intasc standard 7

8/9/2019 Intasc Standard 7

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Ocean Exploration

Unit Plan

By: Nicole Germann& Marissa Palminteri

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Table of Contents:

Rationale………………………………………………………………………………………!

Co"rse #tan$ar$s…………………………………………………………………………!%

Unit Goals an$ 'escription of Unit……………………………………………………%(

B"lletin Boar$ Explanation………………………………………………………………(

#"mmati)e *ssessment…………………………………………………………………(%+

References for Teac,ers an$ -i$s…………………………………………………+%.

Concept *ttainment /esson Plan………………………………………………….%01

Cooperati)e /earnin2 /esson Plan………………………………………01%0+

'irect 3nstr"ction /esson Plan………………………………………………………0+%10

Presentation of *$)ance$ Or2ani4er………………………………………………10%1(

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adaptations of organisms that allow them to function and survive within their

environments.

%irect #nstruction+

nderstand and apply knowledge of organisms and their environments including

str"ct"res, characteristics, and adaptations of organisms that allow them to function

and survive within their habitats.

"resentation with Advance $rgani'er+

se evidence to develop reasonable e-planations. nderstand and apply knowledge of

organisms and their environment, including+ str"ct"res, characteristics, and

adaptations of organisms that allow them to function and survive within their

environments.

Unit Goals an$ 'escription of Unit:

Within our unit, we wanted students to grasp a better understanding of marine life as a

whole. We not only wanted them to learn about the different animals, but all the

relationships that the animals have with each other and our relationship with them. We

wanted them to develop a more comple- comprehension of marine life.

The main goals of the unit are+

/ 0tudents will be able to write a short story about sea turtles using facts from class./ 0tudents are able to work together to construct a food chain using given ocean animals.

/ 0tudents will be able to write about the different ocean 'ones through a journal entry./ 0tudents will be able to create a poster to demonstrate the ocean symbiotic relationship

that they were given./ 0tudents will be able to create a class plan about how to create an ocean friendlier

classroom.

&or each lesson, we had an objective. They are+

1. After learning facts about sea turtles, and having already practiced how to write a

successful short story, each third grade student will write a short story where their main

character is a sea turtle and they must include at least facts about sea turtles with no

more than 1 factual error. (concept attainment)2. After reading about a specific ocean animal and listening to other classmates

presentations on three other ocean animals, groups of four students will be able to write

out the corresponding food chain with all four ocean animals in the correct food chain

seuence (1334 accuracy). (ooperative !earning*academic). 0tudents will be e-pected to contrib"te i$eas while discussing the seuence of the

food chain. (ooperative !earning*social)

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5. After the class demonstrations and group presentations on their specific ocean depth,

each student will write a response in their journals using the sentence starters we

provide them with. 6esponses should include the correct identification of one ocean

animal for each ocean depth, correct adaptation for each of the three ocean animals

(one for each of the three different depths), and an e-planation of what that animal7s

adaptation is and why that adaptation is important (with no errors). (direct instruction)8. After students are given a card with a set of two marine animals, the students will work

in groups to read articles about the two marine animals they were given. The groups will

make a poster to share with the class identifying the correct symbiotic relationship their

two marine animals have as well as including at least two e-amples from their articles to

support their decision. (with 1334 accuracy) (presentation of advanced organi'er)9. 0tudents will write a proposal that they will present to the class based off of the info that

was learned through reading articles about how to help the ocean and will be able to

use proper language (:34 of the time) and have educated plans (based off of the facts

of how to help the ocean environment) 1334 of the time. (problem based inuiry)

The activities and lessons that we have students do align with the lessons and goals

that we have for each of our students.

We will be able to check and make sure that our students accomplish the different goals

by utili'ing the summative assessment at the end. %uring each of the lessons, we will

also be double checking that our students are getting the most out of the goals and

objectives we set up for them through formative assessments. These formative

assessments might be writing a story or creating a poster to demonstrate what they

have learned.

