The Beaker BabesTiffany Decker: patte1tm@cmich.edu

Shannon Powell: mazzo1sm@cmich.eduChennele Simpkins: simpk1ce@cmich.edu

A comprehensive hands-on unit using the inquiry method of science.

Target Grade Level: 3rd through 5th

Key Generalization:“What kind of strange world is underwater?”

Main Michigan Curriculum Frameworks

Strand III, CS 2, E2: Describes vertebrates in observable body parts and characteristics.

Strand III, CS 2, E4: Compare and contrast food, energy, and environmental needs of selected organisms.

Strand III, CS 4, E2: Characteristics of organisms help them to survive in their environments.

Strand III, CS 5, E2: Symbiosis, explain common patterns of interdependence and interrelationships.

Strand III, CS 5, E4: Design systems that encourage growing of particular plants or animals.

Strand IV, CS 1, E1: Classify common objects and substances according to observable attributes.

Strand IV, CS 2, E2: Prepare mixtures and separate them into their component parts.

Strand IV, CS 3, E1: Describe or compare motions if common objects in terms of speed and direction.

Strand V, CS 1, E1: Describes major features of the earth’s surface.

Strand V, CS 1, E4: Describes natural changes in the earth’s surface.

Strand V, CS 2, E4: Describes uses of water.

Lesson

Order

Overview of Activities Science Area

1

The Ocean: Where it all Began: Technology LessonStudents will conduct an activity with milky way candy bars

of how plate tectonics explains how the ocean began.Key Question: How do you think the ocean was formed?Objective: Students will discover how the theory of plate tectonics of the ocean began, and why it is beneficial to every living thing, and what are some important events that may have taken place to contribute to the history of

the ocean.

Constructing New Scientific,

Reflecting Scientific

Knowledge, Life Science,

Earth Science.

2

An Ocean to Remember: Book LessonStudents will create a human model of how they think the

ocean moves using their body parts, such as their arms and legs.

Key Question: What do you think happens to the sand as the water is washed against the side of the ocean?

Objection: Students will construct a model and demonstrate how waves break and how the ocean is

shaped into existence.

Constructing New Scientific Knowledge,

Earth Science, Life Science.

3

Discovering Things We Cannot See: Book lesson.After listening to, And to Think That I Saw it on Mulberry

Street byDr. Seuss, students will experience how scientist can learn

about the ocean even when they cannot see or touch it. From figuring out what is in mystery boxes to mapping out an unseen ocean floor, student will discover that there are many accurate ways to learn about nature besides seeing

and touching.

Constructing New Scientific Knowledge,

Physical Science.

4

Animals and Their Habitats and Adaptations: Technology Lesson.

After choosing a unique animal, students will follow a webquest to learn distinctive facts about that animal and its habitat. In groups the students will learn about an ocean-

related career and work together to create special ecosystems for their animals.

Constructing New Scientific Knowledge, Reflecting Scientific

Knowledge,Life Science.

5

A Variety of Animals Working Together : Centers Lesson

Students will explore the five basic types of animals that live in the ocean and learn about what sets them apart from each other. They will also learn some of the ways that animals

depend upon each other in order to survive.

Constructing New Scientific Knowledge, Reflecting Scientific

Knowledge Life Science.

6

Watch Out!: Book Lesson.After reading the book, The Monster at the End of this Book,

by Jon Stone, I am going to introduce the question, “How are sharks scary?” The students should discover their

sense of smell, compared to a shark’s sense of smell, and discover more about sharks.

Constructing New Scientific Knowledge, Life Science

7

How to Adapt: Technology LessonThe students will discover the differences between

aquarium lives versus ocean life. They are going to use a website to explore their ideas.

Constructing New Scientific Knowledge,

Earth Science, Life Science

8

Motion of the Ocean: Centers LessonAfter doing the demonstration the students are going to go to different centers and do some of there own experiments.

The students will explore the different ways the ocean moves, and works.

