Overview: In this day investigation, students develop an understanding of waves and tides and their motion through discussion, demonstration, and hands-on investigation. They demonstrate wave motion in containers, and create marigrams to show local tide data and to compare tide patterns from different parts of the world. They use their knowledge to consider whether waves or tides could account for the movement of the bath toys to their final locations. Tell the students that they will be learning about waves.
Some definitions found in the dictionary:. Ask for a volunteer to draw a wave on the board or overhead. Discuss, in general terms, the different parts of the wave that might be of interest as you study water motion. Ask students to draw a wave in their science notebooks and to label its parts correctly.
View a wave animation or project a diagram on the overhead projector for student use. Discuss the definitions of amplitude, wavelength, crest, trough, and equilibrium still water or calm sea level as they are labeling the parts of the wave. View the wave animation to see how energy moves through the water to create waves.
If an online computer with a projector is not available, use a drawing on the board or overhead projector to talk through the concepts with the students.
Investigation 3 - Waves and Tides
Water Wave Motion Lab minutes Divide students into groups of and make a copy of the student lab directions for each student to put in their science notebook. Adjust the lab directions as needed for the level of your students. For maximum inquiry, give fewer directions.
Prepare materials for the lab according to the teacher directions provided. During the lab, check with each group, listening for their ideas and thoughts and guiding them past misconceptions.
Part 1A: Students make water waves in a sealed jar. They discuss as a group, write procedure and observations, and draw pictures. They discuss what happened and write an explanation in their science notebooks.
Part 1B: Students make water waves in a plastic tub, aquarium, or baking dish. They discuss what happened and write an explanation. They compare Part 1A and Part1B as a group and design a graphic to show the comparison. Part 2: Students make waves and observe the motion of an object in and on the water. They discuss what happened and write an explanation in their science notebook. After they finish Part 2, they are asked to think about this question: How does wave motion determine the time it takes for an object to move from point A to point B on the ocean?
This means that an object on the water does not move because of the wave energy. Have students write the conclusion in their science notebooks. Focus Questions: What are tides?
Mini Lab Graphing Half Life
What causes the tides? How are waves and tides related? Be sure to show the animation. The reading level of the tutorial is high for most middle school students, so this may not work well as an independent assignment.
If you do not have access to an online computer with a projector, use this pdf version of the Tide Tutorial. Have students work in groups of to discuss the important ideas, facts, and answers to the focus questions. They should work together to choose a format and create a graphic organizer that shows the important ideas, facts, and answers to the questions: What are tides?When making the worksheets, I used the data for high tides since it showed a better range of data for the students to create the graph.
When plotting the data, you can really see the differences in the tidal heights. Standardized testing, snow days, delayed openings, special schedules, and mid-winter blues — ugggghhhhh. I wanted to do an activity during ERB testing week that was related to our current unit on tides, but was flexible enough due to the uncertainty of how often, and for how long, I would see each of my classes.
This activity covered 3 shortened class periods and was completed for homework as needed. As they worked on their poetry, I played some ocean sounds and beach themed music, it was a great way to unwind during a stressful testing week. After all the poems were collected, I read the original poem for them as they watched the stop-motion video below. They noted how they grouped some of the phrases together just like the poet did in the original poem, or how different their version was.
The second activity, included graphing information for high tides at Atlantic City for the month of January. Search Search for:.
Like this: Like Loading Tide Charts link — set for New Jersey but you can pick different states and locations for monthly tides data. Post to Cancel. Post was not sent - check your email addresses!
Sorry, your blog cannot share posts by email.Learn more about this. Students will create a tidal range graph for one month worth of data and compare it to the moon phases for that month to see the connection between the moon phase and the tidal range.
This lesson will focus on showing the connection between the moon phase and the tidal range. Students will graph the tidal range and compare their graph to the moon phase. Students should have an understanding of how to create a line graph and what information should be placed on the x- and y-axis'.
Teacher will begin the lesson with a review of the moon phases and discuss how tides are formed. Teacher provide students with the graphing tides lab sheet, tide data set and graph paper and if needed a brief review of how to set up a graph. Moon phase for March Teacher will circulate classroom formatively assessing student progress, assisting students with the graphing process if needed and guiding their understanding of the data using the formative assessment questions.
Once graphing is completed the teacher will instruct students to complete the analysis questions on the back of the lab sheet and turn in both the graph and questions. Teacher will collect the lab and graphs at the end of the lesson to be graded. Also at this time if the teacher chooses they may want to review the answers with the class.
Students will review moon phases with the teacher as a whole class and during the graphing process the teacher will help guide the students through the graphing process if needed. The students will use the graph they have created with the moon phases labeled to answer the analysis questions on the lab sheet.
Teacher will review a sample graph with the students and point out the location of the full, new, 1st and 3rd quarter moons. Using the sample graph and a whiteboard the teacher can review the information that the graph is providing and point out the full and new moon have larger tidal ranges than the 1st and 3rd quarter moons and ask to students to share with the class why this happens.
Students will be assessed via analysis questions at the conclusion of the lab. The students will need to use the graph they created to answer the questions. The teacher will assess student understanding by circulating the classroom while the students are graphing and asking some of the following questions.
Feedback with be given during the formative assessment as the teacher walks around checking on student progress in graphing and analyzing the graph. If the students have access you may use excel to input the data and create the graph digitally. Have students work in pairs to calculate the tidal ranges and complete the graph and analysis questions. A verifications link was sent to your email at.I start by eliciting prior knowledge to learn what students already know about tides.
I do this by asking students to respond to general questions using a Kahoot Game I created. Kahoot is a game-based site that allows students to play using their computer, cell phone, or any other Wifi-enabled device. By using this site, I can immediately see the results and can assess my students' background knowledge, while they have fun playing a game. I usually have them watch twice, as it moves rather quickly and I want them to get as much information as they can.
