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Unit Design Plan

Unit Title: Understanding the Maine Coast

Grade(s) 5-8 / Physical Science with Interdisciplinary Connections
Length of Time for this Unit: Four to Six Weeks
Designers: Annette deCharon and Jim Skiff

Essential Questions:

How did the coast of Maine get the shape and form we see today?
What evidence can we gather to show that our coast is constantly changing?
What tools can we utilize to better understand the world around us?

Introductory Message To Students:

We are beginning a unit about the coast of Maine. We will look into the past, map out the present, and consider the future of the physical aspects of our coast. Scientists have provided us with a wide range of resources to accomplish our goals. By viewing a variety of maps we will be able to establish a relationship between the seafloor and the landforms above sea level. By building our own science skills though this learning , we will be able to retain and apply these skills in the future.

As a result of this unit, students will:

Be able to identify and sequence epochs of the geologic timeline assigning significant Maine events to appropriate epochs.
Develop cartographic skills.
Learn geologic principles and apply them to local situations.
Demonstrate how technology contributes to success in solving complex problems.

COMPLEX THINKING

Measuring
Analyzing
Observing
Predicting
Investigating
Communicating
Inferring

Follow through example is italicized. Click on it to link to next.

INFORMATION

Determine the factors that shape the Coast of Maine.
Understand how the landscape of Maine was formed over time.
Comprehend and utilize contour and relief maps.
Understand the how our local coastline relates to coastlines around the globe.
Comprehend the dynamic nature of our coast in relation to geologic events such as glaciation.
Apply broad learnings to local experience/situations.

PROCESS

Utilize "A Color Landform Atlas of the United States" to determine the elevation of certain Maine cities, towns and geologic locations.
Utilize " Measured and Estimated Seafloor Topography " , " The Bathymetry Website" and USGS charts to create a map of the Gulf of Maine.
Differentiate through writing and illustration between continental shelf, slope and rise.
Establish mathematical values to landform elevation and depth and make comparisons over time and or location which can be graphed.
Create a bathymetric product ( map, graph, model, chart ) of the Boothbay Region.

BROAD LEARNING RESULTS and INDICATORS (Boothbay Community Goals)

An effective communicator who
- reads, listens to, and interprets information accurately.
A lifelong learner who
- thinks and questions logically, critically and creatively.
- locates, evaluates, and applies information.
- develops new interests and skills.
A productive worker who
- completes tasks independently.
- collaborates with others.
- plans, creates , evaluates and recognizes a quality product.
- manages time, space, resources and technology.
A responsible citizen who
- participates in the local, national and world community.

"Maine Topography" & "Gulf of Maine Bathymetry" are divided into five steps:

Color Landform Atlas of the United States
Maine's Geologic History & Coastline
Ocean Bottom Topography (a.k.a. Bathymetry)
Changes in Our Climate & Oceans
The Gulf of Maine's Geologic History

As the Learning Results and Indicators for this unit are listed, correlations will be identified with BL for Bigelow Laboratory and a number. Example: A correlation with "Color Landform Atlas of the United States" would be identified BL1

Content Standards / Indicators and Grade Level Indicators (Maine State Learning Results)

Middle Grades 5-8

Mathematics

A. Numbers and Number Sense
- Students will be able to understand and demonstrate a sense of what numbers mean and how they are used.
- Students will be able to:
  - 4. Represent numerical relationships in graphs, tables and charts. BL 1,2,3,5
C. Data Analysis and Statistics
- Students will understand and apply concepts of data analysis.
- Students will be able to:
  - 3. Construct inferences and convincing arguments based on data. BL 1,3,4,5
E. Geometry
- Students will understand and apply concepts from geometry.
- Students will be able to:
  - 3. Use a coordinate system to define and locate position. BL 1,3,5
G. Patterns, Relationships, Functions
- Students will understand that mathematics is the science of patterns, relationships, and functions.
- Students will be able to:
  - 1. Describe and represent relationships with tables, graphs, and equations. BL 1,3,5
  - 2. Analyze relationships to explain how a change in one quantity can result in a change in another. BL 4
J. Mathematical Reasoning
- Students will understand and apply concepts of mathematical reasoning.
- Students will be able to:
  - 1. Support reasoning using models, known facts, properties and relationships.BL 1-5

Science and Technology

F. The Earth
- Students will gain knowledge of the earth and the processes that change it.
- Students will be able to:
  - 3. Explain the evidence scientists use when they explain the age of the earth. BL 2,4
  - 4. Describe factors that cause short-term and long-term changes to the earth. BL 2,4,5
J. Inquiry and Problem Solving
- Students will apply inquiry and problem-solving approaches in science and technology.
- Students will be able to:
  - 1. Make accurate observations using appropriate tools and units of measurements. BL 1,3,5
  - 2. Verify and evaluate scientific investigations and use the results in a purposeful way. BL 1-5
L. Communication
- Students will communicate effectively in the application of science and technology.
- Students will be able to:
  - 1. Make and use scale drawings, maps, and three dimensional objects to represent real objects, find locations and describe relationships. BL 1,3,4,5

Social Studies

Geography

A. Skills and Tools
- Students will know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions and environments.
- Students will be able to:
  - 2. Develop maps, globes, charts, models and databases to analyze geographical patterns on the earth. BL 1,3,5

English Language Arts

H. Research-Related Writing and Speaking
- Students will work, write and speak effectively when doing research in all content areas.
- Students will be able:
  - 7. Use search engines and other Internet resources to collect information for research topics. BL 1-5
  - 9. Explain the importance of primary sources in evaluating the validity and reliability of collected information. BL Talk to a Scientist

Demonstration of Unit Learnings:

Writing and diagraming.
Demonstration of technology skills.
Practical application of concepts culminating in product representing bathymetry of Boothbay Region.
Explanation of scientific processes utilized.
Identification of goals/objectives accomplished.

Performance Tools and Criteria

Group Goal Setting
Teacher monitoring /assessment of technology utilization.
Performance developed by peer and teacher selection and guidance.
Quality products/models demonstrated.
Rubrics provided with goals and standards integrated in.
Student experience/prior knowledge synthesized with current learning.

Instructional Strategies

Unit Introduction/goal setting
Review of technology laboratory skills and behavior.
Field trip to verify local connections to our work.
Cognitive grouping for best cooperative performance.
Activity-based experiments to build experiential associations.
Use of rubrics and progress assessment for self-directed learning.

Resources

The Internet ( Bigelow Laboratory Website w/various links.)
The BRES technology laboratory.
Local, state and federal agencies which may provide resources. (USGS, MDMR, USCG, USN)
Other learning and scientific institutions.
Community members.
Books & curriculum-based journals.
Models or examples of prior or similar student work.

Phone Numbers or e-mail addresses:

Teacher Reflection (What did you learn and how can you improve?)

COLLECT AND ORGANIZE STUDENT WORK TO VALIDATE LEARNING