Constructing New Scientific Knowledge,

Physical Science, Earth

Science

9

The Future of the Ocean: Centers LessonStudents will attend centers in groups to learn different

concepts of the ocean at each of the stations.Key Question: What do you predict the ocean will look like

in the future?Objective: Student will explore various stations with activities about the oceans habitats, ecosystem, and

human influence.

Constructing New Scientific,

Reflecting Scientific

Knowledge, Life Science,

Earth Science.

Changes to the Classroom Environment

Students will be doing most of the changes to the ocean unit room. They will be

asked to bring in any ocean-related items that they have, such as animal artifacts or even

items that could be used to create a semblance of a sunken ship. The teacher should bring

in many as well to make sure all of the basic varieties are covered. The students will be

using materials such as large rolls of paper and colored plastic wrap to create the blue-

green effect of the ocean, an art activity to make a coral reef near the reading area, a

sunken ship in another area, etc. They also have some application activities that involve

creating the animals that will appear in the “ocean.” When it is complete, the majority of

the ocean will have been created by the students and they should know a lot about how it

came to be and why.

Introductory Activity

Background: To kickoff the unit we are going to do activities to represent how much of

the ocean there is compared to land.

Introduction to the lesson: In this activity, as the teacher I am going to explain to the

class that the ocean makes up seventy percent of the earth. That there is more water than

actual land, there is only thirty percent of land. Before we start the activity I am going to

show the class a pie graph of seventy percent and the other half of thirty percent. I would

most likely draw this on the broad.

The class activity is going to show me how they can represent seventy percent.

Activity: I am going to split the class into four groups. Each group is going to have a

different representation and one similar. The first group is going to represent seventy

percent by filling a beaker with water only seventy percent full. The second group is

going to have a paper plate and each member is going to paint or color the plate in blue,

seventy percent. Than what is left is going to be brown for the land. The third group is

going to show seventy percent through a book. By showing seventy percent of a book is

done. The fourth group is going to show seventy percent by using goldfish. They are

going to count out seventy goldfish, and thirty goldfish. All the groups are going to than

come up with their own ideas of how to show seventy percent, and thirty percent.

Conclusion: At the end of the activity we are going to start to formulate a question list of

what could occupy that seventy percent of the ocean, and how we use it, or how we take

care of it. This will conclude the lesson, before you end you will tell the class that we are

going to answer these questions in this unit.

Ocean Pie Chart

Closing Activity

The wrap-up activity for the Ocean Unit Lesson would be to have students present an ocean artifact, such as a goldfish, seashells, or sand that they have borrowed from home and help to create an ocean center for the decorations. These objects can hang from the ceiling, or on the wall. The object of the activity is to create an environment where students can relate to things that are apart of the ocean. Students will be able to explore how different types of food and beverages are concepts of the ocean.

After decorating the classroom’s ocean theme center, the class will then celebrate with a “under the sea party.” Students will receive food, such as goldfish crackers, bottles of water, pizza and explain how these products may incorporate aspects of the ocean. Along with the class party, students will enjoy the viewing of Disney’s Finding Nemo. From this lesson’s unit, students will actively engage in the activities that will help them to make connections of the underworld.

Students will be rewarded points based on the following criteria:

Human Ocean Model Unit: Points Earned:Attendance = 10 points _____/10Ocean Motion = 5 points _____/5Creativity = 5 points _____/5Complete TQPDAC = 10 points _____/10

Total Unit Points = 30 points _____/30 points total

Technology Rubric:Participation = 10 points _____/10TQPDAC Worksheet = 10 points _____/10Journal Writing = 5 points _____/5

Total Unit Points = 25 Points _____/25 points total

Rubric of Stations:Touch-N-Feel Sensory Table = 20 points _____/20Continent and Ocean Word Search = 20 points _____/20Paper Bag Whale = 20 points _____/20Ocean Story Map = 20 points _____/20

