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All about the Ocean

All about the Ocean . By: Rachel Cole April 24, 2013. Objectives. Students will have a better knowledge about the Ocean and life within it. Students will be able to count coins and bills and determine correct change. Students will be able to write a letter using the proper format.

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All about the Ocean

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  1. All about the Ocean By: Rachel Cole April 24, 2013

  2. Objectives • Students will have a better knowledge about the Ocean and life within it. • Students will be able to count coins and bills and determine correct change. • Students will be able to write a letter using the proper format. • Students will be able to discuss with peers about different animals living in the Ocean.

  3. Essential Question • What do our Oceans offer?

  4. Unit Questions • How important is the Ocean for trade? • What goes on Under the Sea? • How much of the Earth’s water is made up from our Oceans?

  5. Content Questions • Is the Ocean important to us? • Does the Ocean make trade easier? • Are the different sea animals important?

  6. Day 1 • Dive In! into the Ocean Thematic Unit • Students will be expected to write a formal letter to me using Microsoft Word telling me what they would like to know more about during our unit on the Ocean. I will have the students print this out. • We will have a whole group discussion on what everyone wanted to learn more about in general when learning about the Ocean. • The pre-unit test will be given today as an informal diagnostic assessment using discussion to find out what the students already know.

  7. Day 2 • Students are going to make a blog today. • In two large groups, students are going to create a blog to represent an online store with the groups being the buyers and sellers. The buyer group will be given $20 and they will be responsible for contacting the sellers group blog to purchase different sea animals. The sellers group are responsible for informing the buyers of their change back and meeting them face to face in the classroom to give the change back.

  8. Day 3 • Today students will be doing a Web Quest. • Each student will have to choose a sea animal that they want to learn more about. • Pretending to be an oceanographer, they will become specialists on their chosen animal by searching the Internet and also using sources like an Encyclopedia. • After finishing the web quest, students will be expected to make a presentation using Microsoft PowerPoint and present to their fellow oceanographers interesting facts about their sea animal.

  9. Day 4 • Today students will learn the Social Studies aspect of the Ocean. • First, they will find an atlas template. Next, they will have to label and color all of the different oceans in the world on their atlas. • Finally, after everything has been labeled and colored, we will partake in a teacher led discussion about why the oceans are so important for us? What about for trade? All sorts of similar questions as these. *Students must be taking notes during the discussion*

  10. Day 5 • We have made it to the end!!! • Today, students will be taking a post-test similar to the pre-unit test to see what all they have learned. • We will also be making an ocean in a bottle for Art time. • We will watch a movie titled, “Under the Sea” which should be very interesting for the students since they have just learned all about the Ocean.

  11. Assessments • Diagnostic: • Pre-Unit discussion to see what they already know. • Formative: • I will assess their knowledge of use of technology by walking around to them while they are on the computers. • After the math lesson, I will check to see that each student has correctly given the right change back after the purchases. • During the presentations, students will be assessed on their speaking skills and I will give them their feedback. • Summative: • Post-unit discussion to assess what they have learned.

  12. Wvcso’s & Resources • WV CSO’s: • SC.O.4.2.1 -describe the different characteristics of plants and animals, which help them to survive in different niches and environments. • SC.O.4.3.2 -create models as representations of real things. • SC.O.4.2.7 -describe the effects of altering environmental barriers on the migration of animals. • M.O.4.4.4 -given real-world situations, count coins and bills and determine correct change. • RLA.O.4.2.8 -create an effective response to a task in form, content and language (e.g., letters, poems, brief reports or descriptions, instructions, journals). • SS.4.G.1 -describe and locate examples of the major physical features of the United States (e.g., bodies of water, mountains, rivers, grasslands, oases, etc.) using references and technology (e.g., atlas, globe, Global Information System, etc.). • SS.4.G.2 -document the effects of and explain how people adapted to geographic factors (e.g., climate, mountains, bodies of water, etc.) on the following: transportation routes, settlement patterns, and population density. culture (e.g., jobs, food, clothing, shelter, religion, government, etc.) interactions with others (local and national). • Resources: • http://www.encyclopedia.com/ • http://www.google.com/ • http://www.blogger.com/

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