introducing under the sea - inthefield -...

A Kindergarten UnitBy: Katherine Shepherd

Introduction

My unit is a thematic unit for Kindergarten about what we can discover under the

sea. The unit consists of an introduction activity, six lessons, and a closing day center

celebration. Since the unit is for a kindergarten class, I will be teaching each lesson

twice, once for the morning class and once for the afternoon. My unit allows the students

to explore the topics of sand, various ocean animals, five frames, comparing length, and

taking care of ocean environments. Some of the subject areas incorporated are English

language arts, math, science, health, and arts education.

Growing up in Saskatchewan the ocean is not an immediate part of our daily life,

and I think this is what makes learning about the ocean so appealing. It allows you to

learn about creatures you don’t see everyday and I think that novelty can be engaging all

on its own. I wanted to bring this topic into the classroom in hopes of sparking the

students’ sense of wonder and intrigue. I also felt that there are so many options when it

comes to teaching about the ocean and that I could use the theme to teach many different

subject areas.

Adaptive Dimension

Since I am teaching each lesson twice, once to the morning class and once to the afternoon, I am aware that I may need to make some changes to the lesson in order to best fit the learners. From what I have seen last semester, the morning class cannot be doing the same thing for too long or they get restless and lose interest, whereas the afternoon class seems to like the repetition and doing things over again. Also, in the afternoon class there are about six different cultures represented by the students, with some of the students being raised in a household that does not speak much English. I will definitely need to keep these students in mind, especially when I am giving directions as they can have a hard time understanding words like before, after, next, over and under.

Aboriginal and Cross-Cultural Content

After spending some time looking through the treaty kit in class, one concept that I felt really fit with my unit is the idea of respecting the earth and all its creatures. Since the ocean makes up a large part of the earth, it is important to respect it as well and all the creatures within it. While I am not devoting a lesson to this concept, I feel that it is one of the underlying themes for my unit. However, the concept does shine through the most clearly during my lesson on how to take care of the ocean. As for other cross-cultural content, in my introductory lesson I am using a globe to show that oceans are not something that are only found near Canada, but are found all over the world.

Technology-Enhanced Learning

Unfortunately, the use of computers in my classroom is limited due to the lack of accessibility. However, I have tried to bring in some technology in other forms. There are some books on tape that the students will have a chance to listen to and also a video included in one of my lessons. Also, the students get to experience using magnifying glasses, which is a different form of technology that the students don’t normally get a chance to experience.

Unit Content

Introductory Activity:This lesson is to introduce my unit to the students and find out what they know

about oceans already. My lesson consists of looking at a map or globe and discussing what the blue parts represent, learning the song “A Sailor Went to Sea, Sea, Sea,” and introducing our word ocean for the unit, to which we will add words to after every lesson.

Lesson #1 Sand:This lesson is for the students to explore sand, a very important part of the ocean.

I introduce the sand using their show and tell procedure. Then I have them look at the sand under a magnifying glass and drawing what they see, acting as scientists. While they are drawing their pictures, I will call one table at a time over to the sand table to feel and describe while they play in the sand.

Lesson #2 Somewhere in the Ocean:For this lesson I have the students learning about different ocean animals through

reading the story Somewhere in the Ocean by J. Ward and through acting out the actions described in the story. The students will then draw a picture about what they would do if they lived in the ocean and attempt to write a sentence about it.

Lesson #3 Ocean Animals:This lesson is a continuation of learning about ocean animals, but this time the

students will be learning about the size of the animals through string representations of the animals. We will then compare the lengths of the animals.

Lesson #4 Fish Five (and ten) Frames:First we will sing the 5 Little Fishies song. Then we will do some figure

recognition of up to ten objects together on the pocket board, then the students will do some individually with goldfish crackers.

Lesson #5 How to Take Care of Our Oceans:I will read the poem “The Sea’s in a Slump” to the students. We will brainstorm

ways that we can help take care of the ocean, with me guiding when needed. The students will then each make a page describing one way we can take care of the ocean, then we will combine them all to make a how-to book.

Lesson #6 Rainbow Fish (if there’s time)The students will watch the Rainbow Fish video, afterwards discussing what

elements of friendship were shown in the video. They will then have a chance to make their own rainbow fish using various colors of scales they want along with aluminum foil.

