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Planning a Focused Curriculum

Planning a Focused Curriculum. Tara Bensinger , Krystal Pettit Simmons Middle School Big Team January 27, 2010. Hoover’s D.I. R.T Cohort. Differentiation, Instruction, Resource, Team Comprised of representative teachers from each middle school, Spain Park, and the freshman center.

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Planning a Focused Curriculum

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  1. Planning a Focused Curriculum Tara Bensinger, Krystal Pettit Simmons Middle School Big Team January 27, 2010

  2. Hoover’s D.I. R.T Cohort • Differentiation, Instruction, Resource, Team • Comprised of representative teachers from each middle school, Spain Park, and the freshman center. • Underwent extensive training during 2008/2009 school year including three days training with Carol Ann Tomlinson • We are your resources for differentiation planning, advice on differentiation lessons, or any questions that you have about utilizing differentiated instruction within the classroom.

  3. Planning a Focused Curriculum Before and After……. Follow along as I talk us through a science unit on Oceans. Think about the instruction and activities you see taking place.

  4. Oceans Unit- 6th Grade Science TSW take notes about the ocean zones and the ocean floor in a flip book and graphic organizers from a PowerPoint.

  5. OCEAN ZONES ZONES OF THE WATER COLUMN FEATURES OF THE OCEAN FLOOR OCEAN BIOMES

  6. Pelagic Four Zones of Interest Intertidal Abyssal Benthic

  7. ZONES OF THE WATER COLUMN • Intertidal: the area between high tide and low tide. Sometimes covered, sometimes exposed, a very tough habitat to live in. Subjected to drying and submersion, temperature extremes, the pull of the waves, and sea and land predators. Animals often burrow or have hard shells that can be sealed to prevent water loss. Plants usually cling to hard bottoms.

  8. Intertidal zone creatures High Tide Low Tide

  9. Another view– zones in zones

  10. Zones of the Water Column • Pelagic zone: Open ocean zone. Usually sub-divided by depth or amount of sunlight. The upper pelagic receives sunlight, so there are many phytoplankton for photosynthesis. Zooplankton, jellyfish, squid, and fishes of all sizes make up the food chain. The lower reaches receive less or no sunlight, so there are no plants and animals are often bioluminescent (make their own light).

  11. Pelagic Zone

  12. Inhabitants of the Pelagic Zone

  13. A Pelagic Food Web

  14. BENTHIC PELAGIC

  15. Zones of the Water Column • Abyssal: The midnight zone of the ocean– no light penetrates. The pressure at 10,000 ft. would be like you having 5 jumbo airliners on your back. Animals are adapted to withstand the dark, the cold (near freezing), and the tremendous pressure. That’s why they usually don’t survive the trip to the surface. Most are dark or nearly transparent in color, and are bioluminescent. They don’t move much, and usually eat what falls from above. Jaws are big to swallow large objects whole.

  16. Monsters of the Abyss

  17. The Abyss A very hostile environment Increasing Cold Increasing Pressure

  18. Fantastic Denizens of the Deep

  19. ZONES OF THE WATER COLUMN • Benthic: a term meaning bottom, is the ocean zone ranging from the deepest part of the ocean to the shore. Many kinds of organisms live in the benthic zone– plants, anemones, sponges, fish, skates and rays, octopus, mollusks, crabs, sea stars, corals and worms. Most are scavengers. In the deep ocean, there are special benthic communities around hydrothermal vents whose energy comes from chemical reactions rather than from the sun.

  20. Benthic Zone– from the shore to the depths

  21. BENTHIC PELAGIC

  22. Intertidal Benthic Coral Reef Hydrothermal vent

  23. Hydrothermal Vents In 1977, the submersible Alvin found seafloor vents that were gushing hot mineral-rich water in the midnight depths of the ocean. Cold sea water seeps into cracks in the Earth’s crust and is superheated by the magma in the mantle. The hot water with dissolved minerals from the magma rises and spews out like an undersea geyser .

  24. Cold water and chemical reactions cause mineral deposits to settle out as vent chimneys. Fantastic communities of organisms that live by chemosynthesisthrive around these “black smokers”, using energy from chemical reactions with minerals in the water to live.

  25. OCEANZONES ZONES OF THE WATER COLUMN FEATURES OF THE OCEAN FLOOR OCEAN BIOMES

  26. What do you think the ocean floor looks like? Is it flat? Saucer-shaped? Mountainous? The same mountains, valleys, plains, trenches, and pits we see on land are also on the ocean floor. Features of the Ocean Floor

  27. The tallest mountains, the deepest valleys, and the flattest plains on earth are all on the ocean floor!

  28. Features of the Ocean Floor • Continental shelf: surrounds the continent as a shallow extension of continental crust extending out to the continental slope. • Continental slope: steep drop-off at the end of the continental shelf that connects the continental crust to the oceanic crust. • Together, they make up the continental margin.

