Ocean Odyssey: Fresh vs. Saltwater Game Design
Created byEmily Schwintek
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Ocean Odyssey: Fresh vs. Saltwater Game Design

Grade 5Science3 days
★★★★★
5.0 (1 rating)
In the "Ocean Odyssey" project, 5th-grade students design an educational game to teach about the differences and distribution of fresh and salt water on Earth. They explore the physical properties of water through sensory activities and apply their findings to create multimedia games, emphasizing the ecological significance of water distribution. This project enhances students' understanding of water's role in biodiversity and ecosystems, utilizing geospatial tools, collaborative research, and creative multimedia integration.
Game DesignFreshwaterSaltwaterWater DistributionEcosystemsMultimediaCollaboration
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design an educational game to teach others about the differences and distribution of fresh and salt water on Earth, while also explaining its impact on life and why this knowledge is essential?

Essential Questions

Supporting questions that break down major concepts.
  • What are the main differences between fresh water and salt water?
  • Where is fresh water found on Earth, and in what quantities?
  • Where is salt water found on Earth and how does its distribution compare to fresh water?
  • How does the distribution of fresh and salt water affect life on Earth?
  • Why is it important to understand the differences between fresh and salt water?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to describe the main differences between fresh water and salt water.
  • Students will understand and illustrate the distribution of fresh and salt water reservoirs on Earth using graphs.
  • Students will analyze how the distribution of fresh and salt water impacts biodiversity and ecosystems.
  • Students will develop and present an educational game that incorporates multimedia elements to explain the significance of understanding fresh and salt water distribution.
  • Students will collaborate in teams to research and create elements of the game, fostering cooperative learning and teamwork skills.

NGSS

5-ESS-2.2
Primary
Describe and Graph the relative amounts of fresh and salt water in various reservoirs, to interpret and analyze the distribution of water on Earth.Reason: This standard directly aligns with the project's focus on teaching about the distribution of fresh and salt water on Earth.
5-ESS-2.1
Secondary
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.Reason: Understanding the interaction between the biosphere and hydrosphere helps in explaining how water affects life on Earth, which is part of the project's goals.

Common Core Standards

CCSS.ELA-LITERACY.SL.5.5
Supporting
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.Reason: Designing an educational game inherently requires multimedia elements to convey the differences between fresh and salt water.

Entry Events

Events that will be used to introduce the project to students

Taste the Difference

Begin with a mystery taste test where students sample two cups of water without knowing they contain either fresh or saltwater. Ask students to describe their experience and speculate on the reasons for differences in taste. This will lead to a broader exploration of why these differences occur and their significance in Earth’s water distribution.

Water Detective

Students are tasked to investigate a 'crime scene' involving a mysterious spill. Using clues, they must determine if the spill is fresh or saltwater and understand its origin and impact. This engages critical thinking and introduces concepts of water prominence in various reservoirs.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Taste & Tell Relay

Building on their sensory observations, students will articulate the properties of fresh and saltwater through explorative discussions and group activities. This activity deepens their understanding of water properties by comparing taste, observing salinity effects, and inferring real-world implications.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide students into small groups and provide each group with two samples, one of saltwater and one of freshwater.
2. Have students taste the samples (if safe and approved) and discuss differences in taste and sensation.
3. Guide students to observe salinity effects by placing an egg or a piece of potato in each type of water.
4. Lead a classroom discussion on the implications of these differences in real-world environments, such as ecosystems and human usage.

Final Product

What students will submit as the final product of the activityA group poster detailing the sensory and observed differences between fresh and saltwater.

Alignment

How this activity aligns with the learning objectives & standardsAligned with 5-ESS-2.2, it builds understanding of the tangible properties of water types, fostering descriptive skills needed for the standard.
Activity 2

Reservoir Research Mission

In this interactive research activity, students use online resources and geospatial tools to discover the locations and quantities of fresh and salt water on Earth. This will enhance their knowledge about water distribution.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to geospatial tools like Google Earth or ArcGIS to explore water distributions.
2. Assign each group a specific type of water reservoir (e.g., lakes, glaciers, oceans) to research.
3. Have students collect data on the size and percentage of Earth’s water each reservoir represents.
4. Instruct students to graph their findings using a suitable graph type (e.g., pie charts, bar graphs).
5. Facilitate presentations where each group shares their findings with the class, highlighting key data points.

Final Product

What students will submit as the final product of the activityA graphical representation and report on water distribution for a particular reservoir type.

Alignment

How this activity aligns with the learning objectives & standardsSpecifically targets 5-ESS-2.2 through data collection, analysis, and graphical representation of various water repositories.
Activity 3

Water Impact Expedition

Using their newfound knowledge of water distribution, students investigate its effects on ecosystems and biodiversity. They'll analyze scenarios through role-play, understanding the ecological impact of water availability and type.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide the class into small teams, assigning them specific ecosystems to research.
2. Instruct each team to explore their ecosystem's reliance on water type and supply.
3. Have each team present a scenario where changes in water distribution could impact their ecosystem, using role-play.
4. Facilitate class discussions on how different ecosystems adapt or struggle with changes in water types and distributions.

