Learning Progression for:

Kelly Gilkey, Casey Aldernanm, Nicole Swenson; Gems: Ocean Science

Sequence for Grades 3-5
1.7 Underwater Gliders 11-
04-2013 (4-ESS2-2)
In general, the deeper you
go in the ocean, the colder
it is and the more pressure
there is. Through
technology scientists are
able to explore parts of the
ocean that they couldnt
before.
Pre-assessment: Gems summative assessment pre/post
assessment
Prerequisite Knowledge:
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a places
physical characteristics, temperature, or availability of resources,
some organisms survive and reproduce, others move to new
locations, yet others move into the transformed environment, and
some die. (secondary to 3-LS4-4)

Post Assessment: Post
assessment will come from
lesson 1.7; the students will
revise their pre assessments
and provide an explanation for
the changes they made.
Additionally the students will
take the pre assessment from
GEMS at the culmination of
our unit.
Next Big Ideas: ESS2.A: Earth
Materials and Systems (See
next learning progression for
description)

BIG IDEA:
ESS2.B: Plate Tectonics and Large-Scale
System Interactions
The locations of mountain ranges,
deep ocean trenches, ocean floor
structures, earthquakes, and volcanoes
occur in patterns. Most earthquakes
and volcanoes occur in bands that are
often along the boundaries between
continents and oceans. Major
mountain chains form inside
continents or near their edges. Maps
can help locate the different land and
water features areas of Earth. (4-ESS2-
2)

1.6 Light, Pressure, and
salinity 11-01-2013 (4-
ESS2-2)
Different parts of the
ocean are different in
many ways, such as
light, pressure,
temperature, and
salinity.
1.5 The Ocean Floor 10-28-
2013 (4-ESS2-2)
The ocean floor has tall
mountains, ridges, deep
valleys and flat plains.
1.1 Planet Ocean
10-21-2013 4-ESS2-
2)
There is only one
ocean on earth,
which takes up 71%
of earth.
I can determine whether the
ocean is the same in all
locations or different
(temperature, pressure etc.)
Students will generalize their
experiences with the various
experiments during the lesson
to make a statement regarding
whether the ocean is the same
in all places or different.
Students will use the
vocabulary from the lesson and
provide evidence to support
their statement.
I can name one
technology scientist use
to explore the bottom of
the ocean and explain
why they need
technology to do these
explorations.
Students will create an
explanation for the utility
of new technologies.
They will also explain
(using evidence) why
scientist need technology
to explore the bottom of
the ocean.
I can identify different
characteristics of the
ocean floor.
Given a concept cartoon
at the end of the lesson
students will be able to
correctly identify what
the bottom of the ocean
looks like. They will
provide evidence
collected during lesson
to support their
selection.


I can use a globe to prove
that there is only one
ocean on Earth and that
the ocean takes up 71% of
the earth.

Students will share their
findings regarding the
globe exploration with a
partner and the class
through whiteboard
responses. Students will
use models and pictures to
explain their findings.





























Learning Progression for:
GEMS Ocean Sciences
Casey Alderman, Kelly Gilkey, Nicole Swenson
1.2 Modeling Ocean
Currents 11/8/13
(4-PS4-1)
Different
temperatures of
water can cause
currents. Wind can
also cause currents.
1.3 Ocean Layers
11/15/13 (4-PS4-1)
Ocean water forms layers
made up of different
temperatures and
different amounts of
salinity.
1.4 Making Sense of Ocean
Currents 11/18/13 (4-PS4-1)
Ocean currents flow in predictable
ways. They are forced to turn and
flow around continents and
around and over features in the
ocean. Ocean currents can occur
on the surface or deep on the
ocean.
Post Assessment:
The students will take the pre
assessment from GEMS at the
culmination of our unit.

Next Big Ideas:
ESS2.A: Earth Materials and Systems
Earths major systems are the
geosphere (solid and molten rock, soil,
and sediments), the hydrosphere
(water and ice), the atmosphere (air),
and the biosphere (living things,
including humans). These systems
interact in multiple ways to affect
Earths surface materials and
processes. The ocean supports a variety
of ecosystems and organisms, shapes
landforms, and influences climate.
Winds and clouds in the atmosphere
interact with the landforms to
determine patterns of weather. (5-
ESS2-1)


PS4.A: Wave Properties
Waves, which are regular
patterns of motion, can be
made in water by disturbing
the surface. When waves
move across the surface of
deep water, the water goes
up and down in place; there
is no net motion in the
direction of the wave except
when the water meets a
beach. (4-PS4-1)
Pre-assessment: Gems summative
assessment pre/post assessment.

Prerequisite Knowledge:
The patterns of an objects motion in
various situations can be observed
and measured; when that past
motion exhibits a regular pattern,
future motion can be predicted from
it. (3-PS2-2)
I canexplain how and
what causes the ocean to
move in different ways,
such as in waves and in
currents.
Students will be able to use
models to draw pictures
and write explanations
(using evidence from their
models) to describe how
the currents/waves move.
I canexplain how layers
in the ocean are created
depending on the
temperature and salinity
of the water.
Students will be able to
use models to answer
questions and draw
pictures to show how
salinity and temperature
create layers in the
ocean.
I canpredict where the
currents in the ocean
will take objects floating
in it or where water
entering the ocean will
go.
Students will be able to
draw paths a rubber
duck can take if it
floated in the surface
currents of the ocean.
Students will also be
able to make predictions
about where water will
go in 4 different
scenarios.





