B"lletin Boar$ Explanation:

With our bulletin board, Our School of Learnin& Ocean "'ploration, students will be

able to track their learning throughout the unit. We decided to do a ;W! chart for out

lesson plan (;*know before unit, W*want to learn from unit, !*learned from unit). We

thought that it would be a great way to get the unit moving by students assessing what

they are already know and create ownership for the unite by having students ask what

they would like to learn from the lesson. #n the end, students will be able to display their

final project for summative assessment on they learned from the unit. We wantedsomething that would be attractive to the students, as well as, serve a purpose with

assisting their learning for the unit.

#"mmati)e *ssessment:

&or a summative assessment, students will create a brochure that will assess how well

they learned each of the different types of materials. $ne page of the brochure will be

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about sea turtles, and students will have to list facts about their diet, predators, where

they life, and a fun fact that they learned from this lesson. Another page of the brochure

will focus on the ocean life food chain and students will draw a food chain with the

animals+ barnacles, crab, sea turtle, killer whale. $n the third page of the brochure,

students will answer uestions about ocean 'ones adaptations like


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/ http+@@www.seaturtle*world.com@facts*about*sea*turtles.html A website about sea turtles./ http+@@www.arkive.org@education@teaching*resources**11 A website where we found an

idea for our %iner at the 6eef !esson "lan./ http+@@www.fun*science*project*ideas.com@What*is*Algae.html A website about algae./ http+@@www.montereybayauarium.org@animals@Animal%etails.asp-=

enc>sBCD!stEbmikwnWFE1E>> A website about "arrot fish./ http+@@www.gwinnett.k12.ga.us@ooper?0@TeacherGWebsites@WatsonGWeb@fifthGtuesday

[email protected] A websitea about eels./ http+@@kids.nationalgeographic.com@kids@animals@creaturefeature@bull*shark@ A website

about Hull 0harks./ http+@@school.discoveryeducation.com@lessonplans@programs@e-ploringunderwater@ A

website with a lesson plan that we got our water 'ones adaptations lesson plan from./ http+@@education.nationalgeographic.com@archive@-peditions@lessons@3:@g8@seascolumn.

html=arGa>1 A website with a lesson plan that we got our water 'ones adaptations

lesson plan from.

/ http+@@www.ducksters.com@[email protected] A website about clownfish./ http+@@en.wikipedia.org@wiki@0ymbiosis A websitea about symbiotic relationships./ http+@@animalsymbiosis.weebly.com@sharks*and*remora*fish.html A website about 0hark

and 6emona7s symbiotic relationship./ http+@@bigbluebiome.weebly.com@symbiotic*relationships*of*the*ocean*biome*eco.html A

website about symbiotic relationships in the ocean./ http+@@wiki.answers.com@E@WhatGisGanGe-ampleGofGparasitismGinGoceanIslide1 A

website about symbiotic relationships in the ocean./ http+@@webecoist.momtastic.com@233J@32@31@symbiotic*fish*animals*sea*ocean*water@ A

website about symbiotic relationships in the ocean./ http+@@www.83waystohelp.com@ A website about ways to help the ocean.

/ http+@@oceana.org@en@living*blue@ocean*friendly*tips A website about ways to help theocean.

/ http+@@www.bluefront.org@[email protected] A website about ways to help the ocean.

Concept *ttainment /esson Plan 506 pts7

/esson Bac82ro"n$:

