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TitleofLesson:TidalPower
Grade:5thgrade
TidalEnergyLessonPlan
STANDARDS
CommonCoreStateStandard:Write opinion
ASSESSMENT/EVALUATION
Studentswillreceiveanexitticketaftertheyhaveconcludedtheirexperimentsthatwillhavethemdiscuss
theirsolutionforpreventinghabitatdamage,andwhyitisimportantforustoprotectthesehabitatsaswetry
tobecomeamoresustainableplanet.
PREREQUISITEKNOWLEDGE
Studentswillreceiveapretesttoassesstheirpriorknowledgeonthefollowingtopicsthatwillbegiventhe
weekbeforetheunitistaught:
Whatahabitatis.
Howmightanunderwaterhabitatsufferfromobstructionsinthewater.
Whatrenewableresourcesare.
Whyarerenewableresourcesimportant.
Whataretidesandwhatcausesthem.
MATERIALS
Tidalenergysimulationbox/water
Powerpointontheprosandconswecameupwith/learnedabout
Videoonthenegativeeffectsoftidalpoweronmarineecosystems
Worksheettotakenotesonastheydotheirexperiment
Experimentdirections
ExitTicket
VOCABULARY/KEYWORDS
Turbineamachineforproducingcontinuouspowerinwhichawheelorrotor,typicallyfittedwithvanes,is
madetorevolvebyafastmovingflowofwater,steam,gas,air,orotherfluid.
Tidesthealternaterisingandfallingofthesea,usuallytwiceineachlunardayataparticularplace,dueto
theattractionofthemoonandsun.
MarineEcosystemsareamongthelargestofEarth'saquaticecosystems.Theyincludeoceans,saltmarshes,
intertidalzones,estuaries,lagoons,mangroves,coralreefs,thedeepsea,andtheseafloor.
TEACHINGPROCEDURES
ProceduralSteps(Stepbystepinstructionsforteachingthelesson):
TeacherWill:
StudentWill:
Iwillstartoutthelessonbyreviewingwhatwe
Studentswillreviewthematerial,answeringall
alreadywentoverthroughouttheweek.
questionsasked.
Studentswillaskanyquestionstheystillhaveon
AskingQuestionslike:
tidalpower
Whatisarenewableresource?
Whatmakestidalpowerarenewableresource?
Whataretheprosandconsofharnessingtidal
power?
Whataresomeoftheeffectsonmarine
ecosystems?
OntheboardIwillwritetheinformationthey
providefromtheiranswers.
OntheboardIwillhavethefollowinginformation
writteninsomeform/inapowerpoint.
Effectsoftidalenergyonmarineecosystems:
animalscangetsuckedintotheturbines
plantscangetpulledintoturbines
sedimentiscausedtomovearoundeitherbeing
forcedtotheoceanfloor,orspeedalongwiththe
movingtide
Themodeloceanwiththeturbinesinitwillthenbe
presented.Wewilldiscussthedifferentaspectsof
themodel:theanimals,plants,oceanfloor,and
turbines.
Thestudentswillthenbeaskedtopredict,based
offtheirpriorknowledgefromtheweek,whatwill
happentotheplants,animals,water,andground
whenwestartoursimulation.
Eachgroupwillhavetheirownsimulationsattheir
tabletoreallyanalyzewhatmighthappen.
Asaclasswewillstartthetidalsimulationby
tiltingthemodelsbackandforthslowlyand
observingwhathappens.
Studentswillthenhavetocomeupwith
predictionsastowhatwillhappenwhenwestart
thesimulation.
Studentswillwritedownresultsoftheirsimulation
aswellasinferencesastowhatelsewouldbe
happeninginreallife.
Afterdiscussingtheresults,studentswillhaveto
comeupwithsolutionsthatwouldpreventthe
marineecosystemsfromgettingharmed.
Usingtheirmodel,theywillcreatesolutionsthat
wouldhelpreducethenegativeimpactsonmarine
life.
Oncethestudentshavecomeupwiththeir
solutions,wewillsharethemoutasaclassand
discusshow/whythesolutionswouldworkorwould
notwork.
Lastly,thestudentswillwriteashortopinionpiece
onwhytheirsolutionorapeerssolutionshouldbe
implementedintoplacesthatharnesstidalpower.
RESOURCES
National Governors Association Center for Best Practices, Council of Chief State
School Officers. (2010). Common Core Writing Standards. National
Governors Association Center for Best Practices, Council of Chief State
School Officers, Washington D.C.
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States
WAYSOFTHINKINGCONNECTION