  29. Features of the Ocean Crust • Abyssal plains: are the flattest areas on earth. • Ocean ridges: are long mountain ranges formed when magma seeps or erupts between pieces of the Earth’s crust (tectonic plates). • Trenches: are the deepest part of the ocean and are formed when one tectonic plate is forced under another tectonic plate. • Seamounts: isolated volcanic mountains which erupt under the ocean. Large ones are islands. • Guyots: are extinct volcanoes with eroded flat tops.

  30. Ocean ridges form a mountain chain 40,000 miles long through all the oceans The highest mountain on Earth is Mauna Kea, Hawaii, a seamount The average depth of the ocean is 12,200 feet (3,720 m.)

  31. Trenches form where tectonic plates (chunks of the Earth’s crust) are forced under another plate. The Mariana Trench in the western Pacific is the deepest point on Earth– 36,198 ft. (11,033 m.)

  32. Trieste and the Mariana Trench In 1960, the US Navy sent a small submersible (mini-sub) to see how far down it could go. It sat on the Bottom at 35,838 ft. (10,923 m.) The sailors had 7 miles of water over their heads!

  33. OCEAN ZONES ZONES OF THE WATER COLUMN FEATURES OF THE OCEAN FLOOR OCEAN BIOMES

  34. Ocean Biomes • Can be divided by zones: intertidal, pelagic, and abyssal. Benthic organisms are the bottom dwellers in each zone. • Each zone requires different adaptations for survival. Organisms are specialized to live in a particular zone. • Like in land biomes, similar types of flora and fauna live in similar types of biomes across the world oceans.

  35. Pelagic Intertidal Abyssal Benthic

  36. Other Aquatic Biomes • “Aquatic” means water. • Other aquatic biomes besides the ocean (marine biome) are freshwater and estuarine. • Freshwater is water with no salt, and includes rivers, lakes, ponds, etc. • Estuaries are environments where salt water and fresh water meet. The salinity (amount of salt) varies with the tides and the seasons. • Estuaries are often warm, shallow, protected places that serve as nurseries for marine organisms.

  37. Freshwater Marine Estuary

  38. Oceans Unit- 6th Grade Science The students create an ocean zones wall hanging and ocean zone floor model in class.

  39. Oceans Unit- 6th Grade Science TSW be put in groups to research ocean zones. Each “expert” group will be responsible for answering specific questions about their zone, and teaching that information to the other groups in the class.

  40. Group Research Questions: • Where is your ocean zone located (depth in feet)? • Is your ocean zone a land zone or an open water zone? • Describe the temperature of your ocean zone. • What kind of plants are found in your ocean zone? If there are none, why not? • What kinds of animals are in your ocean zone? • Give specific examples of how animals adapt to live in your ocean zone? • How do the animals that live in your ocean zone find food? • List 10 interesting facts that you learned about your zone that we have not already discussed. • Pick the animal from your zone that you find most interesting. List 4 facts about that animal and then draw it on a piece of white paper. Make sure it is colored and no larger than the paper given to you. • Pick the plant form your zone that you find the most interesting. Draw it on a piece of paper.

  41. Oceans Unit- 6th Grade Science TSW view the movie Finding Nemo in order to analyze the information in the movie about oceans and determine facts from misinformation about ocean life in the movie.

  42. Study Guide: Oceans Vocabulary: Intertidal Zone Subtidal Zone Benthic Zone Epielagic Zone Mesopelagic Zone Bathypelagic Zone Hadopelagic Zone Abyssal Zone Hadal Zone Vent Trench Seamount Continental Rise Continental Slope Continental Shelf Abyssal Plain Adaptation Bioluminescence Photosynthesis Things to Know: • Be able to label a diagram of the ocean floor • Be able to label a diagram of the layers of the ocean • Know which zones are land zones and which are open water zones • List a plant and animal from each zone and tell how it has adapted to living in its environment • Explain why the different zones receive different amounts of sunlight and how that affects the life in each zone • List three ways that “Finding Nemo” was realistic, and 3 ways it was false. EXPLAIN!

  43. Oceans Test

  44. Oceans Unit Reflection • What instructional practices do you see taking place? • Are every students’ needs being addressed? • Is there evidence of differentiation?

  45. Oceans Unit- Revisions • Defined clear KUD’s This is what students should KNOW UNDERSTAND BE ABLE TO DO

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