Kour Lame+ Marissa "alminteri Brade !evel+ (circle one) ; 1 2 5 8 9

Licole Bermann

0ubject+ (circle one) !anguage Arts 0ocial 0tudies Mathematics

0cience

http://www.seaturtle-world.com/facts-about-sea-turtles.htmlhttp://www.arkive.org/education/teaching-resources-7-11http://www.fun-science-project-ideas.com/What-is-Algae.htmlhttp://www.montereybayaquarium.org/animals/AnimalDetails.aspx?enc=VsGX+Lst7QbmikwnWJQ31Q==http://www.montereybayaquarium.org/animals/AnimalDetails.aspx?enc=VsGX+Lst7QbmikwnWJQ31Q==http://www.gwinnett.k12.ga.us/CooperES/Teacher_Websites/Watson_Web/fifth_tuesday_marine_biology_site/matthewc.htmlhttp://www.gwinnett.k12.ga.us/CooperES/Teacher_Websites/Watson_Web/fifth_tuesday_marine_biology_site/matthewc.htmlhttp://www.gwinnett.k12.ga.us/CooperES/Teacher_Websites/Watson_Web/fifth_tuesday_marine_biology_site/matthewc.htmlhttp://kids.nationalgeographic.com/kids/animals/creaturefeature/bull-shark/http://school.discoveryeducation.com/lessonplans/programs/exploringunderwater/http://education.nationalgeographic.com/archive/xpeditions/lessons/08/g35/seascolumn.html?ar_a=1http://education.nationalgeographic.com/archive/xpeditions/lessons/08/g35/seascolumn.html?ar_a=1http://www.ducksters.com/animals/clownfish.phphttp://en.wikipedia.org/wiki/Symbiosishttp://animalsymbiosis.weebly.com/sharks-and-remora-fish.htmlhttp://bigbluebiome.weebly.com/symbiotic-relationships-of-the-ocean-biome-eco.htmlhttp://wiki.answers.com/Q/What_is_an_example_of_parasitism_in_ocean#slide1http://webecoist.momtastic.com/2009/02/01/symbiotic-fish-animals-sea-ocean-water/http://www.50waystohelp.com/http://oceana.org/en/living-blue/ocean-friendly-tipshttp://www.bluefront.org/files/50ways.phphttp://www.seaturtle-world.com/facts-about-sea-turtles.htmlhttp://www.arkive.org/education/teaching-resources-7-11http://www.fun-science-project-ideas.com/What-is-Algae.htmlhttp://www.montereybayaquarium.org/animals/AnimalDetails.aspx?enc=VsGX+Lst7QbmikwnWJQ31Q==http://www.montereybayaquarium.org/animals/AnimalDetails.aspx?enc=VsGX+Lst7QbmikwnWJQ31Q==http://www.gwinnett.k12.ga.us/CooperES/Teacher_Websites/Watson_Web/fifth_tuesday_marine_biology_site/matthewc.htmlhttp://www.gwinnett.k12.ga.us/CooperES/Teacher_Websites/Watson_Web/fifth_tuesday_marine_biology_site/matthewc.htmlhttp://kids.nationalgeographic.com/kids/animals/creaturefeature/bull-shark/http://school.discoveryeducation.com/lessonplans/programs/exploringunderwater/http://education.nationalgeographic.com/archive/xpeditions/lessons/08/g35/seascolumn.html?ar_a=1http://education.nationalgeographic.com/archive/xpeditions/lessons/08/g35/seascolumn.html?ar_a=1http://www.ducksters.com/animals/clownfish.phphttp://en.wikipedia.org/wiki/Symbiosishttp://animalsymbiosis.weebly.com/sharks-and-remora-fish.htmlhttp://bigbluebiome.weebly.com/symbiotic-relationships-of-the-ocean-biome-eco.htmlhttp://wiki.answers.com/Q/What_is_an_example_of_parasitism_in_ocean#slide1http://webecoist.momtastic.com/2009/02/01/symbiotic-fish-animals-sea-ocean-water/http://www.50waystohelp.com/http://oceana.org/en/living-blue/ocean-friendly-tipshttp://www.bluefront.org/files/50ways.php


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!esson Title+ A %ay in the !ife of a 0ea Turtle

ontent 0tandards+ se evidence to develop reasonable e-planations.

nderstand and apply knowledge of organisms and their

environment, including+ structures, characteristics, and

adaptations of organisms that allow them to function and survive

within their environments.

(taken from #owa ore 0cience 0tandards grades *8)

Materials Leeded+

*pencil

*paper

*&lip hart paper

*tape

*notecards (Kes@nos)

"rereuisite 0kills+

*know the components of how to write a short story

*basic knowledge of ocean animals

!esson $bjective+ After learning facts about sea turtles, and having already practiced

how to write a successful short story, each third grade student will write a short story

where their main character is a sea turtle and they must include facts about sea turtles

with no more than 1 factual error.

oncept !abel+ 0ea Turtles

Critical *ttrib"tes: 9yes

N # hatch from an egg

N When #7m born # follow light to the water

N There are seven different species of me

N My diet is made up of seaweed, jellyfish, crabs, to shrimp

N #7ve been on the earth for over 133 million years

N # prefer to live in warm water temperatures

N We can live up to :3 years old

N My biggest predators are sharks and other large fish

N &ishing nets and boats are also a threat for me

N # have a shell for protection

Non%critical *ttrib"tes 9no

N The 'oo

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N "lants

N &orests

N # have fur

N old temperatures

N Ability to fly

N $nly eat meat

N 0now

N Movies

N #nternet

?tc,etc, for other unrelated animals@things

%efinition of oncept+ A large marine reptile living in warm or tropical oceans, that uses

it7s flippers to help it swim, and it7s shell for protection.

