Unit Overview:

This unit will give students an overview of oceans. Using hands-on experiments that follow the scientific method, students will learn about currents, tides, ocean zones, and the characteristics of ocean water. Students will also learn about plant and animal life in the ocean, exploring the current dangers of pollution and over-fishing.

Unit Objectives:

Students will be able to:

·          Identify and locate the world’s oceans.

·          Understand that most of the Earth is covered in water.

·          Understand that oceans are made up of salt water.

·          Distinguish between salt water and fresh water.

·          Explain the terms density, waves, shore, high tide, low tide, ocean current, and food chain.

·          Use the scientific process to conduct and experiment (hypothesis, procedure, results, and conclusion).

·          Identify the cause of waves and currents in the ocean.

·          Identify and locate the Gulf Stream.

·          Identify and name characteristics of each ocean zone.

Unit Calendar:

Week 1

Week 2

Week 3

Best Practices:

·          Organize Materials and Give Clear Instructions

Ø       Use bins to have group sets of materials ready to hand out to students. Each bin should contain everything a group needs to successfully complete an experiment or activity.

Ø       Give clear instructions for each and every task. No task is too small for instructions.

·          Assign Jobs to Group Members

Ø       Give each group member a specific task. For example, tell group members, “You are number one. You are number two. Number one will do this and number two will do this.”

·          Allow Adequate Time for Exploration

Ø       Put materials in front of students and give them three to five minutes to explore before beginning the experiment.

Ø       Ask guiding questions such as: “What do you notice about the materials? How are they alike? How are they different?”

Standards:

National Science Education Standards:

NS.K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

·          Abilities necessary to do scientific inquiry.

·          Understanding about scientific inquiry.

NS.K-4.3 Life Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          The characteristics of organisms.

·          Organisms and environments.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Description: Students will use a map to identify the oceans of the world.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy KWL Chart (1 per student); (3) Draw a copy of KWL Chart onto chart paper; (4) Photocopy World Map (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Identify and locate the world’s oceans.

·          Understand that most of the Earth is covered in water.

Materials: Vocabulary Cards (see attachment), KWL Chart (see attachment), World Map (see attachment), large map of the world, empty two-liter bottle, water, sand

Procedure:

1.       Ask students: What is an ocean? Give students time to share ideas. Display vocabulary card “ocean”. Tell students: An ocean is a body of salt water that covers more than seventy percent of the world.

2.       Continue to tell students: There are five oceans in the world. Let’s find them. Display a large world map at the front of the room. Ask students: What color do you think an ocean is on this map? Why? Give students time to share answers.

3.       Call a student up to the front of the room to find an ocean on the map. Help the student read the name of the ocean if necessary. Distribute a copy of World Map to each student. Help the students locate and label the first ocean on their maps.

4.       Continue to call students to the front of the room to find oceans (Atlantic, Pacific, Indian, Arctic, and Southern) on the large world map. Each time an ocean is identified direct students to locate and label the ocean on their maps.

5.       Once all of the oceans have been labeled, direct students to label the continents on their maps.

6.       Collect World Map for use later in the unit.

7.       Display large KWL Chart. Tell students: You just learned that there are five oceans in the world. What else do you already know about oceans? Record students’ responses.

8.       Tell students: We are gong to spend the next few weeks learning all about oceans. What do you want to learn about oceans? Record student’s responses.

9.       Distribute a copy of KWL Chart to each student, and give students time to copy down responses onto their charts.

10.    Tell students: Before we finish today, I want to tell you one more important thing about oceans. Did you know that MOST of our world is water? That’s right. About 75% of the world is water.

11.    At the front of the room so the whole class can see, fill a two-liter bottle one-fourth with sand. Tell students: The sand is land. That is where people live, on land. Fill the rest of the bottle with water. Hold the bottle up in the air, and tell students: People only live on a very small part of the Earth. The rest of our Earth is covered in water.

12.    Give students a chance to share their observations about the demonstration.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Venn Diagram onto transparency paper for the overhead projector; (3) Photocopy Venn Diagram (1 per student); (3) Prepare a pitcher of salt water and a pitcher of fresh water.

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Understand that oceans are made up of salt water.

·          Distinguish between salt water and fresh water.

