Teacher Resources

Investigation 1: Where Did the Rubber Bath Toys Go?

Science notebooks 

Science from Bath Toys

World Map

  none

Atlas, Internet, or larger scale maps for finding place names

Colored pencils or pens to mark the map, or small “stickies” (dots or stars)

none

Investigation 2: Weather and Circulation Patterns

Science notebooks

Wind data table 

Blank data table

Map (for shipping routes) 

Images: buoy, Weather systems, Average winds, Average pressure systems, North Pacific Subtropical Gyre, Global wind-driven surface currents

Student maps from Investigation 1

Plastic tub

Water

Straws

Ping-pong ball or other light, floating object

Partially full water bottle or full can of soda

Scissors

Glue

Internet access for student pairs or groups is desirable but not mandatory 

Investigation 3: Waves and Tides

Science notebooks

Student Lab directions (3A)

Marigram Information and Example (3C) (or make overhead transparencies)

Blank Graph (or substitute graph paper) (3C)

Student worksheet (3C)

Tides and Moon (3C)

Tide Diagrams (3C)

Four New Marigrams (3C)

Wave Diagram (3A)

World map or globe

Lab materials, per group:

Glass jar (1 pint to 1 quart size) with tight-fitting lid

Mineral oil

Rubbing alcohol

Water

Blue food coloring

Glue

Plastic tub, 5 gal aquarium,

baking dish

Corks

Thumbtacks

Fishing line

Metal washers

Ruler

Ground pepper

Tide books or tide data from Internet 

Computer connected to Internet, with projector.

Investigation 4: Temperature and Salinity

Science notebooks

Density Lab instructions

Salinity and Temperature station instructions

Temperature Current lab instructions

Maps from Investigation 1

Fruit juice cocktail
Actual or virtual model of Marsili’s demonstration
3 or 4 plastic water bottles filled with cotton balls, water, sand, etc.

4A:
Cranberry juice, orange juice, club soda
Sugar, salt
Per group:
Graduated cylinder
Large beaker
Spoon or stirrer
Balance
Calculator
4B: Per group:
Two clear plastic water bottles
One bottle lid
Tornado tube (or duct tape)
Plastic disk
Dish towel and tray
Water
¼ cup of salt
Food coloring
Sheet of white paper
Hot tap water (100-110 degrees F)
Ice cold (refrigerated) water
4C: Per group:
Blue food color
Red food color
Very hot water
Ice water
Insulated containers for hot and cold water
Room temperature water
2 paper or styrofoam cups
2 push pins
Marbles or rocks
Spoon
Ruler
Small clear plastic tub or other container, at least as tall as the cups
Tray
Sheet of white paper

Computer with Internet access and projector.

 Investigation 5: Seafloor Topography

Science notebooks

Ocean Features

Video Clip

Map of ocean floor topography (can be Internet projection)

Ample amounts of modeling clay or other “barrier” like material (might be able to use cleaned rocks and build the clay around the rocks. In this case the rocks work as volume fillers, and therefore less clay would be used in the barrier construction; also, they wouldn’t float while immersed in water)

A dishpan or a 25 quart/24 liter low-profile plastic storage container

One-liter plastic bottles with a straw component to gently squeeze the water underneath the surface water just above the bottom of the seafloor model

Water

Salt

Measuring tools

Water soluble food coloring

Pencil and erasers

11 x 8.5 or 11 x 17 inch white paper

Computer connected to the Internet and a projector.

 Investigation 6: Debris Detectives Field Trip

Science notebooks

Rubber gloves

Trash bags

Cameras

Pencils

Clipboards (optional)

Appropriate location for activity

Chalkboard, overhead projector or LCD projector to record/show student data

 Investigation 7: Global Conveyor Belt

Science notebooks

Project Rubric

Global conveyor belt graphic

Global conveyor belt animation

Ocean Currents (video)

General circulation pattern

Resources for student projects

Books and other materials

Poster supplies

Classroom computer with Internet access and projector

Student access to Internet for research

The student demonstrates an understanding  of the processes of science by:
[6] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.

The student develops an understanding of the processes of science by:
[6] SA1.2 observing and describing their world to answer simple questions.

The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by:
[6] SA3.1 observing local conditions that determine which plants and/or animals survive. (L)

The student demonstrates an understanding that solving problems involves different ways of thinking by
[6] SE2.1 identifying and designing a solution to a problem.

The student demonstrates an understanding that solving problems involves different ways of thinking by:
[6] SE2.2 comparing the student’s work to the work of peers in order to identify multiple paths that can be used to investigate a question or problem. (L)

The student demonstrates an understanding of the bases of the advancement of scientific knowledge by
[6] SG2.1 recognizing differences in results of repeated experiments.

The student develops an understanding of the processes of science by:
[7] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.*

The student demonstrates an understanding of the processes of science by:
[7] SA1.2 observing, measuring, and collecting data from explorations and using this information to classify, predict, and communicate. add new

The student demonstrates an understanding of the attitudes and approaches to scientific inquiry by
[7] SA2.1 identifying and evaluating the sources used to support scienitifc statements aa new

The student demonstrates an understanding that interactions with the envrionment provide an opportunity for understanding scientific concepts by
[7] SA3.1 designing and conducting a simple investigation about the local environment. (L)

The student demonstrates understanding of the structure and properties of matter by
[7] SB1.1 using physical properties (i.e., density, boiling point, freezing point, conductivity) to differentiate among and/or separate materials (i.e., elements, compounds, and mixtures)

The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by
[7] SB4.3 describing the characteristics of a wave (i.e., amplitude, wavelength, and frequency).

The student demonstrates an understanding of cycles influenced by energy from the sun and by the earth's position and motion in our solar system by
[7]SD3.1 describing the weather using accepted meteorological terms (e.g., pressure systems, fonts, precipitation).

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by:
[7] SE2.1 identifying the function of a variety of tools (e.g., spear, hammer, hand lens, kayak, computer)

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by: 
[7] SE2.2 identifying multiple explanations (e.g., oral traditions, folklore, scientific theory) of everyday events (e.g., weather, seasonal changes). (L)*

The student demonstrates an understanding of the bases of the advancement of scientific knowledge by:
[7] SG2.1 recognizing the need for repeated measurements.

The student demonstrates an understanding  of the processes of science by:
[8] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.

The student demonstrates an understanding of the processes of science by:
[8] SA1.2 using quantitative and qualitative observations to create their own inferences and predictions.

The student demonstrates an understanding of the structure and properties of matter by
[8]SB1.1 using physical and chemical properties (i.e., density, boiling point, freezing point, conductivity, flammability) to differentiate among materials (i.e., elements, compounds, and mixtures).

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by:
[8] SE2.1 investigating a problem or project over a specified period of time and identifying the tools and processes used in that project. (L)*

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by:
[8] SE2.2 comparing multiple explanations (e.g., oral traditions, folklore, scientific theory) of everyday events (e.g., weather, seasonal changes). (L)