Final Product

What students will submit as the final product of the activityA role-play scenario and a written analysis of water impact on a specific ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsLinks to part of 5-ESS-2.1 by illustrating the interdependence of biosphere and hydrosphere through role-play and class discussions.
Activity 4

Game Designers’ Workshop

Students now shift their focus to developing an educational game using multimedia elements. This ties together all learned elements to create an engaging learning experience for peers.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Organize an initial brainstorming session where students list game ideas and desired learning outcomes.
2. Assign roles within each team based on strengths (such as graphic design, writing, programming).
3. Provide resources for multimedia creation, such as basic game design software, art supplies, or media editing tools.
4. Guide students as they develop the game, incorporating graphs, sound, and interactive content that reflect their research.
5. Facilitate game testing sessions where teams present their games to classmates for feedback.

Final Product

What students will submit as the final product of the activityA multimedia educational game designed to teach about the differences and distribution of fresh and saltwater.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.SL.5.5 through the integration of multimedia components and 5-ESS-2.2 by reinforcing the thematic core of water distribution.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ocean Odyssey Assessment Rubric

Category 1

Content Understanding

Assesses students' grasp of fresh and salt water properties, distribution, and their ecological significance.
Criterion 1

Understanding Water Properties

Evaluates comprehension of the differences and characteristics of fresh and salt water.

Exemplary
4 Points

Demonstrates an insightful understanding of the differences between fresh and salt water, providing detailed explanations.

Proficient
3 Points

Shows thorough understanding and can accurately explain the differences between fresh and salt water.

Developing
2 Points

Shows basic grasp, with some inaccuracies in explaining differences between fresh and salt water.

Beginning
1 Points

Limited understanding with major inaccuracies in explaining water types.

Criterion 2

Graphical Data Representation

Measures the ability to graphically illustrate water distribution effectively.

Exemplary
4 Points

Creates precise, clear, and accurate graphs representing water distribution with insightful interpretations.

Proficient
3 Points

Produces clear and precise graphs that accurately depict water distribution with logical interpretations.

Developing
2 Points

Graphs are mostly accurate but may lack precision, with basic interpretations.

Beginning
1 Points

Incomplete or inaccurate graphs with unclear interpretations.

Criterion 3

Ecological Impact Analysis

Assesses analysis of the impact of water distribution on ecosystems and life on Earth.

Exemplary
4 Points

Provides comprehensive analysis using detailed examples of how water distribution affects different ecosystems.

Proficient
3 Points

Accurately describes how water affects life in various ecosystems with supporting details.

Developing
2 Points

Provides simple and limited analysis with minor errors regarding ecosystem impacts.

Beginning
1 Points

Minimal analysis with significant inaccuracies about ecosystem effects.

Category 2

Creativity and Multimedia Integration

Evaluates the use of creativity and the effective integration of multimedia elements in the game design.
Criterion 1

Creativity in Game Design

Judges originality and engagement of game ideas and content.

Exemplary
4 Points

Exhibits high originality with uniquely engaging and educational content.

Proficient
3 Points

Displays original ideas that effectively engage and educate peers.

Developing
2 Points

Shows some creativity, but lacks consistency or engagement in the content.

Beginning
1 Points

Limited or unclear creativity in game content.

Criterion 2

Multimedia Use and Integration

Assesses how well multimedia elements are incorporated to support the educational objectives.

Exemplary
4 Points

Seamlessly integrates multimedia elements, greatly enhancing educational value and engagement.

Proficient
3 Points

Effectively uses multimedia to enhance learning and engagement.

Developing
2 Points

Uses multimedia elements with some effectiveness but lacks cohesiveness.

Beginning
1 Points

Attempts to use multimedia, but it is minimal or ineffective.

Category 3

Collaboration and Teamwork

Focuses on the ability to work effectively within a team to research, develop, and present the project.
Criterion 1

Team Collaboration

Evaluates level of cooperation, idea exchange, and role execution within the team.

Exemplary
4 Points

Acts as a leader in the group, promoting team dynamics and facilitating contributions from all members.

Proficient
3 Points

Contributes positively with active participation and respect for team roles.

Developing
2 Points

Participates in team activities, though inconsistently in role execution or contribution.

Beginning
1 Points

Limited participation, often requiring guidance to contribute to team efforts.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the process of designing an educational game to teach about fresh and salt water. What were your biggest challenges and how did you overcome them?

Text
Required
Question 2

How effectively do you feel your game communicates the differences between fresh and salt water, and their distribution around the Earth?

Scale
Required
Question 3

What are three key things you learned about the distribution and impact of fresh and salt water on Earth through this project?

Text
Required
Question 4

In your opinion, why is it important to understand the differences between fresh and salt water for human and ecological systems?

Text
Required
Question 5

Which of the activities (Taste & Tell Relay, Reservoir Research Mission, Water Impact Expedition, Game Designers’ Workshop) did you find most engaging, and why?

Multiple choice
Optional
Options
Taste & Tell Relay
Reservoir Research Mission
Water Impact Expedition
Game Designers’ Workshop
Question 6

How has your ability to work collaboratively in teams improved throughout this project?

Scale
Required