Last Day Centers:Marissa and I will have a variety of centers, reflecting on the past lessons, along

with some games and puzzles for the students to experience or revisit.

Curriculum Connections

Introductory Lesson:This lesson introduces the students to the concept that there are other

environments besides the one we live in, which ties into the social studies curriculum for kindergarten. Through the singing of the song the students are also beginning to develop an awareness of rhythm, pitch, and dynamics in music, which ties into the arts education curriculum.

Lesson #1 Sand:This lesson incorporates the concept of change and the skills of observing,

describing, and using a magnifying glass, which are all part of the science curriculum for kindergarten. Also, in having the students draw the sand they are becoming aware of details of the physical appearance of objects, which ties into the visual arts strand of the kindergarten arts education curriculum.

Lesson #2 Somewhere in the Ocean:This lesson incorporates several parts of the English language arts curriculum

including listening through the story being read to them, speaking through them recall details from the text and from their own experiences, viewing through discussing the illustrations, and representing through sharing their ideas with dramatizations. Also, as the students are acting out the animals from the story they are demonstrating a willingness to explore a variety of strategies within dramatic play, which is part of the drama strand of the kindergarten arts education curriculum.

Lesson #3 Ocean Animals:This lesson incorporates using direct comparison to compare two objects based on

a length, which is from the math curriculum. It also involves learning about various organisms and observing and describing, which are part of the science curriculum.

Lesson #4 Fish Five (and ten) Frames:This is mainly a math lesson that incorporates recognizing at a glance and naming

familiar arrangements of 1 to 10 objects and relating a numeral, 0 to 10, to its respective quantity. Through the singing of the song the students are also beginning to develop an awareness of rhythm, pitch, and dynamics in music, which ties into the arts education curriculum.

Lesson #5 How To Take Care of Our Oceans:This lesson incorporates valuing natural environments, which is part of the

science curriculum. It also incorporates environmental health, which is part of the health curriculum. Also, since the students are creating a book, they are learning book handling skills, communicating through their drawings, distinguishing print from illustrations, and recognizing that print and pictures are related, which are all part of the English language arts curriculum.

Lesson #6 Rainbow Fish (if there’s time)In this lesson the students are participating in shared viewing experiences,

listening to a variety of stories, and following simple directions, which are all part of the English language arts curriculum. They are also becoming aware of details of the physical appearance of fish and developing coordination and skills using simple visual art tools and materials, both of which are part of the visual art strand of the arts education curriculum.

Last Day Learning Centers:These centers include a variety of activities that relate to the ELA, math, science,

and health curricula.

Objectives

Math objectives:NK.2: Recognize, at a glance, and name familiar arrangements of 1 to 5 objects,dots or pictures.NK.3: Relate a numeral, 0 to 10, to its respective quantity.SSK.1: Use direct comparison to compare two objects based on a single attribute.

English Language Arts objectives:Listening:

-listening to a variety of stories-following simple directions

Speaking:-recall details from the text or from their own experiences

Viewing:-discuss illustrations-participate in shared viewing experiences

Reading:-demonstrating reading-like behaviors and book handling skills

Representing:- sharing their ideas through dramatizations

Science objectives:B1 – change: that rocks break down over time to make sandB4 – organisms: learning about the different animals found in the oceanC3 – observing and describing: describing what they see when they look at thesand, seeing the representations of the animals and commenting on their lengthE1 – using magnifying instruments: using small magnifying glasses to look at thesandF4 – valuing natural environments: in this case the ocean

Health:Environmental health: it is important to take care of our communities, includingthe ocean

Arts Education:Music

- develop an awareness of rhythm, pitch, and dynamics in musicDrama

- demonstrate a willingness to explore a variety of strategies withindramatic play

Visual Art- become aware of details of the physical appearance of objects andanimals- develop coordination and skills using simple visual art tools andmaterials

Social Studies:- exploring other environments besides the one we live in

Introducing Under the Sea

Name: Katherine Shepherd Date: March 2, 2009Subject: Grade: K

Topic: Introducing what can we discover under the sea and our word fishing area

Learning Objectives:This brief introduction is more for me to gain an understanding of what the students know about the ocean. I will also introduce the students to our word ocean for the unit.

