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Under the Sea

Under the Sea. Lynette Tiffanie Garn. Essential Question. What would you see under the sea?. Objectives. The students will be able to recognize different types of plants that live under the sea or ocean.

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Under the Sea

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  1. Under the Sea Lynette Tiffanie Garn

  2. Essential Question What would you see under the sea?

  3. Objectives • The students will be able to recognize different types of plants that live under the sea or ocean. • The students will recognize different types of animals or fish that live under the sea or ocean. • The students will see and identify different landforms under the sea or ocean, such as continental shelves and slopes. • Students will be able to describe and draw the different landforms. • Students will compare the different landforms. • The students will recognize, give examples, and create a diagram or a model of a food web under the sea or ocean. • Students will be able to explain their food web.

  4. Unit Summary This unit of instruction is about oceanic landforms, plants, and creatures (fish and animals). The students will learn about the different types of creatures and plants that live under the sea. The students will learn about what the plants and creatures eat. The students will also learn about the different types of oceanic landforms. The activities that the students will be doing include internet research to learn more about the different types of creatures and plants, creating a Kid Pix about their research, use Word to do a comparison and contrast about oceanic landforms and the different types of fish, drawing and labeling oceanic landforms using Paint, and create food webs using Inspiration.

  5. Student Assessment The students will be pre-assessed through their journal entries before class. The students will be assessed through the completion of a portfolio that is a compilation of the work that they have completed in the class. The students will be post-assessed in their summary of what they have learned with the technology program of their choice. For example: A student may choose to use Inspiration to make a diagram of a food web and insert their pictures of the landforms. The student would explain the importance or significance of the different subjects. All of the students are expected to achieve 90% accuracy, or better, on all of their assignments and assessments.

  6. What have you learned from creating your unit of instruction? • I have learned that I will be able to break free from the textbook and use interesting technology resources that will hold my students interest and increase their learning. I have learned to use different types of software. • I have also learned how to incorporate Bloom’s Taxonomy with Technology TEKS to enhance my students’ activities.

  7. Credits • PowerPoint Slides: www.brainybetty.com

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