*********************************************************************************************************************

*************

3nteraction ;it, #t"$ents:

0 Pro)i$e examples an$ non%examples to t,e class: (%istinguish yes@no attributes)

Time( )! minutes

*+efore statin& the lesson, the teacher will create a tchart on a piece of flip chart paper%

On the left side of the tchart will be a -"S header and on the ri&ht side, there will be a

.O header% The teacher will also ha/e prepared different e'amples of each on piecesof paper that will stic$ onto the chart%0 Students, today you all are &oin& to be

detecti/es and decide what we are &oin& to learn about today% As you $now, we ha/e

been focusin& a lot about oceans and the different characteristics of the oceans and the

animals% +ut today we are &oin& to learn about somethin& a little new% *teacher &rabs

the tchart0% 1e are &oin& to learn about one specific type of ocean animal% I will start

by &i/in& you clues as to who this ocean animal is% There is a 2yes column and a 2no

column% All of the 2yeses are 4ualities of this animal we are &oin& to learn about% All

the nos are 4ualities not about this animal% I will add one characteristic at a time to the

list to it5s correct side% As I add each characteric, I want you to thin$ 4uietly in your

head what animal this mi&ht be% *6lace I hatch from an e&&, when I5m born, I followli&ht to the water, and there are se/en different species of me in -"S7 place forest, I

ha/e fur, and cold temperatures into .O0 .ow I will show you the remainin& cards one

by one, if you thin$ you $now where that specific card &oes you will raise your hand% If I

call on you, you will be able to come up to the chart and place the card in the column

where you thin$ it belon&s and e'plain why you placed it there% After each card is

placed in a column, we will discuss as a class if we a&ree or disa&ree as to where it

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was sorted% *Show the $ids ! more cards and ha/e students come up to place them in

columns% 8a$e any corrections alon& the way if necessary%0

1 Test for attainment: (%o the students understand the concept=) Time( )9 minutes

Good :ob to all of the /olunteers who came up here and placed the cards into their ri&ht

columns% I would li$e e/ery one who thin$s they $now what the concept we will be

learnin& today to put a thumbs up in the air% *if there are still a few students who don5t

ha/e their thumbs up#don5t yet understand what the concept is, call more /olunteers up

to the board to place a couple of cards into their columns0 .ow if e/eryone could turn to

the person beside you and share what you thin$ the concept for the day is and why you

thin$ so% *1al$ around and listen to students5 discussin& and predictin& what the

concept is0 Direct the class5s attention bac$ to the front and call on a few students to

state what they thin$ the concept is based on that acti/ity and e'plain why they thin$ so%

After the whole class has shared and come to an a&reement on what the concept is,

ha/e the class put the remainin& cards into the correct column%

! *naly4e st"$ent t,in8in2 processes an$ inte2ration of learnin2: Time(!

minutes

(Are they able to provide additional e-amples and non*e-amples=)

"'cellent wor$; There are no more cards up here to sort, but now I5m &oin& to &i/e you

all the chance to show me what more you $now about sea turtles% 1hat are some other

facts or characteristics we could put in the -"S column that describe sea turtles< *As

students list off words or traits about sea turtles, write them in the -"S column alon&

with as$in& the student to further e'plain why it should be placed there0 Let5s mo/e on

to the .O column what are some words that don5t describe sea turtles we can put inthe .O column< *as students list off unrelated words and ideas about sea turtles, write

them down% Could be characteristics of other land animals% =a/e them e'plain why it

would be in the .O column0

Clarify lesson obsin& the $nowled&e we now ha/e about sea turtles, each of you is &oin& to write a

short story about a day in the life of a sea turtle% -ou can use your pre/ious

understandin& on the necessary components of a successful short story *be&innin&,

middle, end, characters, settin&, conflict0 to help you with this tas$ as well as the list ofdescriptions and characteristics of turtles we ha/e :ust created% 1hile this is a short

story, and the main character is focused about a sea turtle, I5m e'pectin& you to include

at least se/en facts about sea turtles with no more than one error%

= Proce$"res for Usin2 t,e Concept in a meaningful way= time+ 3 minutes

? This lesson focuses on the characteristics, beha/iors, and interactions of sea turtles%