Assessment:I will write down of how the students have responded to my questions. After the lesson, I will review their answers for my own personal knowledge and use those notes to refine my lessons if needed.Equipment/materials:

- globe or map, marker and chart paper, word ocean set up with fishing poles, word fish

Presentation:Set (5 min)I will have the globe or map out and ask the students what it is. I will then ask them what the blue parts are and briefly discuss the oceans around the world.Development (10 min)I will then teach them the short song “A Sailor Went to Sea, Sea, Sea”. I will then ask the students what the sailor saw. Then I will ask them what they would see if they went to see, while writing down their answers. I will then tell them that we are going to explore the sea much more than that over the next couple weeks.Closure: (5 min)I will then tell them that in order to keep track of what we learn, we are going to be keeping a word ocean full of word fish. I will tell them that we will add to our word ocean every lesson and that they will be able to fish for words when they have some free time.

Adaptations:If the morning class gets too restless with the song, cut it short and move on.

Classroom Management Strategies:

I will have the globe and word fish near by in order to avoid lulls in the lesson. I will have the chime bar nearby in order to gain the students’ attention while learning the song.I will also make sure to not take too long to teach the song or the students could get restless.

Lesson #1 Sand

Name: Katherine Shepherd Date: March 3-4, 2009Subject: Science Grade: K

Topic: What sand look like, how it’s made, and how can we describe it

Learning Objectives:B1 - change: that rocks break down over time to make sandC3 - observing and describing: describing what they see when they look at the sandE1 - using magnifying instruments: using small magnifying glasses to look at the sand

Assessment:I will keep an eye out for anyone who is misusing the magnifying glasses. I will ask the students to describe the sand while they are at the sand table and I will also have their pictures as a representation of what they observed (though some may not be an accurate portrayal).

Equipment/materials:- sand in bag, sand on tape, sand table, small objects to bury in the sand table, magnifying glasses (at least one for each cluster), paper for drawing, coloring materials, word fish

Presentation:Set (5 min)I will say I have a mystery item and use the same format they use for show and tell to try and have them guess the item (a bag of sand). The three clues I will give are: You find it at the ocean. It is made up of a bunch of tiny pieces. You can build things with it.Development (40 min)After sand is guessed I will show the bag to the students and ask them if they know where you find sand in the ocean. I will also ask them how they think sand is made. If no one knows, I will explain how rocks hit against each other in the water and break into tiny pieces. I will then tell the students that they are going to be scientists today. We will talk about how scientists pay attention to details and that they should draw the sand bigger than it is. I will tell them that their job will be to look at some sand through a magnifying glass and draw what they see. I will explain to them how to use a magnifying glass and that they will have to be careful with them, just like scientists. While they are working, I will call the students one table at a time over to the sand table to feel and experience the sand.Closure: (5 min)When everyone has had a turn in sand, I will then bring the students back to the circle area and ask a couple students to describe what they saw. We will then add our word fish of the day (sand) into the word ocean.

Classroom Management Strategies:I will have all materials ready to go before the lesson starts. I will make sure to tell the students how to properly use the magnifying glasses and that it is important to be careful with them.I will have puzzles, books, and file folder games for the students who finish their pictures early.Adaptations:I need to make sure that if a student’s drawing skills are weak, then I need to ask him to describe what they see out loud.

Lesson #2 Somewhere in the Ocean

Name: Katherine Shepherd Date: March 5 & 9, 2009Subject: ELA Grade: K

Topic: Learning about various animals in the story, then acting them out

Learning Objectives:Listening: to the story being readSpeaking: recall details from the text or from their own experiencesViewing: Discuss illustrationsRepresenting: share ideas and experiences through dramatizations, pictures, sentence

Assessment:I will use a rubric to assess the pictures that they hand in to me assessing whether or not their page has a picture, an attempt for a sentence, and if it relates to the ocean. Marked out of 4.4 – All three requirements3 – Two requirements2 – One requirement1 – No requirements present

Equipment/materials:- a copy of Somewhere in the Ocean, word fish for the day, paper and their own coloring materials, word fish for the day

Presentation:Set (10min)Read the story Somewhere in the Ocean by J. Ward, discussing some of the animals as the story is read.Development (20 min)We will then go through the story again, but this time I will have the students act out the actions of the animals on each page.Closure: (20 min)After we have acted out the book, I will ask the students to think about what they would do if they lived in the ocean. I will then have them draw a picture of it to hand in and attempt to write about it. In the last few minutes, I will bring the students back to the circle area and we will add our word fish to the word ocean for the day (orca).