Materials: Vocabulary Cards (see attachment), Venn Diagram (see attachment), small paper cups (2 per student), salt water, fresh water, overhead projector, large map of the world

Procedure:

1.       Display a large map of the world. Tell students: Yesterday we identified oceans. How many oceans are in the world? Call students up to identify each ocean.

2.       Tell students: Today let’s talk about what kind of water is in an ocean. Does anybody know? Give students time to share ideas.

3.       Tell students: Oceans are made of salt water. Display vocabulary card “salt water” and tell students: Salt water is water with salt in it.

4.       Tell students: Oceans are the only bodies of water that have salt water. All other water is fresh water. Display vocabulary card “fresh water". Tell students: Fresh water is water without salt in it. Rivers, lakes, and streams all have fresh water.

5.       Tell students: Today you are all going to be scientists. You are going to examine salt water and fresh water. What do you think you can use to examine the water? Guide students to answer their five senses.

6.       Tell students: You are each going to get a cup of salt water and a cup of fresh water. I want you to use your five senses, smell, sight, sound, touch, and taste, to experiment with your water. Remember to make observations. Display vocabulary card “observation” and tell students: An observation is something you discover by watching or observing.

7.       Distribute two cups to each student. Circulate the classroom and fill the cups with salt water and fresh water.

8.       Give students about five minutes to explore with their water.

9.       Instruct students to move their cups to the corner of their desks. Distribute KWL Chart and display a copy on the overhead projector.

10.    Instruct students to label their chart: “Fresh Water”, “Both”, and “Salter Water.” Fill out the diagram together as a class, taking suggestions from the students.

11.    Tell students: Tomorrow we will continue to talk about salt water.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

·          Abilities necessary to do scientific inquiry.

·          Understanding about scientific inquiry.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy How Dense is Salt Water? (1 per student); (3) Prepare a pitcher of salt water and a pitcher of fresh water.

Group Size: Small Groups

Learning Objectives:

Students will be able to:

·          Explain the term density.

·          Use the scientific process to conduct and experiment (hypothesis, procedure, results, conclusion).

Materials: Vocabulary Cards (see attachment), How Dense is Salt Water? (see attachment), clear plastic cups (1 per group), eggs (2 per group), fresh water, salt water, pitchers.

Procedure:

1.       Ask students: What kind of water is in the ocean? Call on a student to answer. Tell students: Today we are going to learn more about salt water.

2.       Display vocabulary card “density”. Call on a student to read the word, and then tell students: Density is how heavy the water is.

3.       Tell students: Today you are going to be scientists again. You are going to perform an experiment to find out if what is denser: salt water or fresh water.

4.       Divide students into small groups of three or four. Distribute a copy of How Dense is Salt Water? to each student.

5.       Tell students: The first step to your experiment is to come up with a hypothesis. Display vocabulary card “hypothesis”. Tell students: A hypothesis is a guess about what will happen. Your hypothesis might say I think the salt water will be denser than the fresh water. Or it might say I think the fresh water will be denser than the salt water. Give students’ time to record their hypotheses.

6.       Distribute one cup and one egg to each group. Fill the cup about three-quarters with fresh water, and instruct students to gently place the egg in the cup.

7.       Tell students to observe the egg in the cup. Display vocabulary card “observation” and remind students: An observation is something you discover by watching or observing.

8.       Instruct students to draw what they observe on their paper.

9.       Repeat the same procedure for salt water.

10.    Ask students: When did the egg sink? When did the egg float? Tell students: What we observe are the results of the experiment. Write down your results for step #3.

11.    Ask students: Why do you think the egg floats in the salt water and sinks in the fresh water? Give students time to share guesses.

12.    Tell students: The egg floats in the salt water because when salt is added to water the water become heavier than the egg. The egg sinks in the fresh water because the water is lighter than the egg. Therefore salt water is denser than fresh water. Give students time to write down their conclusions.

13.    Clean up all supplies and tell students: We will continue to learn more about oceans tomorrow.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

·          Abilities necessary to do scientific inquiry.

·          Understanding about scientific inquiry.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Shore Image onto transparency paper for the overhead projector; (3) Photocopy What Makes Waves? (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Explain the meaning of shore, high tide, low tide, and waves.