Learning Progression for:
GEMS OCEANS Casey Alderman, Nicole Swenson, Kelly Gilkey
ESS2.E: Biogeology
Living things affect the physical
characteristics of their regions. (4-
ESS2-1)

1.8 Living Space
11/22/13 (4-ESS2-
1)
A huge amount of
all the living space
(99%) on Earth is
ocean.
2.1 Introducing
Ocean Organisms
11/25/13 (4-ESS2-
1)
Oceanic organisms
(both animal and
plant) have needs in
order to survive.
2.2 Comparing Habitats If
time permits (4-ESS2-1)
Oceanic habitats vary by
temperature, amount of
sunlight, type of bottom and
the organisms they support.
I can revaluate and
rewrite my answers to
the question: How is the
ocean different in
different places?
Students will re-read their
answers from Session 1.1
and rewrite their answers
to differences in ocean
living space.
I can list and identify
what oceanic organisms
(animal and plants) need
to survive.
Students will list in a two
column format the
needs of oceanic animals
and oceans plant like
organisms.
I can compare and contrast
different oceanic habitats.
Students will compare and
contrast habitat cards and
write their findings in their
investigation notebook.
Pre-assessment: Gems summative
assessment pre/post assessment

Prerequisite Knowledge:
LS4.D: Biodiversity and Humans:
Populations live in a variety of
habitats, and change in those
habitats affects the organisms living
there. (3-LS4-4)

Next Big Ideas:
ESS2.C: The Roles of Water in
Earths Surface Processes
Nearly all of Earths
available water is in the
ocean. Most fresh water is
in glaciers or underground;
only a tiny fraction is in
streams, lakes, wetlands,
and the atmosphere. (5-
ESS2-2)























Learning Progression for: Science Practice
(Modeling)

1.1 Planet Ocean 10-21
(4-PS4-2)
A model can be used to
represent a large scale
object. Scientists use
these models to
understand scientific
phenomena.
1.5 The Ocean Floor
10-28-2013 (4-PS4-
2)
There are different
types of models,
and ways to utilize
them.
1.6 Light, Pressure,
and salinity 11-01-
2013 (4-PS4-1)
Models may be
abstract, but they are
used to represent
phenomena that
occur in nature.
1.7 Underwater
Gliders 11-04-2013
(4-PS4-1)
There are different
types of models,
and ways to utilize
them.

1.2 Modeling Ocean
Currents 11/8/13
(4-PS4-1)
Models are small
scale versions of the
real phenomena.

Pre-assessment: Given an assessment probe reading models, students will demonstrate their knowledge of models. Based on these pre-assessments we will determine what the students
already know about modeling in science.
Prerequisite Knowledge: Developing and Using Models
Modeling in 35 builds on K2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
Develop a model using an analogy, example, or abstract representation to describe a scientific principle. (4-PS4-1)
Develop a model to describe phenomena. (4-PS4-2)

I can identify one use of
a model in science.
Students will use the
globe as an example of
how scientists can use
models to better
understand natural
phenomena. They will
share in writing one use
of models in science.
I can use a model to
discover what the
bottom of the ocean
floor looks like.
Students will successfully
draw conclusions about
the bottom of the ocean
based on the data
collected during the use
of the depth-
measurement model.
I can generalize a model
to explain different
characteristics of the
ocean.
Using the evidence from
the stations in this
lesson, students will
state different
characteristics of the
ocean and represent this
in a visual way.
I can recognize the glider
game as a model. I can
discuss how this model gives
us further insight into
technologies scientist use.
Students will play the glider
game and discuss how this is
also a model. They will share
their findings with the whole
class in writing.
I can a tank of water as a
model to explain ocean
currents.
Students will participate
in a model of the ocean,
they will add different
colors and temperatures
of water to explain how
currents work in the
ocean.




























1.3 Ocean Layers
11/15/13 (4-PS4-2)
Scientists use more
than one model to
demonstrate
natural phenomena
in more than one
way.
1.4 Making Sense of
Ocean Currents 11/18/13
(4-Ps4-1)
Scientists use evidence
from models to help
answer questions.
1.8 Living Space
11/22/13 (4-PS4-2)
Scientist use models
multiples times in
order to form
complete
explanations.
Post Assessment: Students will demonstrate
their mastery of this scientific practice in
lesson 1.8. They will utilize their
understanding of models in multiple ways in
order to complete this lessons objectives.
Next Big Ideas: Developing and Using
Models
Modeling in 35 builds on K2 experiences
and progresses to building and revising
simple models and using models to
represent events and design solutions.
Develop a model using an analogy,
example, or abstract representation to
describe a scientific principle. (4-PS4-1)
Develop a model to describe
phenomena. (4-PS4-2)

