different sets of questions to ponder after the construction of the model in their groups.
- Students are given different exit tickets dependent on tailored instruction.
- Model is demonstrated by teacher prior to the students constructing their own model of the Global ocean conveyor belt system.
Equip:
Equip students with an viewing of the “Global Garbage
Patch” video and newscast – generate discussion and ponder questions (in interactive science notebook) about how it’s caused. Teacher equips students with background information on how the Global ocean conveyor belt system works in transporting heat and pollution around the world. Students then trace the pattern of the ocean circulation on the Thermohaline Circulation map and read and discuss the text in their groups.
Rethink and revise:
Use World maps to project image on Smart Board and trace the Global conveyor belt patterns to students. Demonstrate the actual spread of marine plastics. Rethink the global conveyor belt system and how it transports pollution from one area of the world to another. Revise maps and illustrate how the plastic debris spread from one geographic location to another.
Evaluate:
Evaluate student questions and comments in science notebook.
Evaluate mapping currents activity and question sets.
Evaluate group/individual check-in work.
Evaluate and assess exit tickets for content.
Notes:
- Technology component – use of Smart Board to illustrate interactive ocean currents and tracing of marine plastic debris and where it eventually shows up.
- Use of interactive ocean currents map and map of marine plastics and their spread though the world’s oceans.
- http://oceanservice.noaa.gov/education/pd/oceans_weather_climate/media/ocean_and_wind_currents.swf
- http://adrift.org.au/mediterranean?lat=42.1&lng=-1.7¢er=14&startmon=Jan#background
- 80 minute class period
- Prior lesson– students already labeled oceans of the world, continents, vocabulary for this unit on Transboundary Pollution and Ocean Currents and put it in our science notebooks. Students will use a graphic organizer for their vocabulary, Interactive discussion on Ocean Currents and how they connect our World, KWL Chart addresses what students know, wants to know and has learned about Ocean Currents; Students research ocean currents with NOAA – http://www.research.noaa.gov/k12/index.html Students use their chrome books to complete the “Ocean Currents Student Activity Book”.
- Prior lesson – covered concepts of density, volume and mass of objects.
Organization:
- Show video and newscast on the Global Garbage Patch.
- Students write questions about the videos in science notebook.
- Classroom discussion of videos.
- Use ocean topography map to illustrate currents and transportation of transboundary pollution.
- Students then use maps to show the direction of ocean currents.
- Students create a model which demonstrates how density and heat drives our global ocean currents.
- Exit ticket: What is the global ocean conveyor belt and what are the processes that control it, and how does it influence Earth’s climate?