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Tides of the Estuary

Coastal Habitats & Species—Tides of the Estuary

Summary: These lessons are designed to give an introduction to how tides and tidal cycles work by having students visualize, act out, reading and graph how tidal cycles work. Context is given to tides by way of discussing and understanding how they influence life around the estuary and open coast.

Concepts to teach: Tidal cycles, interconnectedness and balance

Goals: Students will develop an understanding of the fundamental role and ways that tidal forces play on the waters and habitats of the estuary.

Standards:
6.2E.1, 6.2P.1, 7.2P.1

Specific Objectives:

  1. Students will be able to describe the tides and the forces that influence their height and frequency.
  2. Students will be able to accurately read a tabular and graph form tide table and identify at least two high tides and two low tides by time and elevation.
  3. Students will be able to describe at least three ways the tides influence life and activities in the estuary.

Activity Links and Resources:

  • Water Going Up, Water Going Down lessons from the NOAA Estuary Education website. Three exercises explore how tides, wind, geographic processes and site topography affect the nation’s estuaries.
  • Tide Predictions for Hatfield Marine Science Center in Newport, OR
  • NOAA Ocean Explorer: Tides—This narrated video provides a great visual for both how tides work and how they impact the earth
    • Predicting the Tides activity provides information, assessment questions, and an opportunity to apply knowledge
  • Understanding Tides—This inexpensive 20-page publication available from Oregon Sea Grant describes the creation of tides, the roles of the moon and the sun in producing tides, the effects of elliptical orbits, the interactions among astronomical movements, and types of tides. The author, a high school teacher, also looks at phenomena such as seiches and tidal currents that are associated with tides.

Assessment:

  • Assessments included in the NOAA Exploring Estuaries lessons
  • Tide Table Discussion Guide included in the TIDES lessons
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Too Much Carbon

Impacts—Too Much Carbon

Summary: What happens when humans burn fossil fuels? The excess carbon dioxide is released into the atmosphere causes the many climate change impacts explored in other areas of this module. In this topic guide, learn how CO2 is measured, interpret data charts to describe how CO2 levels have changed over time, and and find out what the current average CO2 levels are.

Concepts to teach:

Goals:

  1. When humans burn fossils fuels, CO2 is emitted into the atmosphere
  2. CO2 and other greenhouse gases trap heat and raise the temperature of the planet
  3. Measurements of atmospheric CO2 show that the levels are increasing

Standards: NGSS Performance Expectations

  • 4-ESS3-1.Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

Specific Objectives
Students will be able to:

  1. Describe ways in which CO2 gets into the atmosphere
  2. Obtain scientific information that describes how atmospheric CO2 levels change with seasons and across years
  3. Compare current CO2 levels to past levels

Activity Links and Resources:

Assessment:

  • How much has the greenhouse gas carbon dioxide increased in the air just in the last few years?
  • How do carbon dioxide levels vary throughout the year?
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TOPP Predators

Coastal Habitats & Species—TOPP Predators

Summary: Students use satellite tagging data to follow the movement of marine animals over time. Examining satellite maps of sea Surface Temperature (SST) and chlorophyll-a data combined with satellite tagging data, students answer questions related to open-ocean animals, their habitats and migratory behaviors.

Concepts to teach: Technology, georeferencing, pelagic predators

Goals: Students will understand that science and technology can be used together to learn about organisms that are not easily accessible to scientists and that many factors are involved when determining the behavior of pelagic predators.

Standards:
H.2L.2; H.2E.4; H.3S.1, H.3S.3, H.3S.5, H.4D.5

Specific Objectives: Students will be able to:

  1. Utilize a satellite tracking data set to illustrate migratory and behavior patterns of pelagic species.
  2. Explain how physical or biological factors influence organism behavior.

Activity Links and Resources:

Assessment:

  • Have the students do a self-assessment or have them assess their classmates and how they worked in the group setting (if group-work was used).
  • The reports can be graded for completeness, accuracy, and spelling and grammar.
  • See the lesson plan for other guidelines on assessing the final products.
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Upwelling

Science Concepts—Upwelling

Summary: From the NANOOS Well, Well, Well lesson: “In this activity, students investigate the relationship between winds, surface currents, sea surface temperature and upwelling and downwelling off the coast of Oregon and Washington. Students analyze data to make predictions on today’s upwelling or downwelling conditions.”