·          Identify the cause waves in an ocean.

·          Follow the scientific process to conduct and experiment.

Materials: Vocabulary Cards (see attachment), Shore Image (see attachment), What Makes Waves? (see attachment), large clear tub, water.

Procedure:

1.       Display Shore Image on the overhead projector. Ask students: What is this a picture of? Give students a chance to share answers, and then display vocabulary card “shore”. Tell students: Shore is the point where the ocean meets the land.

2.       Continue to tell students: Every day the level of the ocean changes as it meets the shore. Display vocabulary cards “high tide” and “low tide”. Tell students: At high tide the level of the ocean comes way up covering most of the beach. At low tide the level of the ocean falls back, leaving more sandy area on the beach. If you were to spend a day at a beach, you would be able to see how the level of the water changes.

3.       Ask students: What else happens in the ocean besides tides? Guide students to answer waves, and display vocabulary card “waves”. Tell students: Waves are regular movements on the surface of the water.

4.       Ask students: How many of you have ever played in the waves before? Tell me what it was like. Allow students to share their experiences.

5.       Tell students: Today we are going to do an experiment to find out what causes the waves to move in an ocean.

6.       Distribute a copy of What Makes a Wave? to each student. Display vocabulary card “hypothesis” and remind students: A hypothesis is a guess about what you think you will find out in an experiment. Direct students to write down a hypothesis.

7.       At the front of the classroom fill a large clear tub with water. Tell students: This water is like the ocean on a day without wind. Usually, there is always wind. Call a volunteer to blow on the surface of the water like wind.

8.       Ask students: What do you observe? Allow students to share their ideas. Ask students: What do you think will happen if we blow harder? Discuss students’ predictions and then test the theory. Direct students to draw their observations.

9.       Guide students to write in results and conclusion. Make sure students understand that wind causes waves, and stronger wind causes bigger waves.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

·          Abilities necessary to do scientific inquiry.

·          Understanding about scientific inquiry.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Ocean Currents (1 per student).

Group Size: Small Group

Learning Objectives:

Students will be able to:

·          Explain what an ocean current is.

·          Identify the cause of ocean currents.

·          Follow the scientific process to conduct and experiment.

·          Identify and locate the Gulf Stream.

Materials: Vocabulary Cards (see attachment), What Causes Ocean Currents? (see attachment), World Map (see attachment), tin pie plates (1 per group), straws (1 per student), water, large world map

Procedure:

1.       Display vocabulary card “ocean current”. Ask students: Does anybody have any idea what an ocean current is? Give students time to share guesses. Tell students: A current is a moving stream, like a river, that flows in the ocean. Currents can be very powerful. Sometimes ships sail in a current because it moves them along faster.

2.       Ask students: What do you think causes ocean currents? Give students time to make guesses.

3.       Distribute a copy of What Causes Ocean Currents? to each student. Direct students to fill in their hypothesis.

4.       Divide students into groups of three or four. Distribute one pie plate to each group and a straw to each student. Fill each pie plate about half full with water.

5.       Tell students: The water in your plate is like the ocean. I want one person from your group to blow on the water through their straw. Start on one side and blow in a straight line across the plate. Demonstrate for students.

6.       Make sure each student has a turn to blow across the water. Ask students: What did you observe? Give students time to share answers. Students should observe the water ripples on the surface (waves) and circulates to the edge of the pan (current).

7.       Direct students to draw their observations.

8.       Ask students: What was blowing in the straw like? Guide students to answer wind. Direct students to write their results.

9.       Tell students: Wind is always making ocean water move. On the surface the moving water is waves. In some parts of the ocean the moving water is very strong. It is like a river or a stream flowing through the ocean. Ships can travel in currents to help them move faster. Direct students to write their conclusion.

10.    Display vocabulary card “Gulf Stream”. Tell students: The Gulf Stream is a very strong current that runs from the Gulf of Mexico, up the coast of Florida to South Carolina and across the Atlantic Ocean. Display a large world map. Trace the path of the Gulf Stream on the map.

11.    Distribute students’ copies of World Map (from Lesson #1), and direct students to trace and label the Gulf Stream on their map.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

·          Abilities necessary to do scientific inquiry.