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The student5s &et to e'plore this by first sortin& cards about sea turtles into the -"S

column and other unrelated facts into the .O column% Students then ha/e to e'plain

their thin$in& about why they thin$ a trait belon&s to the -"S column% This helps enrich

the whole class5s understandin& about sea turtles%? 1hen as$ed to write a short story with a sea turtle as the main character, students ha/e

to thin$ about how they are &oin& to incorporate the facts and beha/iors they ha/e :ust

learned about this animal in a rele/ant way%

( *ssessment > Clos"re (


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student as well as any beneficial pictures to aid in their understandin&%

b Extension for st"$ents of ,i2, abilityA 5Remember@ assi2nin2 2ifte$ st"$ents

to be t,e t"tor for ot,ers is not s"fficient aca$emic c,allen2in2 for st"$ents ;,o

,a)e mastere$ t,e lesson7

Students of hi&her ability could ha/e an e'tension to this lesson by &atherin& additional

resources whether from websites or te'tboo$s that they then will ha/e to turn into an

e'pository story rather than a narrati/e% The focus of their story would be more on the

endan&erment of sea turtles and what threats sea turtles are e'posed to rather than

ma$in& a narrati/e%

T$TA! !?00$L T#M?+ 83 minutes

Cooperati)e /earnin2 /esson Plan 506 pts7

/esson Bac82ro"n$:


Licole Bermann


0cience

!esson Title+ 6eef %inner

ontent 0tandards+ se evidence to develop reasonable e-planations.





(taken from #owa ore 0cience 0tandards grades *8)

Materials Leeded+

*&our separate animals for each group (algae, parrot fish, eel, bull shark)

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*$ne article for each animal listed above

*paper

*pencil

*White Hoard@dry erase markers

"rereuisite 0kills+

*0tudents will have the basic knowledge of predators@preys relationships.

*;now the responsibilities of each group job

*;now how to work appropriately in groups

!esson $bjective(s)+

a. Academic in A H % format

After reading about a specific ocean animal and listening to other classmates

presentations on three other ocean animals, groups of four students will be able to write

out the corresponding food chain with all four ocean animals in the correct food chain

seuence (1334 accuracy).

b. 0ocial Boals for your lesson

0tudents will be e-pected to contrib"te i$eas while discussing the seuence of the

food chain.

ooperative !earning Brouping 0tructure+ (see course packO.Figsaw= Think "air

0hare= etc)

Figsaw (algae group, small fish group, large fish group, shark group)

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

3nteraction ;it, #t"$ents:

0 Present ob


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you will learn about that animal throu&h readin& a &i/en te't and will then ha/e to share

to the class what that animal li$es to eat and what animals li$e to eat it% 1ith the

information from your &roup5s readin& as well as the other &roups presentations, your

&roup of four will come to&ether to decide the food chain of those four specific ocean

animals% Also, you will practice sharing and contributing ideas with your group members

in order to make the decision together of how the food chain should be set up.

1 Present information for t,e aca$emic 2oal: (What are procedures for the

academic goal=) Time( 9 minutes

Students will be di/ided into four separate &roups for each ocean animal *al&ae, parrot

fish, eel, bull shar$0% "ach &roup will be assi&ned a different space in the room to wor$

to decrease possible distractions% Once all the students are in their &roups with their

assi&ned animals, the &roup member who is in char&e of supplies will &o up to the front

to &rab a copy for each person in the &roup of their ocean animal5s readin&% Students

will read o/er the te't indi/idually and then later collecti/ely as a &roup% The moti/ator5s