Developing and Using Models
Modeling in 35 builds on K2
experiences and progresses to
building and revising simple
models and using models to
represent events and design
solutions.
Develop a model using an
analogy, example, or
abstract representation to
describe a scientific
principle. (4-PS4-1)
Develop a model to
describe phenomena. (4-
PS4-2)

I can create different
models to demonstrate the
same natural phenomena.
Students will utilize cups to
model different
characteristics of the
ocean. They will observe
their models and draw
conclusions regarding their
models about the ocean.
I can observe two things
about currents that the
model demonstrates and
use those to answer
questions about the
ocean.
Students will observe
two things about
currents from the DVD
model. They will then
use those observations
to answer questions
regarding currents and
the globe.
I can examine evidence
gained from multiple
models throughout the
unit to compare and
contrast different areas
of the ocean.
Students will revisit the
different models used
throughout the unit and
use the evidence gained
from those models to
compare and contrast
different regions of the
ocean. They will cite the
different models in their
explanations and share
their findings with the
class as a group.






















Learning Progression for: Science Practice Use
Evidence etc.

I can use evidence to
make a more accurate
prediction.
Students will examine
and cite evidence to
answer a question about
the ocean floor and
other features.
1.1 Planet Ocean
10-21 (4-PS3-1)
Scientists look for
clues to help explain
things or answers
questions. These
clues are called
evidence.
1.5 The Ocean Floor
10-28-2013 (4-PS3-
1)
Based on evidence
scientists collect,
predictions can be
made.
1.6 Light, Pressure,
and salinity 11-01-
2013 (PS3-1)
Based on evidence
scientists collect,
explanations can be
made. Scientists still
share their ideas,
even without having
enough evidence to
be sure.
1.7 Underwater
Gliders 11-04-2013
(4-PS3-1)
Scientists find
patterns in the
evidence they
collect in order to
make predictions.
I can define what
evidence is.
Students will use
globes to gather
evidence that the
ocean covers most of
the Earth.
I can use evidence to
construct an
explanation. Even if I am
not sure of the accuracy
of my explanation, I can
still share my ideas.
Students will share ideas
about pressure,
temperature, and
salinity of the ocean
based on evidence.
I can examine data in
order to find a pattern
that will help me to
make a prediction.
Students will compare
and contrast the ocean
in different places using
evidence found from
data.
Constructing Explanations and
Designing Solutions
Constructing explanations and
designing solutions in 35 builds
on K2 experiences and
progresses to the use of evidence
in constructing explanations that
specify variables that describe
and predict phenomena and in
designing multiple solutions to
design problems.

I can gather evidence
to make a prediction
and answer a
question.
Students will practice
and review making
predictions based on
evidence.
1.2 Modeling Ocean
Currents 11/8/13 (4-PS3-1)
Scientists make predictions
based on evidence.





















1.3 Ocean Layers
11/15/13 (4-PS3-2)
Scientists change
their predictions
and scientific
thinking to match
the evidence
collected.
1.4 Making Sense of
Ocean Currents
11/18/13 (4-PS3-1)
Scientists respectfully
critique one anothers
claims using evidence.
Scientists may focus on
different parts of the
evidence but they try to
use as much as possible
to make the most
accurate explanation.
1.8 Living Space
11/22/13 (4-PS3-
2)
Scientists use
technology to
gather evidence.
2.1 Introducing
Ocean Organisms
11/25/13 (4-PS3-1
Scientists observe
ocean life. These
observations will
assist in making
explanations.
I can alter my thinking
to match what the
evidence tells me.
Students will compare
and contrast their
predications vs. their
evidence and change
their explanations
accordingly.
I can use different pieces
of evidence make an
explanation as accurate
as possible. I can
respectfully
disagree/agree with my
classmates explanations.
Students will predict
where water will travel
based on evidence and
respectfully share
(compare and contrast)
their explanations with
classmates.
I can identify evidence
based on findings from
technology that will
support my
explanations.
Students will use
evidence collected
throughout the unit to
answer how the ocean is
different in different
places.

Constructing Explanations and
Designing Solutions
Constructing explanations and
designing solutions in 35 builds
on K2 experiences and
progresses to the use of
evidence in constructing
explanations that specify
variables that describe and
predict phenomena and in
designing multiple solutions to
design problems.
Use evidence (e.g.,
measurements,
observations, patterns) to
construct an explanation. (4-
PS3-1)
Apply scientific ideas to
solve design problems. (4-
PS3-4)

Post Assessment:
Students will demonstrate their mastery of this practice through
their writing in the last few lessons. They will cit evidence and use
that evidence to form explanations or solutions to a problem.
Next Big Ideas:
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 35 builds on
K2 experiences and progresses to the use of evidence in
constructing explanations that specify variables that describe and
predict phenomena and in designing multiple solutions to design
problems.
Use evidence (e.g., measurements, observations, patterns)
to construct an explanation. (4-PS3-1)
Apply scientific ideas to solve design problems. (4-PS3-4)

I can notice characteristics of
ocean life and construct
explanations of how ocean
life varies.
Students will examine ocean
life in different areas and
compare and contrast their
findings.