·          Understanding about scientific inquiry.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Ocean Zone Image onto transparency paper for the overhead projector; (3) Photocopy Ocean Zones onto transparency paper for the overhead projector; (4) Photocopy Ocean Zones (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Identify the four zones of the ocean.

·          Name characteristics of each ocean zone.

Materials: Vocabulary Cards (see attachment), Ocean Zones (see attachment)

Procedure:

1.       Tell students: Now that we have learned all about the water and the water in the oceans, let’s talk about ocean zones. Display vocabulary card “ocean zones”. Tell students: Ocean Zones are the layers of the ocean.

2.       Display Ocean Zone Image on the overhead projector. Ask students: What do you notice about the different ocean zones? Give students time to share observations. Tell students: Today we are going to learn about ocean zones.

3.       Ask students: What is the first zone in the ocean? Call a student to read Sunlight Zone. Tell students: Ninety percent of all plants and animals that live in the ocean live in the Sunlight Zone. Why do you think that is? Guide students to answer it has the most sunlight.  Continue to tell students: It is the only zone fully lit by the sun.

4.       Distribute a copy of Ocean Zone to each student and display a copy on the overhead projector. Use the Teacher’s Answer Key to help guide students to fill it out.

5.       Display Ocean Zone Image again. Ask students: What is the next zone? Call a student to read Twilight Zone. Tell students: The Twilight Zone gets very little sunlight. No plants grow here. Some of the sea creatures that live in the Twilight Zone have special organs that grow in the dark.

6.       Display Ocean Zone again. Use the Teacher’s Answer Key to help guide students to fill it out.

7.       Display Ocean Zone Image. Ask students: What is the next zone? Call a student to read Dark Zone. Tell students: The Dark Zone gets no sunlight at all. It is pitch-black. No plants grow here, and there are very few animals. The animals that do live here have to be good hunters because food is so scarce.

8.       Display Ocean Zone. Use the Teacher’s Answer Key to help guide students to fill it out.

9.       Display Ocean Zone Image. Ask students: What is the next zone? Call a student to read Abyss. Tell students: The Abyss is also pitch-black. Because it is at the very bottom of the ocean it is freezing cold. There are no plants in the Abyss and there are very few animals.

10.    Display Ocean Zone. Use the Teacher’s Answer Key to help guide students to fill it out.

11.    Tell students: Now that you have learned all about the four ocean zones, tomorrow you are going to learn more about the animals that live in them.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

·          Abilities necessary to do scientific inquiry.

·          Understanding about scientific inquiry.

NS.K-4.3 Life Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Organisms and environments.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Ocean Zone Image onto transparency paper for the overhead projector; (3) Photocopy Ocean Animals (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Identify the four zones of the ocean.

·          Name characteristics of each ocean zone.

·          Identify animals that live in each ocean zone.

Materials: Vocabulary Cards (see attachment), Ocean Zone Image (see attachment), Ocean Animals (see attachment), large white construction paper (1 sheet per student), different shades of blue crayons, crayons, scissors, glue.

Procedure:

1.       Tell students: Today you are going to make a model of the ocean. Who remembers how many zones are in the ocean? Does anybody remember the names of the Zones? Call on students to answer.

2.       Display Ocean Zone Image on the overhead projector. Tell students: You are each going to make a picture that looks like this.

3.       Distribute a piece of large white construction paper to each student. Model for students how to draw and label the four ocean zones using four different shades of blue.

4.       Distribute a copy of Ocean Animals to each student. Instruct students to color, cut and glue the animals to the appropriate ocean zone on their illustration.

5.       Display student work in the classroom for the remainder of the Oceans Alive! unit.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

·          Abilities necessary to do scientific inquiry.

·          Understanding about scientific inquiry.

NS.K-4.3 Life Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Organisms and environments.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Food Chain Example onto transparency paper for overhead projector; (3) Photocopy Ocean Food Chain onto transparency paper for overhead projector.

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Explain the term food chain.

·          Give an example of a food chain.

·          Make a model of an ocean food chain.