:ob will be to encoura&e each &roup member to contribute and share any ideas they

thin$ are important, also &i/in& positi/e reinforcement and words alon& the way% Group

members will share ideas and decide what main points they should share with the

class, ma$in& sure to include what their specific animal li$es to eat and what animals

li$e to eat it% *who their predators are and what their prey is%0% The recorder will write

these ideas down as notes for the presenter to share with the class later on% Sentences

starters will be pro/ided for each recorder statin& 2The name of this animal is, The prey of this animal is The predator of this animal is % Once all the &roups ha/e

decided on what to share with the rest of the class*each &roup will indicate their

readiness to mo/e on by raisin& their hand0, the first &roup5s presenter#spea$er will

share the name of their ocean animal to the class as well as it5s predators and prey%

This will continue until each of the four &roups ha/e presented their ocean animal5s

information% The order of &roups will be at random so as not to replicate the actual food

chain of these animals% After each &roup is done sharin& their main ideas and e/idence

with the class, the teacher will as$ the rest of the class what they thou&ht were

important details or points that ha/e to do with predator#prey relationships of that

animal% The teacher will record student responses on the whiteboard in a desi&natedcolumn for the ocean animal bein& discussed%

! Or2ani4e st"$ents into learnin2 teams:

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Time( )9 minutes outside of class to create &roups based on readin& ability% Then

another E minutes to number off each student in e/ery &roup *),E,3,, up to !0 Then on

the board writin& each number down and the role ne't to it%

a. ?-plain how they7ll practice the social goal=

0tudents will be able to practice the social goal before they get assessed on it later in

the lesson. 0o after each student reads the te-t about their group7s animal in the first

part of the lesson, students will be able to practice contributing ideas by asking

beneficial uestions to other group members and using evidence or e-amples from the

readings to support their own thoughts.

b.


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b.


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All animals are in the correct food chain order *al&ae H parrot fish H eel H bull

shar$0

Only 3 animals are in the correct food chain order

Only E animals are in the correct food chain order

Only ) animal is in the correct food chain order

.one of the animals are in the correct food chain order

"ach &roup will turn in one final food chain at the end of the lesson% The teacher will

loo$ throu&h each &roup5s food chain and &rade it based on the chec$list abo/e%

Social Goal(

ery Satisfactory Satisfactory .eeds Impro/ement

ContributesIdeas

Student is en&a&ed withother &roup members%=e#she as$s 4uestionsthat will benefit the entire&roup and offers ownideas or opinions withsupportin& e/idencese/eral times

Student issomewhat en&a&edin con/ersation withother &roupmembers% =e#sheoffers few ideas oropinions%

Student is noten&a&ed with &roupmembers% =e#shedoes not as$4uestions and doesnot contribute anyideas%

The teacher will be floatin& around with a clipboard to obser/e students5 interactions

within the &roups and assess how well the student is contributin& ideas durin& the final

discussion% On the clipboard, there will be slips of paper with the social &oal rubric for

each student% The teacher will circle the section that the students fit mostly in based off

of the description in the rubric%

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Include documents for assessing both the academic and social goals.

+ '3??ERENT3*T3ON of Content@ Process or Pro$"ct:

a *$aptation for st"$ents ;,o nee$ extra ,elp@ time@ or attentionA

We differentiated content in this lesson by splitting up the groups based on reading level

from low to high. The students who are in the lower reading level group will be given

more basic or even below grade level reading passages. The teacher can keep this in

mind when spending time checking in with each group (giving the lower*level reading

group more attention and help), offering e-tra scaffolding or providing them with more

guided uestions in order to reach the right conclusion.

b Extension for st"$ents of ,i2, abilityA 5Remember@ 2ifte$ st"$ents nee$

c,allen2e7

This lesson starts off by providing some differentiation for higher ability students by

placing them in a group based on having a high or above grade average reading level.

This means that the readings they were given would have more challenging vocabulary

and structures. Also to modify this activity for high ability students, the teacher would not

provide this group with the sentence structures the other groups received to organi'e

their thoughts. Another modification that could be made is to have additional uestions

for the gifted students to answer after writing out their food chain. Euestions that wouldprompt their thinking about what would happen to the balance of the food chain if there

was more or less of one of the ocean animals.

TOT*/ /E##ON T3ME: :8 minutes

. 6eferences onsulted (urriculum books in %rake 0$? curriculum lab, previous

teachers as resources, online websites, your past e-periences, or your own initiatives,

etc)+

0tandards+

R0cience*Brades *8.R Iowa Department of "ducation. #owa.gov, 2312. Web. J $ct.