Concepts to teach:

Goals:

  1. North winds cause surface coastal waters in Oregon to move offshore and be replaced by cold, salty, nutrient-rich deep waters that flow to the surface.
  2. Wind strength, duration and direction can affect the degree of upwelling that occurs.
  3. Upwelling events can be predicted and identified by analyzing wind, current and temperature conditions.

Standards: NGSS Performance Expectations

  • MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Specific Objectives:
Students will be able to:

  1. Explain the process of upwelling
  2. Use a model to demonstrate processes that affect upwelling
  3. Analyze the relationship between wind, surface currents and sea surface temperature to make predictions on water conditions.

Activity Links and Resources:

Assessment:

  • Is upwelling occurring today? What evidence supports your conclusion?
  • In what season does upwelling typically occur?
  • Draw a picture that shows how winds affect upwelling.
  • How does upwelling affect primary productivity in coastal waters?
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Upwelling

Science Concepts—Upwelling

Summary: From the NANOOS Well, Well, Well lesson: “In this activity, students investigate the relationship between winds, surface currents, sea surface temperature and upwelling and downwelling off the coast of Oregon and Washington. Students analyze data to make predictions on today’s upwelling or downwelling conditions.”

Concepts to teach:

Goals:

  1. North winds cause surface coastal waters in Oregon to move offshore and be replaced by cold, salty, nutrient-rich deep waters that flow to the surface.
  2. Wind strength, duration and direction can affect the degree of upwelling that occurs.
  3. Upwelling events can be predicted and identified by analyzing wind, current and temperature conditions.

Standards: NGSS Performance Expectations

  • HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

Specific Objectives:
Students will be able to:

  1. Explain the process of upwelling
  2. Use a model to demonstrate processes that affect upwelling
  3. Analyze the relationship between wind, surface currents and sea surface temperature to make predictions on water conditions.

Activity Links and Resources:

Assessment:

  • Is upwelling occurring today? What evidence supports your conclusion?
  • In what season does upwelling typically occur?
  • How does upwelling affect primary productivity in coastal waters?
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Washed Ashore

Stewardship—Washed Ashore

Summary: Through the Washed Ashore community project, students create marine-themed art from plastic debris found on beaches. The art serves to educate the public and increase awareness about marine debris and plastic pollution.

Concepts to teach: Plastic, marine debris, art

Goals: Students turn problematic plastic trash into pieces of art as a powerful way of showing the pervasiveness of plastic in our oceans and its effects on marine wildlife.

Standards:
AR.03.CP.01, AR.03.CP.03, AR.03.HC.03, AR.03.HC.04, AR.03.HC.05
AR.05.CP.01, AR.05.CP.03, ARl05.HC.01, AR.05.HC.03, AR.05.HC.04, AR.05.HC.05

Specific Objectives:

  1. Sort plastics by type, color and functionality
  2. Create a marine-themed piece of art from the plastic
  3. Showcase the art to the public along with supporting essays, presentations, and student work about the topic of plastic pollution in the ocean.

Activity Links and Resources:

  • Washed Ashore Project—The Washed Ashore community project was initiated by Bandon artist Angela Haseltine Pozzi. The website includes videos, exhibit schedule, and training opportunities.
  • See how two 6th grade classrooms in Oregon’s Lincoln County School District used Washed Ashore to incorporate the study of oceans, art and marine pollution into their curriculum: Washed Ashore Presentation.
  • NOAA’s FAQ about plastic marine debris and its impacts.
  • NOTE: Not all information is appropriate to share with elementary students. For more on this topic read the article Beyond Ecophobia by David Sobel.

Assessment:

  • Student portfolio includes a ocean-themed art piece made from plastic marine debris with an accompanying essay that describes the artwork and its relationship to ocean health.
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Wastewater Management

Human Use of Resources—Wastewater Management

Summary: Where does dirty water go when it leaves your home? This topic guide focuses on wastewater movement and treatment in municipal areas.

Concepts to teach: Storm water, wastewater, water treatment plant, septic system

Goals: Students recognize that water is an important resource used by humans, and that wastewater must be managed in order to conserve resources and to prevent harmful contaminants from escaping into the environment. They learn about various engineering solutions to wastewater management, including sewer systems, water treatment facilities, and septic systems.