Adaptations: If the morning class gets too out of control during the acting section, I will not hesitate to move on to drawing the picture.


Before we begin acting it out, I will make sure to set guidelines such as no touching anyone else and listening for the chime bar for the cue to stop. I will also make sure to have my materials ready and to have the Superstar hand out the paper.I will also have puzzles and file folder games if the students finish early.

Lesson #3 Ocean Animals

Name: Katherine Shepherd Date: March 10-11, 2009Subject: Math and Science Grade: K

Topic: Learning the terms longer and shorter, learning about various ocean animals

Learning Objectives:Math: SSK.1 Use direct comparison to compare two objects based on a single attribute (length in this lesson)Science: B4 - organism: learning about the different animals found in the oceanC3 - observing and describing: seeing the representations of the animals and commenting on their length

Assessment:During the lesson I will ask individual students if certain animals are longer or shorter than others. I will have a class list with me and mark down who can identify the longer and shorter animals and who cannot.

Equipment/materials:- lengths of string representing the size of various animals, large open area, word fish of the day

Presentation:Set (10-15 min)I will discuss with the students what longer and shorter means and how we can find out if an object is longer or shorter. I will also briefly introduce the animal lengths we will be using.

Development (30-35 min)Then we will move to the large open area where the strings are already laid out. I will assign students to the animals. I will have the students hold up the string for the longer animals. We will then compare which animals are longer and shorter than the others. If there is time, we will then see how many students it takes to make up the animals.Closure: (5 min)After we have finished all our comparisons I will bring the students back to the circle area and go over one more time what longer and shorter mean and have them say it out loud. We will then add the next word to our word ocean (seal).Adaptations:If the afternoon class goes through all the animals quickly, have them act out some of the animals.If certain students in the morning start veering off track and swaying others to join them, give them jobs to keep them involved.

Classroom Management Strategies: I will have all my materials together and in order before the lesson begins to help things run smoothly. I will get the students to help me with the string in hopes that there will be less management issues if the students are engaged.This lesson is going to be loud and hectic, but that is okay, just be prepared for it and have an attention seeking device at hand.

Lesson #4 Fish Five (and Ten) Frames

Name: Katherine Shepherd Date: March 12-13, 2009Subject: Math Grade: K

Topic: Using five and ten frames

Learning Objectives:NK.2 Recognize, at a glance, and name familiar arrangements of 1 to 5 objects, dots or picturesNK.3 Relate a numeral, 0 to 10, to its respective quantity

Assessment:While the students are making the figures with their crackers, I will walk around with a class list, writing down a check if they grasp the concept and an x if they do not.

Equipment/materials:- a ten frame for each student, 10 goldfish crackers for each student, paper goldfish to demonstrate, word fish for the day

Presentation:Set (5 min)Sing the 5 Little Fishies songDevelopment (35 min)I will first use some paper fish in the pocket board and the class will do some figure recognition together. Then, each student will get a plate with a ten frame drawn on in food coloring and 10 goldfish crackers. I will then ask them to me figures of various numbers with their crackers. I will also hold up pictures of numbers for them to make figures of.Closure: (10 min)When I am done giving them figures to make, I will then tell the students that they are now Mr. Sharky from the song and they can now eat their crackers. I will then bring the students back to the circle area and we will add our word fish of the day to the word ocean (fish).

Adaptations: If the morning class is getting restless during the whole group exercise, then move on to the individual section of the lesson.

Classroom Management Strategies:I will make sure to have all my materials ready and nearby to keep the lesson flowing. I will have to explain to the students that they are not allowed to eat their crackers until I tell them to, but that they will eventually get to eat them.

