QUARTER 1

Cou= rse: FLEX – Enrichment – Se= venth Grade – “If Shipwrecks Could Talk”= ;

QUA= RTER: Second

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U= nit or General Topic, Theme, or Content Focus

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S= pecific Topics, Themes, or Content Focus

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S= kills Focus

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E= ssential Questions & Enduring Understandings

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D= istrict/Building

R= esources

(Textbook, Supplementary, Videos, etc.)<= span style=3D'font-size:10.0pt;font-family:Arial'>

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P= ossible Lessons, Projects, Assessments

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A= ligned Illinois Learn= ing Standards, Performance Descriptors, & Assessment Frameworks

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I= nterdisciplinary Connections

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D= ifferentiation Suggestions

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I= f Ship-

W= recks Could Talk

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L= esson 1- (1 class period)

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L= esson 2

(= 2 class periods)

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L= esson 3 ( 2 class periods)

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L= esson 4 ( 2 class periods)

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L= esson 5 (1class period)

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L= esson 6 (1 class period)

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L= esson 7 (1class period)

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L= esson 8

(= 3 class periods)

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S= tudents learn the methods and tools mariners used to navigate and some of the most common causes of shipwreck. They discover how archaeologists work in the marine environment to discover, m= ap, and interpret historic shipwrecks as precious artifacts of the past.=

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Students will locate and label the principle surface currents of the Atlantic and P= acific oceans. Students will exami= ne surface currents to determine a shipping route.

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Students will make a model of a floating compa= ss, and use it to read

directions i= n the classroom. Students will ma= ke a model of a quadrant, and use it to find the angle of latitude of a star in the classroom.

After viewing a demonstration on fluid displac= ement, students will infer the condition necessary for an object to float in wat= er. Students will design, build, and= test model cargo ships. Students= will simulate a shipwreck and explain what happen in terms of buoyant force.

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Students will probe an ocean floor model and record depth data. Students= will construct depth profiles based on the data collected, and infer the shape= of the ocean floor based on the depth profiles.

Students will observe the effect of water pres= sure on a volume of confined air. Students will infer the effect of pressure on the ability of a diver to breathe underwater.

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Students will map to scale the location and or= ientation of artifacts from a shipwreck. Students will examine the scatter pattern of the artifacts and infer where specific articles (in this case, valuable books) from the ship might be located.

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Students will try to be the first to find the object of a scavenger hunt. Students will examine the motives of the groups who share an inter= est in shipwrecks.

Students will examine famous shipwrecks in history, and apply what they have learned to arrange a presentation for t= he class on the shipwreck.

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“If Shipwrecks Could Talk” curricular materials from Delta Education Publishing Company.

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Champaign schools “If Shipwrecks Could Talk” Teachers Guide.

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U= sing globes and reference sheets, students plot surface ocean currents.

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M= ake and demonstrate use of navigation tools.

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D= esign and sink cargo ships, examining the how buoyant forces work.

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S= tudents will simulate a sonar reading using shoes boxes as the ocean.<= /span>

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Demonstration of the effects of water pressure.=

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T= eachers will set up a pretend shipwreck for students to map.

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Scavenger hunt.

Class discussion.

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S= tudent research and<= /span> class presentation.

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S= tate Goal 1.C.3d

S= tate Goal 8.D.3a

S= tate Goal 12.E.3a

S= tate Goal 13.B.3c

S= tate Goal 17.A.3a

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E= LA reading for comprehension

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M= ath – using algebraic equations to solve problems

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S= cience –oceanography

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S= ocial Studies – geography and navigation

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D= o the more complicated math of Boyle’s Law.

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L= eave out Boyle’s Law and mathematics.

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C= reate a simulation of a historic shipwreck.