As they watch, they make sense of the information by completing the Tides Graphic Organizer. We review the graphic organizer as a class, reviewing parts of the video that for questions that seem confusing or need reinforcement. I have students use a different color ink to revise their answers as we go over them together. This helps provide a visual cue between their initial understanding and the additional information they need to learn to understand the concepts.
Now that students have learned a little background information about tides, I have them participate in the Gravity and Tide Labcourtesy of Carolina Curriculum. In this lab, students read two separate texts, watch a short teacher demonstration, and graph the high and low tides for a two week period to learn more about the lunar cycle and the relationship between the Earth, the Moon, gravity, and tides.
See my reflection for more information. After completing the lab, I have students complete the Kahoot Game again, so that both they and I can reassess their understanding of the material. This, combined with their participation in the discussions and their work in the lab, help me to assess whether or not they understand how tides are caused and how they are related to lunar cycles. Empty Layer. Home Professional Learning. Professional Learning. Learn more about.
Sign Up Log In. Tides Add to Favorites 53 teachers like this lesson. SWBAT describe the relationship between the moon, the Earth, and gravity, as it relates to the formation of tides, and describe what causes ocean tides, tidal cycles, and how they change the water level along coastal areas. Big Idea Students never think about the moon causing the motion in the ocean. Learn how this celestial body contributes to the ocean's dynamic water levels. Lesson Author. Grade Level. MS-ESS Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
The Attractive Moon
MS-ESS Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. MS-ESS Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
Engage 5 minutes. Explore 30 minutes.Surf's up, big kahunas! How do surfers know when the big waves will appear? They use science!
Over the course of five days, dive in to the inner workings of tidal waves and learn to predict sea levels with the moon as your guide. Save time and discover engaging curriculum for your classroom. Reviewed and rated by trusted, credentialed teachers. Get Free Access for 10 Days! Curated and Reviewed by.
Lesson Planet. Resource Details. Reviewer Rating. Grade 7th. Subjects Science 2 more Resource Type Units. Audience For Teacher Use. Instructional Strategies Collaborative Learning 5 more Concepts gravitational forcetidesthe lunar cyclegraphing dataocean currents. More Less. Classroom Considerations You must have a subscription to access all Discovery Education videos, as well as an account for all GIZMO interactives Schedule time in the computer lab or library for tide research; consider making this a paired learning activity in order to preserve more time for creating the poster This resource is only available on an unencrypted HTTP website.
Pros The Tides model and accompanying worksheet provide great hands-on information for learning the relationship between the moon, Earth, and sun during different tide levels Includes all required printable resources. Cons Somewhat lacking in information regarding other factors that influence tides, which could make it more difficult to dispel the misconception that tides are only affected by the moon.
Common Core Click on an identifier to see more resources that address that standard. Start Your Free Trial Save time and discover engaging curriculum for your classroom.
Try It Free. Investigate how temperature affects the density of water and stratification that occurs in bodies of water when temperatures vary. Water of differing temperatures is given different colors to see the layers that form. The lesson is meant In this Earth and moon learning exercise, students will review the different phases of the moon, how eclipses are created, and how the moon influences tidal patterns.Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.
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Foreign Language. Social Studies - History. History World History. For All Subject Areas. See All Resource Types. Phases of the Moon and Tides Worksheet Key. This worksheet helps to teach students not only about phases of the moon, but also about the tides, and how the two are related. It goes over Spring and Neap tides, the phases of the moon, and the alignment of the Sun, Moon, and Earth in order to produce specific tides.
Students first have to graph. AstronomyEarth SciencesGeneral Science. Add to cart. Wish List. Phases of the Moon and Tides Worksheet. Moon and Tides WebQuest. This is a technology lesson I developed to use with my 7th graders learning about the moon phases and how the Moon and Earth interact to create the tides we experience.
Students navigate through the links provided I embed them on our Google Classroom or an external Google Sites website for their e. ScienceAstronomyEnvironment.This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are. Student graphing of high and low tide from locations showing the three tide types diurnal, semi-diurnal, and mixed and the Bay of Fundy tidal amplitude increased by resonance.
Students recognize that not all tides are the same and that location is an important control on tides.
Get Involved Archive. Your Account. Graphing Tides Martin B. Farley, University of North Carolina at Pembroke. This activity was selected for the On the Cutting Edge Reviewed Teaching Collection This activity has received positive reviews in a peer review process involving five review categories. This page first made public: May 30, Summary Student graphing of high and low tide from locations showing the three tide types diurnal, semi-diurnal, and mixed and the Bay of Fundy tidal amplitude increased by resonance.
Two courses: Introductory-level oceanography--students graph all four locations and make simple interpretation. General education earth science--pairs of students get one location each. Then I have groups report results that I summarize on board.
Basics of tides at least how equilibrium tidal theory produces two tidal cycles per approximate day.How Do Tides Work?
This is an exercise that follows basic description of tidal forcing this is more elaborate in Oceanography than Earth Science. Evaluation of the global tidal forcing versus actual local conditions. Pattern interpretation from graphs. A main point of the exercise is to give students practice in making graphs.
My students' graph skills are rudimentary, even for the upper-level Oceanography students. The activity uses four files: Graphing Tides. I grade the lab handout. In addition, I have a dominantly diurnal location included in data spreadsheetwhere a couple of shoulders occur on the diurnal transition to low tides.
These are the semi-diurnal forcing peeking through. I use this on exams. I ask students to graph the data and identify the dominant tidal type. Then I ask if there anything different from the dominant type and what it might suggest to get them to reason what is going on.