Lesson #5 How To Take Care of Our Oceans

Name: Katherine Shepherd Date: March 16-17, 2009Subject: Science and Health Grade: K

Topic: Taking care of our ocean environments

Learning Objectives:Science: F4 - valuing natural environments: in this case the oceanHealthEnvironmental health: it is important to take care of our communities, including the ocean

Assessment:I will use a rubric to assess whether or not their page has a picture, an attempt for a sentence, and if it relates to taking care of the ocean. Marked out of 4.4 – All three requirements3 – Two requirements2 – One requirement1 – No requirements present

Equipment/materials:-poem "The Sea's in a Slump", chart paper and marker for brainstorming, white paper for the students and their own coloring materials, pre-made cover and back pages, word fish for the word ocean

Presentation:Set (5-10 min) I will ask the students to think of the animals we talked about in previous lesson and ask them where the animals live. We will then discuss if the animals would like garbage in their homes. I will then read the poem The Sea's in a Slump.Development (30-35 min)After coming to the conclusion that it is important to take care of the ocean, I will then ask the students to brainstorm ways we can take care of the ocean. If they are having trouble thinking of ideas I will guide them towards some others, but focusing mainly on pollution. After we have a list, I will tell the students that we are going to make a how-to book about caring for the ocean. I will then tell the students to pick one of the ways and have them draw and colour a picture illustrating it. I will then ask the students to write, as best as they can, what their picture is illustrating underneath it. I will then collect the pages and have them made into a book for the students to read at a later time.Closure: (5 min)I will have the students come to the circle area and we will go over why it's important to take care of the ocean. We will then add the next word to our word ocean (crab).

Classroom Management Strategies:I will have all my materials ready and near by so I don't waste time looking for them. I will have the Superstar of the day hand out the paper. I will use the wind chimes in the room to get the students' attention when it is time to go back to the circle to debrief. There will be puzzles, file folder games, and books for when they finish.Adaptations:If the morning class is showing signs of restlessness, I may skip the poem and go straight to the brainstorming session. If for either class we are running out of time, I could have the students work in partners.

Lesson #6 Rainbow Fish (if there’s time)

Name: Katherine Shepherd Date: March 18?Subject: ELA Grade: K

Topic: Rainbow Fish

Learning Objectives:Viewing: Participate in shared viewing experiencesListening: Listen to a variety of stories -Follow simple directions

Assessment:While the students are working on their fish I will walk around and look to see who has followed the directions correctly. I will make brief anecdotal records of what I observe, especially taking note of who asks what to do next.Equipment/materials:

- Rainbow Fish video, paper with fish shape on it, pre-cut scales of colored paper and aluminum foil, glue, coloring materials, word fish of the day

Presentation:Set (20-25 min)Watch the Rainbow Fish video and discuss afterwards whether or not Rainbow Fish was a good friend and what showed it.Development (20-25 min)After the video I will then tell the students that they are going to make their own Rainbow Fish. I will give them the following instructions: First, put your name on the back in the middle. Next, glue your scales onto your fish. Then color you fish’s head, fin, and tail. Finally, cut out your fish.Closure: (5 min)I will then hang the fish around the word ocean area. We will then add our word fish of the day to the word ocean.


I will make sure to have my materials all ready to go (have the scales in Dixie cups). I will also have the Superstar of the day help me to distribute the materials. I will have puzzles and file folder games for students that may finish early.

http://www.dltk-teach.com/t.asp?b=m&t=http://www.dltk-teach.com/books/rainbowfish/btemplate.gif



Last Day Centers

Name: Katherine Shepherd Date: March 19, 2009Subject: several Grade: K

Topic: Wrapping up the unit by revisiting our past topics, and more, in center form

Learning Objectives:See additional page

Assessment:These centers will also give me a chance to evaluate any students I may have missed during my other lessons and to see if any students have grown from their last assessment. I will have an overall checklist that corresponds to all the centers.Equipment/materials:

See additional page

Presentation:Set (3-5 min)Marissa and I will tell the students how they will move from one station to the other and give any information on what to do at the stations that the students may not already know. We will tell them that there can only be two people at each station and they have to move to a station they haven’t been to yet.Development (50 min)The students will have the opportunity to revisit some of the past topics we have covered over the unit in center form, along with some other activities.Closure: (5 min)When the time is up we will have the students clean up the center they are at and come to the circle area. They can then share what center was their favorite and why.

