1. My Class – AKA Who Are We?
D. G. Cooley Elementary School – Upper Campus – 5th grade
Homeroom/Science
19 students:
16 Caucasian
2 African American
1 Asian
1 Special Ed

2. LESSON: Ocean Geology STEM Activity
Time allotment: 4 days
ESSENTIAL QUESTION - What are the important features of the ocean floor?
SOLS - Science 5.6a, Math 5.17 Repeating pattern
ESSENTIAL QUESTION - How could you measure the depth of the ocean from surface to floor?
SOLS - Science 5.6a, 5.2d; Math 5.15 , 5.8d
INTEGRATION
Science focus with math, technology, and engineering integration to enhance investigation and problem-solving using both math and science processes.

3. the geological characteristics of the ocean environment.
KNOW . . .
the geological characteristics of the ocean environment.

4. DO . . .
create and interpret a model of the ocean floor and label and describe each of the major features, and
research and describe the variation in depths associated with ocean features, including the continental shelf, slope, rise, the abyssal plain, and ocean trenches.

5. BE . . .
curious
inquisitive
creative
resourceful

6. Engage
Watch and discuss observations from and reactions to a segment from the National Geographic documentary, Drain the Ocean.

7. Explain
What features did we see, how do they relate to features we already know, and what do we call them?
I used the completion of a blank ocean floor map as a pre-assessment. It followed plate tectonic instruction , so students had some vocabulary already.

8. Explore
Imagine you are Christopher Columbus traveling from the Old World to the New. What do you think the ocean floor would look like along your route?
Adapted from an AIMS activity.

9. Engineering, Technology, and Mathematics
Extend:
Engineering, Technology, and Mathematics
Using found materials, your team is going to create a model of a portion of the ocean floor in your container. You may include any or all of the geographical features. When you are finished, fasten your lid, write your name on a sticky note and attach it.
A similar activity , FATHOMETER IN A BOX, is described at

10. With the lid on, students on another team will take measurements and record them on a chart. From there they will create a graph representing the features of the ocean floor.
Students will label those features on the graph, then reveal the actual model to compare accuracy.

11. DATA/OUTCOMES
Based on the formative assessment (blank ocean floor map):
Knew less than 50% 14/19
Knew between 50-80% 4/19
Knew more than 80% 1/19
Based on the posttest (blank ocean floor map):
Knew less than 50% 1/19
Knew between 50-80% 5/19
Knew more than 80% 13/19
Observations:
Students supporting students
Lots of confusion over measurement, data recording, some students recorded directly from measurement to graph
Graph set-up was a problem, but students understood the representation
Lingering confusion over continental rise and slope

12. Successes – student engagement and enjoyment
REFLECTIONS
For both activities:
Successes – student engagement and enjoyment
pride in their product/participation
Challenges – TIME!!
OPPORTUNITIES – on a regular basis to establish routines and expectations for group learning so each activity isn’t a novel experience
CONNECTIONS – between the activity and specific knowledge to which it’s tied, the unit as a whole, and to non-related content (extrapolation).