231.

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classroom while the other to be referenced by the teacher. The teacher would start off

by asking the students what they observe about the jaw of a shark. 0tudents would give

answers describing how the teeth are sharp and pointy, there are multiple rows of teeth,

etc. Then the teacher would ask further uestions like why the students think a shark

needs multiple rows of sharp teeth. After students make inferences, the teacher would

e-plain how over time sharks adapted to having multiple rows of sharp teeth in order to

survive.

! Pro)i$e 2"i$e$ practice: (Buided practice with the teacher) Time( 23 minutes

The teacher will e-plain how there are other adaptations other ocean animals have

made, more specifically to the depth that they live in. Teacher will have previously cut

out different ocean animals, for each ocean depth. The teacher will place all of the

different animals in a hat and have each student pick one animal. To divide into small

groups, each student will have to identify what ocean depth their animal lives in and go

to that classroom station.

&or the intertidal depth, a station will be set up that shows how a starfish uses the

suckers on it7s arms to stay attached to stationary objects even with the presence of

waves. We will have a tray filled with water, a rock to act as the stationary object, and a

paper starfish. They7ll e-periment by first simply placing the paper starfish on the rock

and moving the water tray back and forth to stimulate waves. They7ll then record their

observations. The ne-t time, they7ll do the same thing e-cept the students will add tape

to the bottom of the paper starfish and stick it on the rock. After moving the tray back

and forth they should notice how the starfish is able to stay attached to the rock even

with the presence of Swaves7. 0tudents will record their observations again.

&or the Sopen ocean7 'one, a station will be set up that will demonstrate the significance

of blubber on underwater animals. &or this station, there will be multiple trays filled with

cold water. At first, students will have to place their hands in cold water for an allotted

amount of time. When they take their hand out of the water, students will record how

their hand felt and describe the temperature. After doing this e-periment with their bare

hands, students will be asked to coat their hands in vegetable shortening. 0tudents will

place their hand in a tray of cold water for the same amount of time. After, students will

then record how their hand felt and describe temperature.

&or the abyss 'one, a type of fort would be set up that would be completely dark (so

made up of black fabric or black paper) .?ach student will have a set time to go in the

fort and find various small objects like a paperclip, an eraser, etc. After doing so,

students will record the level of difficulty it was to find these objects with no light source

available. Le-t, however, students will do the same activity but this time will be provided

with a small flashlight to aid in finding the same objects (similar to how an angler fish

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a *$aptation for st"$ents ;,o nee$ extra ,elp@ time@ or attentionA

0tudents who need e-tra assistance can use a different approach for the journal entry.

#nstead they can fill out a table with sections already labeled corresponding to the

checklist. This way, the e-pectations for the journal are clear and students have a visual

representation of what the teacher is looking for. Another alternative could also be

having students who might struggle with writing simply giving an oral understanding of

the information.

b Extension for st"$ents of ,i2, abilityA 5Remember@ assi2nin2 2ifte$ st"$ents

to be t,e t"tor for ot,ers is not s"fficient aca$emic c,allen2in2 for st"$ents ;,o

,a)e mastere$ t,e lesson7

When students have to decide their own animal for the journal entry, a high ability

student instead will have to create a storyline involving the animal of their choice

including what ocean depth that animal lives in and showcasing its specific

adaptation.They also will have to describe how their adaptation helps them survive orhow it affects their relationship with other ocean animals. This modification can be

applied to high ability students because it is asking them to think at a deeper level than

what is asked of the rest of the class, therefore changing uality of instruction instead of

uantity.

T$TA! !?00$L T#M?+1 hour and 2 minutes

. 6eferences onsulted (urriculum books in %rake 0$? curriculum lab, previous

teachers as resources, online websites, your past e-periences, or your own initiatives,

etc)+

R0ea Animals $cean Mammals !esson "lan for Brades *8.R Sea Animals J

Ocean 8ammals Lesson 6lan for Grades 3! . %iscovery ?ducation, n.d. Web. 1

0ept. 231.

RThe Water olumn+ Where %o $cean Animals Helong=R .ational Geo&raphic

"ducation. Archived Cpeditions, n.d. Web. 1 0ept. 231.