Adaptations:Since there is such a wide variety of centers, there is no need to change them from one class to the next as the students get to experience a range of activities.


All the centers will need to be set up ahead of time with all their materials in place. We will also need to outline how we want the students to transition. When we want to get the students’ attention we will use the wind chimes. Use the order of birthdays to decide who gets to pick a center first.

Last Day Centers

My Centers:

Listening Station: Tape player with copy of Somewhere in the Ocean on tape, as well as copies of the book (up to six)

Learning Objectives: ELA- listening to the story

String Animal Representations: the students have another chance to take out the string animals from lesson three

Learning objectives: Math: SSK.1 Use direct comparison to compare two objectsbased on a single attribute (length in this lesson)

Science: B4 - organism: learning about the different animals found in the oceanC3 - observing and describing: seeing the representations of the animals and commenting on their length

Sand Station: the sand table will be open for the students to play in with small shells for them to dig up. The magnifying glasses will also be there for them to use.

Learning objectives: Science: C3 - observing and describing: describing what they see when they look at the sand

E1 - using magnifying instruments: using small magnifying glasses to look at the sand

Library: there will be an assortment of books for the students to read and look at, including the how-to books they created in lesson five

Learning objectives: ELA: Reading: demonstrating reading-like behaviours and book handling skills. Viewing: discuss pictures and illustrations.

Also puzzles, file folder games, painting, chalk art on blue construction paper, the discovery center we have set up with magnifying glasses, and being able to fish for words in the word ocean.

Songs found in the UnitFive Little Fishies Lyrics from: http://www.everythingpreschool.com/lessonplans/seaanimals/songs/song3.htm

Five little fishes in the sea teasing Mr. sharkyyou can't catch me you can't catch meWell along came Mr. sharky (softly) as quiet as can be He snapped! a fish up right out of the sea.

(repeat with four, three, two)

One little fishy in the sea teasing Mr. sharkyyou can't catch me you can't catch meWell along came Mr. sharky (softly) as quiet as can be He snapped! that fish up right out of the seaNow Mr. sharky is lonely can't you see.

A Sailor Went to Sea, Sea, Sea(lyrics as I remember them from my childhood)

A sailor went to sea, sea, seaTo see what he could see, see, seeBut all that he could see, see, seeWas the bottom of the deep, blue sea, sea, sea

(every time see or sea is said, hold your hand to your forehead like the first part of a salute)

Introductory Lesson:

3. Instructions for Observer: Please take note of anytime when the students are showing signs of restlessness. Please also take note of whether or not I do anything to fix it and if I am successful in keeping the students engaged.

4. Data Collection:

a) Please write your observations of times when I have lost the interest of a significant amount of students:

b) Please write your observations of whether I acknowledged and took action to fix it when the students showed signs of restlessness:

c) Any additional comments (more space on the back):

1. Professional Target

Group Focus:-students kept alert and accountable

2. Steps to Achieve Target

If the students are getting restless at one part of my activity, I will move on to the next part instead of trying to re-engage them with what I am already doing.

Lesson 1 - Sand

3. Instructions for Observer: Please take note of any times where I do not notice students being disruptive or behaving inappropriately. Please also take note of any times when a student needs help but I do not realize it.4. Data Collection:

a) Please write your observations as to whether or not I notice students who I am not near being disruptive or acting inappropriately and whether or not I addressed the situation:

b) Please write your observations as to how long it takes me to notice when a student needs help and how long it takes me to actually respond to their needs:



Overlapping:- attending to the needs of several students


While I am working with one group I will make sure to still keep an eye on the other groups in the classroom.I will make sure to not leave a person who needs help for too long so they can get some work done.

Lesson #2 – Somewhere in the Ocean

3. Instructions for Observer: Please take note of how I handle classroom management during the lesson. Please take note of whether or not I use attention-seeking devices and how I handle disruptions.