Standards:
H.4D.1

Specific Objectives:

  1. Describe the difference between sewer lines and stormwater lines.
  2. Trace the route toilet water takes after it is flushed, and explain what happens to the water at each stage along its route.
  3. Illustrate how a septic tank works.

Activity Links and Resources:

  • Review the Water Use topic guide from the Land and Water Use focus area in this module
  • Contact your local city planning department or soil and water conservation districts for maps of local sewer lines. For example:
  • Invite a wastewater expert to the classroom, or take a field trip to a wastewater treatment facility.
  • Virtual tours of wastewater treatment plants in locations outside the Pacific Northwest are also available:
  • The Story of Dryville from USGS—Water management in a fictional, growing town.
  • The Water Project lists a variety of education activities for Grades 9-12. Activities include online tutorials, instructions for building models, etc.

Assessment:

  • Discuss differences between sewer lines and stormwater lines.
  • Trace the route toilet water takes after it is flushed, and explain what happens to the water at each stage along its route.
  • Using a drawing or model, describe how a septic tank works.
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Water Use

Human Use of Resources—Water Use

Summary: How much water do we use? By exploring online water use resources and conducting personal surveys at home and in the classroom, students will gain an understanding of how humans utilize water resources.

Concepts to teach: Water use, resource, conservation

Goals: Students will gain a better understanding of the ways water resources are utilized in residential, industrial, and agricultural settings. They will gain an appreciation for the amount of water used for various activities in the community.

Standards:
S3.3S.1, S3.3S.2
S4.2L.1
S4.3S.1, S4.3S.2
S5.3S.1
SS.05GE.07

Specific Objectives:

  1. Calculate personal water use at home and school.
  2. Describe how much water is used in three different human activities.
  3. Identify three ways water might be wasted.

Activity Links and Resources:

Assessment:

  • Create a worksheet or classroom document on which students predict how much water is used for various human activities. Revisit the document at the end of the learning period and make adjustments as needed. Students may share their findings with the class through a written or oral report.
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Water Use

Human Use of Resources—Water Use

Summary: How much water do we use? By exploring online water use resources and conducting personal surveys at home and in the classroom, students will gain an understanding of how humans utilize water resources.

Concepts to teach: Water use, resource, conservation

Goals: Students will gain a better understanding of the ways water resources are utilized in residential, industrial, and agricultural settings. They will gain an appreciation for the amount of water used for various activities in the community.

Standards:
S6.2L.2, S6.3S.1, S6.3S.2
S7.2E.1, S7.3S.1, S7.3S.2
S8.3S.1, S8.3S.2

Specific Objectives:

  1. Calculate personal water use at home and school.
  2. Describe how much water is used in three different human activities.
  3. Identify three ways water might be wasted.

Activity Links and Resources:

Assessment:

  • Create a worksheet or classroom document on which students predict how much water is used for various human activities. Revisit the document at the end of the learning period and make adjustments as needed. Students may share their findings with the class through a written or oral report.
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Water Use

Human Use of Resources—Water Use

Summary: How much water do we use? By exploring online water use resources and conducting personal surveys at home and in the classroom, students will gain an understanding of how humans utilize water resources.

Concepts to teach: Water use, resource, conservation

Goals: Students will gain a better understanding of the ways water resources are utilized in residential, industrial, and agricultural settings. They will gain an appreciation for the amount of water used for various activities in the community.

Standards:
H.3S.1, H.3S.2, H.3S.3

Specific Objectives:

  1. Calculate personal water use at home and school.
  2. Describe how much water is used in three different human activities.
  3. Identify three ways water might be wasted.

Activity Links and Resources:

  • The Oregon Story: Water
    • Lesson 1—Explores the importance of water and how it is used.
    • Lesson 2—Helps students better understand water flow; where it comes from and where it goes.
    • Lesson 3—Focuses on water as limited resource, water rights issues, and a case study of the Klamath Basin conflict.
  • Develop inquiry studies that allow students to discover through research or personal data collection the amounts of water used for various human activities.
  • Trace the path of local drinking water.
    • Contact local planning boards and soil & water conservation districts to obtain information and maps pertaining to municipal water pathways.
    • Take a field trip to a local reservoir and/or water treatment plant.

Assessment:

  • Create a worksheet or classroom document on which students predict how much water is used for various human activities. Revisit the document at the end of the learning period and make adjustments as needed. Students may share their findings with the class through a written or oral report.
  • Compare and contrast water use by residential, agricultural and industrial activities.
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