Materials: Vocabulary Cards (see attachment), Food Chain Example (see attachment), Ocean Food Chain (see attachment), yellow construction paper (1 sheet per student), 1 ½”x9” strips of blue construction paper (5 per student), index cards (4 per student), crayons, glue

Procedure:

1.       Ask students: Who can tell me something you have learned so far about oceans? Give students time to share answers.

2.       Ask students: We haven’t really talked about what ocean animals eat. Does anybody have any ideas? Give students time to share answers.

3.       Display vocabulary card “food chain”. Tell students: All living things in the ocean depend on one another to survive. That is because they eat one another. A food chain links the plants and animals in the ocean by how they eat one another.

4.       Display Food Chain Example on the overhead projector. Use the example to explain how a basic food chain works.

5.       Tell students: Just like the sun is the base of the food chain on land, the sun is also the base of the food chain in the ocean. The sun helps small plants in the Sunlight Zone Grow. Those small plants are called plankton.

6.       Display vocabulary card “plankton”. Tell students: Plankton are small plants and algae that grow in the ocean.

7.       Display Ocean Food Chain on the overhead projector. Show students the sun, keeping the other pictures covered. Tell students: The sun helps plankton grow. Therefore the sun is the base of the Ocean Food Chain.

8.       Ask students: What depends on the sun to grow? Guide students to answer plankton, and uncover the picture of plankton.

9.       Tell students: Some fish only eat plants. We call those fish plant eaters. Plant-eating fish are snails, shrimp, and jellyfish. Uncover the next picture. Give students time to make comments or ask questions.

10.    Tell students: Some fish are meat eaters. That means they eat other fish. Small meat eaters are tuna and mackerel. Uncover the next picture. Give students time to make comments or ask questions.

11.    Tell students: Finally, larger meat-eating fish eat the smaller meat-eating fish. Sharks and dolphins are at the top of the ocean food chain. Nothing eats sharks and dolphins. Uncover the last picture on the food chain.

12.    With the entire food chain displayed, go over it one more time: Sharks and dolphins are at the top of the food chain, because nothing eats them. They eat medium-sized fish, like tuna and mackerel. The tuna and mackerel in turn eat small fish, like snails, shrimp, and jellyfish. These fish are plant-eaters, so they eat the plankton. And finally, the plankton rely on the sun to grow.

13.    Distribute supplies to children. Instruct students to: (1) Use the yellow construction paper to cut out a sun; (2) Use the blue strips of paper to construct a paper chain; (3) Use the index cards to illustrate and label each link of the food chain; (4) Attach the sun to one end of the paper chain; (5) Attach each index card to a link of the chain.

14.    Display students’ work in the classroom for the remainder of the unit.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.3 Life Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          The characteristics of organisms.

·          Organisms and environments.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Introduction: Prior to beginning the lesson: (1) Photocopy and cut apart Ocean Animals 2; (2) Draw or trace a large world map onto butcher paper; (3) Obtain a copy of Ocean Animals by Kathie Billingslea Smith.

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Identify the names and locations of the world’s five oceans.

·          Identify the animals that live in each ocean.

·          Explain why different animals live in different oceans.

Materials: Ocean Animals 2 (see attachment), Ocean Animals by Kathie Billingslea Smith, large world map, butcher paper, scissors, crayons, glue.

Procedure:

1.       Read Ocean Animals by Kathie Billingslea Smith out loud to the class. Pause while reading, to discuss important points and ask students’ questions.

2.       Tell students: You just learned a lot about the different oceans. How are they all similar? How are they all different?

3.       Display large world map traced onto butcher paper. As a class, identify and label each ocean.

4.       Distribute one ocean animal from Ocean Animals 2 to each student. Direct students to color in their animal.

5.       Call students one at a time to the front of the room to place their animal on the map in the ocean where it lives.

6.       Leave the map displayed in the room for the remainder of the Oceans Alive! unit.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.3 Life Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          The characteristics of organisms.

·          Organisms and environments.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Introduction: Prior to beginning the lesson: (1) Photocopy Animal Research Report (1 per student); (2) Schedule a visit to the school computer lab.

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Use the internet to research one ocean animal.

·          Write a research report on one ocean animal.

·          Identify and explain important facts about one ocean animal.

Materials: Animal Research Report (see attachment), computer lab, pencils.