4. Data Collection:

a) Please rate on a scale from 1-5 (five being highest)I effectively used an attention-seeking device.Before we started acting, I made my behavioral expectations clear and outlined consequences for not meeting the expectations.If needed, I followed through with the consequences I had outlined before.

b) Any additional comments about my classroom management:

c) Any additional comments in general (more space on the back):


Classroom Management:-to use preventative classroom management strategies first, then to address any other disruptions if the preventative strategies do not work.


I will make sure to use an attention- seeking device (chime bar).I will tell the students before we start acting my expectations for how they should behave and the consequences.I will then follow through with the consequences if needed.

Lesson 3 – Ocean Animals

3. Instructions for Observer: Please watch and see if I am aware of students who are causing disruptions. Also, watch to see if I position myself in a space that allows me to keep the disruptive students on task but also attends to the other students.

4. Data Collection:

a) Please write your observations of any times where a student was being disruptive or behaving inappropriately and I did not notice:

b) Please take note of any times where I could’ve positioned myself in a more efficient place in the teaching area:


Basic Management:

Withitness – positioning


I will make sure that I am aware of all the students’ actions during my lesson and position myself in the area of the room where I am closest to the students who are being disruptive.

c) Any additional comments (more space on the back):Lesson 4 – Fish Ten Frames

3. Instructions for Observer: At the beginning of the lesson, please watch and see how I am describing my demonstration and how I answer any questions related to the concept.

4. Data Collection:

a) While I am explaining my demonstration, please take note of any words or phrases that may be confusing to the students:

b) Please record some of the questions that the students ask related to the concept:


Demonstrating:

Conducting demonstration – giving a clear description of what I am doing


While I am demonstrating on the pocket board I will describe what I am doing using language that the students can understand. I will also ask if there are any questions about what I am doing.

c) Any additional comments (more space on the back):Lesson 5 – How to Take Care of Our Oceans

3. Instructions for Observer: Please watch and see how I give instructions to the students, especially after the brainstorming when I am explaining what I want them to do individually.

4. Data Collection:

a) Please take note of whether or not I give an appropriate amount of instructions to the students:

b) Please take note of whether or not my instructions are too long and complex for the students to fully comprehend:



Giving Directions:

Clear Directions – making sure my directions are clear and not too complicated


.I will make sure not to give too many instructions at once. I will make sure my instructions are easily understood. I will make sure my instructions are not too complicated.

Lesson 6 – Rainbow Fish

3. Instructions for Observer: While you are observing, please pay special attention to how I deal with my transitions from the video to the explanation of the craft to the students working on the craft. Please also observe how I efficiently I distribute materials.

4. Data Collection:

a) Please take note of how efficient my transitions are throughout my lesson:

b) Please take note of whether or not I distributed my materials in an efficient manner and any suggestions you may have to improve my methods:



Basic Management:

Transitions – reducing dead time and efficiently distributing materials


I will make sure to figure out how the television works before the start of the lesson. I will make sure to have my materials ready to go and prepped for easy distribution.

Last Day Centers

3. Instructions for Observer: Please watch and see how competent I am overall in managing the students and keeping them on task, which in this case will be experiencing different centers.

4. Data Collection:

a) Please take note of any times where students were not on task for a prolonged period of time:

b) Please give some general comments about how well I managed the students and kept them on task:



Basic Management:

Group focus – students kept alert and accountable


As I am working with students individually, I will make sure to keep an eye on the other students to make sure they are experiencing a center and not just wandering aimlessly or mistreating the center materials.

Materials and Resources

Materials: globe or map, word ocean made out of tablecloth with fishing poles, word fish, sand in a baggie, sand samples on tape, magnifying glasses, sand table, small objects to bury in sand table, white paper, coloring utensils, animal riddles, string, paper animals, pictures of animals, ten frames, goldfish crackers, paper plate, food coloring, paper fish for demonstrating, chart paper, marker, pre-made cover and back page for how-to book, paper with a fish shape on it, paper scales, aluminum foil scales, puzzles, file folder games.