Presentation ;it, *$)ance Or2ani4er /esson Plan 506 pts7


Licole Bermann


0cience

!esson Title+ 0ymbiotic 6elationships in the $cean

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ontent 0tandards+ se evidence to develop reasonable e-planations





(taken from #owa ore 0tandards)

Materials Leeded+

*#nde- card with pictures of 2 marine animals with a symbiotic relationships

* 2 or articles@e-planations for each group and their marine animals

*?lmo with connected projection screen

*highlighter@pen to annotate article@e-planation

*flip chart for each group

*markers for flipchart

"rereuisite 0kills+ ;nowing the definition of what is a relationship, being able to

successfully pull out information from readings to be successful with deciding the

symbiotic relationship, capable to work in groups efficiently, and understanding the

ualities of a well thought out presentation

!esson $bjective+

After students are given a card with a set of two marine animals, the students will work

in groups to read articles about the two marine animals they were given. The groups will

make a poster to share with the class identifying the symbiotic relationship their two

marine animals have as well as including at least two e-amples from their articles tosupport their decision with 133 percent accuracy.

0 Present ob


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are portraying as well as what led them to believe that. The students will be made

aware they will have to use this information later when they present it to the class.

C,ec8 for "n$erstan$in2 an$ pro)i$e st"$ent fee$bac8: (


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group of lower level students with articles or research developmentally appropriate for

them ( might be at grade level or below grade level content)

With high ability students, this lesson can also be modified to meet their academic

needs. The teacher can provide the high ability students with more challenging articles

to read (might be above their grade level). These students could also have the chance

to think of another e-ample of two marine animals who have the same type of symbiotic

relationship as the ones given on their notecard. They will have to share this additional

e-ample with the class and state their reasoning behind why they thought those two

ocean animals might have that symbiotic relationship based on what they have

previously learned.

T$TA! !?00$L T#M?+ 8J minutes

+ 6eferences onsulted+ (urriculum books in %rake 0$? curriculum lab, teacher

resources, websites, etc)+

RAnimals for ;ids+ lownfish.R Duc$sters. Technological 0olutions, #nc. (T0#), 0ept.

231. Web. 28 0ept. 231. Uhttp+@@www.ducksters.com@[email protected]

R0cience*Brades *8.R Iowa Department of "ducation. #owa.gov, 2312. Web. 25

0ept. 231.

0ymbio. R0ymbiotic 6elationship.R Symbiotic Relationship. WikiW", 19 Apr. 231.

Web. 2 0ept. 231

Websites for %ifferent 0ymbiotic 6elationships+

http+@@animalsymbiosis.weebly.com@sharks*and*remora*fish.html

http+@@bigbluebiome.weebly.com@symbiotic*relationships*of*the*ocean*biome*

eco.html

http+@@wiki.answers.com@E@WhatGisGanGe-ampleGofGparasitismGinGocean

http+@@webecoist.momtastic.com@233J@32@31@symbiotic*fish*animals*sea*ocean*

2

http://animalsymbiosis.weebly.com/sharks-and-remora-fish.htmlhttp://bigbluebiome.weebly.com/symbiotic-relationships-of-the-ocean-biome-eco.htmlhttp://bigbluebiome.weebly.com/symbiotic-relationships-of-the-ocean-biome-eco.htmlhttp://wiki.answers.com/Q/What_is_an_example_of_parasitism_in_oceanhttp://animalsymbiosis.weebly.com/sharks-and-remora-fish.htmlhttp://bigbluebiome.weebly.com/symbiotic-relationships-of-the-ocean-biome-eco.htmlhttp://bigbluebiome.weebly.com/symbiotic-relationships-of-the-ocean-biome-eco.htmlhttp://wiki.answers.com/Q/What_is_an_example_of_parasitism_in_ocean


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water@

VHeisser, 2333

*nimal 0 *nimal 1 #ymbiotic Relations,ip

Algae 0pider rab commensalistic

6emora &ish 0hark commensalistic

lown &ish Anemone mutualistic

?el 0hrimp mutualistic

Harnacle rab parasitic

Tapeworms Whales parasitic

2:


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intasc standard 7

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