Mississippi Science MAQ.2

MAQ.2 is a cluster heading. These are the individual standards under it.

• MAQ.2.1

  Characterize wave features and wave properties, including wavelength, period, wave speed, breakers, and constructive waves and their effects on shoreline commun...

• MAQ.2.2

  Survey predictable patterns of tides (i.e., tidal period and range, diurnal, semidiurnal, mixed, spring, and neap tides) to correlate with moon phases in graphi...

• MAQ.2.3

  Summarize principles related to currents (e.g., global wind patterns, Coriolis effect, Ekman spiral, surface, thermohaline, upwelling, downwelling, El Niño, La ...

• MAQ.2.4

  Research, analyze, and communicate scientific arguments to support climate models that predict how global and regional climate change can affect Earth’s systems...

• MAQ.2.5

  Distinguish between lentic and lotic water systems, including water flow, seasonal overturn, and watershed mapping.

01

What Students Need to Do

Students measure waves and predict where shorelines lose or gain sand. They read tide graphs and explain how wind, Earth’s rotation, and water density move ocean water. They map water flow through lakes and streams and use climate projections to explain changes along coasts.

02

What Mastery Looks Like

Given a wave diagram, students find wavelength and period, calculate wave speed, and explain where a breaker may erode sand. They identify daily tide patterns and match large and small tidal ranges to moon phases. They use current and watershed maps to explain water movement and cite a climate graph to support a coastal prediction.

03

Common Misconceptions

Students may confuse wave height with wavelength or think spring tides happen only in spring. They may assume every coast has two equal high tides each day. Some think all currents come from wind or treat lakes and streams as if water moves through them the same way.

04

How to Assess It

Show a 24-hour tide graph with two similar high tides, two low tides, and a large range, labeled “new moon.” Ask students to name the daily tide pattern, identify spring or neap tide, and cite evidence for each answer.

1. 01

   Send waves across a sand-lined tray with a ruler; time passing crests and mark where sand erodes or builds up.

2. 02

   Give pairs projected temperature and sea-level graphs; ask, “What shoreline change do these models predict, and which data support your claim?”

3. 03

   Sort tide-curve cards into diurnal, semidiurnal, and mixed piles, then match large and small ranges to moon-phase cards.

4. 04

   On a local watershed map, label a pond and stream, then trace rainwater to the coast and along a mapped current.

• PHY.2

  Students will develop an understanding of concepts related to Newtonian dynamics.

• E.1.10

  Students will demonstrate an understanding of human dependence on clean and renewable water resources

• ESS.3

  Students will develop an understanding of Earth’s systems and cycles.

• MAQ.1

  Students will develop an understanding of the unique physical and chemical properties of water and how those properties shape life on Earth.