Procedure:

1.       Tell students: Today, you are all going to write research reports. You are going to use the internet to help you. I want each of you to choose one animal from the ocean for your report. Give students time to think. Go around the room and ask each student to share his/her animal.

2.       Take class to the computer lab.

3.       Distribute page one of Animal Research Report to each student. Remind students to write in complete sentences when answering questions.

4.       Direct students to Enchanted Learning to start their research. Other useful websites to use: Whale Time, Encarta Online, and Sea World.

5.       Circulate the classroom and help students when necessary.

6.       Collect students’ papers for use the next day.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.3 Life Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          The characteristics of organisms.

·          Organisms and environments.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Introduction: Prior to beginning the lesson: (1) Photocopy Animal Research Report (1 per student); (2) Schedule a visit to the school computer lab.

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Use the internet to research one ocean animal.

·          Write a research report on one ocean animal.

·          Identify and explain important facts about one ocean animal.

Materials: Animal Research Report (see attachment), pencils, crayons

Procedure:

1.       Tell students: Today, you are going to use all of the information you learned yesterday from the internet to write a report on your animal.

2.       Distribute students’ research reports from the previous day.

3.       Model for students how to use the information they gathered to write a sequential report.

4.       Distribute page two of Animal Research Report. Give students time to write their reports.

5.       Circulate the classroom and provide help as necessary.

6.       Instruct students to draw a picture of their animal in the box when they are finished writing.

7.       Use the rubric on page three of Animal Research Report to grade reports.

8.       Hang students’ reports in the classroom for the remainder of the Oceans Alive! unit.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.3 Life Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          The characteristics of organisms.

·          Organisms and environments.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Obtain a copy of Life in the Oceans by Lucy Baker.

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Explain pollution and how it poses a threat to ocean life.

·          Explain overfishing and how it poses a threat to ocean life.

Materials: Life in the Oceans by Lucy Baker, large white construction paper (1 sheet per student), crayons

Procedure:

1.       Display vocabulary card “pollution.” Tell students: Pollution is when substances that are harmful are released into the air, onto the land, or into the water.

2.       Ask students: Can anybody think of a time when you have seen pollution? Give students time to share experiences.

3.       Read pages 20-23 of Life in the Oceans out loud to students. Discuss the dangers of pollution in the oceans on animal life. Discuss the dangers of overfishing in our oceans.

4.       Ask students: Does anybody have any ideas how we can stop overfishing and pollution in our oceans? Make a list of students’ responses on the board.

5.       Distribute a piece of white construction paper and crayons to each student. Tell students: You are each going to make a poster that advertises one way to keep our oceans safe. Explain the term advertisement if necessary.

6.       Teacher should circulate the room to make sure students understand the task.

Modifications: For students with special needs, provided one-on-one assistance as necessary.

Assessment: Direct students to turn to a classmate and share one thing they learned today.

Benchmark or Standards:

National Science Education Standards

NS.K-4.3 Life Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          The characteristics of organisms.

·          Organisms and environments.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.

Introduction: Prior to beginning the lesson: (1) Photocopy Oceans Alive Assessment (1 per student)

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Demonstrate what they have learned about oceans.

Materials: Oceans Alive Assessment (see attachment), KWL Chart (from Lesson #1)

Procedure:

1.       Tell students: Today, we are going to think about all that we have learned about Oceans.

2.       Distribute KWL Chart (from Lesson #1). Tell students: Look over your chart and think about the middle column, what you wanted to learn. Did you learn what you wanted to about Oceans? Give students a chance to answer.

3.       Call on students for ideas to fill in the last column “What I Learned.”

4.       Distribute Oceans Alive Assessment and give students time to complete the final evaluation.

Modifications: For students with special needs, student can dictate answers for teacher to write as necessary.

Assessment: Oceans Alive Assessment (see attachment)

Benchmark or Standards:

National Science Education Standards

NS.K-4.1 Science as Inquiry – As a result of the activities in Grades K-4, all students should develop:

·          Abilities necessary to do scientific inquiry.

·          Understanding about scientific inquiry.

NS.K-4.3 Life Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          The characteristics of organisms.

·          Organisms and environments.

NS.K-4.4 Earth Science– As a result of the activities in Grades K-4, all students should develop an understanding of:

·          Properties of Earth materials.