Resources:

- Somewhere in the Ocean book by Jennifer Ward, along with a cassette copy- poem “The Sea’s in a Slump” found in the Vera Trembach teacher resource Sea: Stories and Games to supplement your Sea Theme!- Rainbow Fish video from St. Matthew school- Five Little Fishies Lyrics from: http://www.everythingpreschool.com/lessonplans/seaanimals/songs/song3.htm- other books from St. Matthew school to put on display (will get titles later)

Dive! A Book of Deep-Sea CreaturesBy: Melvin BergerISBN: 0-439-08747-3 Octopus Under the Sea By: Connie and Peter RoopISBN: 0-439-20635-9 Shark Trouble! (originally published as Yummy Yummy! Food for My Tummy!)By: Sam LloydISBN: 0-439-66994-4 Rainbow Fish and Friends: The Copycat FishBy: Gail DonovanISBN: 1-59014-027-3 Five Little Sharks Swimming in the SeaBy: Steve MetzgerISBN: 0-439-59228-3 The Shark Who Was Afraid of Everything!By: Brian JamesISBN: 0-439-36865-0

1001 Things to Spot in the SeaBy: Katie DaynesISBN: 0-439-64395-3 The Great Undersea SearchBy: Kate NeedhamISBN: 0-439-08218-8 SharksBy: Betsey ChessenISBN: 0-590-63881-5 Sea TurtlesBy: Gail GibbonsISBN: 0-439-22119-6 Commotion in the OceanBy: Giles AndreaeISBN: 0-439-08214-5 Somewhere in the OceanBy: Jennifer WardISBN: 0-439-22035-1 Secrets of the SeaBy: Christian Riese LassenISBN: 1740470672 What's in the Ocean?By: Debra Mostow ZakarinISBN: 1-59223-535-2 Into the A, B, SeaBy: Deborah Lee RoseISBN: 0-439-09697-9 Sea ShapesBy: Suse MacDonaldISBN: 0-15-201700-3

- Animals lengths from http://www.wikipedia.comblue whale – 90 ftgiant squid – 43 ftorca – 23 ftgreat white shark – 20 ftswordfish – 15 ftstingray – 14 ftbottlenose dolphin – 10 ftcommon seal – 6 ftangelfish – 1 ftlobster – 9 in

Introductory Lesson: Assessing the Students’ Background Knowledge

What the morning class knows:

What the afternoon class knows:

Assessment for lessons 1, 3, 4, and applicable centers

For these lessons I will use a class list grid to help me assess.

Lesson #1If the students are using the magnifying glass correctly they get a checkmark,

and if they are not they get a line for now. I will also be keeping some anecdotal records about whether they can describe the sand using detail or not. This could also be shown through their drawings, but not all students will have strong enough drawing skills for a clear representation, which is why I will be sure to ask those students to describe what they have seen for me.

Lesson #3During the lesson I will have a class list with me and mark down who can

identify the longer and shorter animals and who cannot.

Lesson #4While the students are making the figures with their crackers, I will walk

around with a class list, writing down a check mark or an x depending whether or not the students grasp the concept, with an x meaning cannot do it on their own and check mark meaning they can.

CentresOn the last day I will use a class list check list to evaluate whether or not the

students have grasped the following concepts: can describe sand, knows longer and shorter, name a way you can take care of the ocean.

Requirements: a picture, an attempt at a caption, must relate to the oceanThe students will have time to finish their pictures if they do not finish the first

Comments:

Lesson #2: Rubric for Somewhere in the Ocean picturesRequirements: a picture, an attempt at a caption, must relate to the ocean

The students will have time to finish their pictures if they do not finish the first day.The rubric marks are for the student’s product at the end of all given time.

Lesson #5: Rubric for How to Book Page Requirements: a picture, an attempt at a caption, must relate to a way you can take care of

the ocean.The students will have time to finish their pictures if they do not finish the first day.

The rubric marks are for the student’s product at the end of all given time.

4

- all three requirements present

3

- two requirements present

2

- one requirement present

1

- no requirements present

Anecdotal Record/Observation Form

Student Name: ________________________________ Date:___________________

Lesson/Activity: _________________________________________________________

Comments or Observations:

Class List

AbbyAdamBostonBrandonBrodieCarsonDanielleEmmaHannahHunterJennaJordanKiaraMadisonNathanielSarahZachary

BrantonBrooklynCodyGiorgoGiovanniHaidenJacobLanceMilkaNoahRachelRhettSelenaSimonTheoThomasZoe

introducing under the sea - inthefield -...

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