Total Unit Points = 80 Points _____/80 points total

Total Unit Lesson Points = 135 points _____/135 points total

Name: Chennele Simpkins, from Beaker Babes

Type of Lesson: Technology Lesson Plan

Contact Information: simpk1ce@cmich.edu

Lesson Title: The Ocean: Where it all Began Grade Level: Grades 3-5

Materials: Television, DVD Player, Classroom computers, paper, pencils, pens, ocean items of student’s choiceReferences: Disney’s DVD: Finding Nemo, www.edu345.edzone.net, www.mos.org/oceans/planet/watercycle.html, www.mos.org/oceans/planet/features.html, TQPDAC “Edible Tectonics” from EDU 345

Science Process Skills:

Observing,communication, inferring, interpreting data,classifying, experimenting, interpreting hypotheses,constructing models.

MCF and Science Topic:

Strand I,CS I, E 1(Generate reasonable questions about the world based on observation );Strand II, CS 1, E1(Develop and awareness of the need for evidence in making decisions scientifically);Strand III, CS 1, E3(Describe ways in which technology is used in everyday life);Strand III, CS 5, E3(Describe the basic requirements for all living things to maintain their existence)

Lesson Objective:

Students will discover how the theory of plate tectonics of the ocean began, why it is beneficial to every living thing, and what are some important events that may have taken place to contribute to the history of the ocean.

Key Question: How do you think the ocean was formed?

Common Misconceptions: Individuals can adapt to a changing environment. These adaptations are heritable.

Set up Prior to Lesson: Be sure to start DVD in spot of movie that incorporates much description of the ocean and shows ocean life of the animals. Make sure that television is also set on correct channel for viewing. Be sure that computers are working properly and set on the www.edu345.edzone.net webpage.

Task Description Theory/ MethodsEngage Activity

Showing the DVD movie clip.

OCEAN worksheet

As students enter the classroom, the teacher will hand students an “OCEAN” worksheet.Students will watch about the first 15-20 minutes of the movie “Finding Nemo”The movie clips will include parts of the movie that display the ocean floor, crest, trenches and other ocean properties.Students will be asked to record anything about the video clip that may be appealing or different to them.

Constructivist Theory: allowing students to bring their ideas to the table

Inquiry Method: getting students to think about ocean life

Choice Theory: giving students the ability to write about what they choose to write about.

Exploring Activities

Key Question

TQPDACMilky Way Plate Tectonics

Students activity and ocean illustration

Students will be given the Key Question of how do they think the ocean began. Students will be given a TQPDAC for the Milky Way Plate Tectonics Activity.Each student will be sitting at their desk and given a bite size milky way candy bar for the activity.(The teacher will stand in the front of the classroom to demonstrate the activity to the students before they begin)Students will construct a drawing on paper of what they interpret the ocean to look like

Brain Based Theory:Bringing ideas into a creativity

Inquiry Method: thinking about how the ocean was formed

Processing Activities

Science website

Virtual Ocean Tour

Students will partner up with another student and do research on the classroom computers.The teacher will make sure that the website is bookmarked for students when they approach the computersStudents will go to the http://oceanexplorer.noaa.gov/explorations/htm. website to discover information about the ocean. Student will be able to take a virtual tour of the ocean’s life underwater.

Multiple Intelligences Theory: use of intellect

Choice Theory: choice of which ocean topic to write about

Brain-Based Theory: students learning new features about

ocean life to apply to their journal writing.

Higher Order Thinking: being able to comprehend what was learned.

Further Investigation

Student gain knowledge and understanding of the ocean

Students will Complete group experiment

Students will record questionsOcean journals

Students will be given the Build a Model of the Water Cycle worksheet.Students will work in groups of 4-5 students to complete the project.Students will complete the questions at the end of the procedure in their OCEAN journals.The teacher will ask students questions:What were some properties of the ocean that you can identify? Were there any ocean features that were found in both the Finding Nemo movie and the Virtual Ocean Tour Site?

Inquiry Method: thinking about building the models

Constructivism Theory: understanding experiment

Brain-Based Theory: thinking with others in a group setting

Applications

Presentations of group journals

Watch Movie “Finding Nemo”

Students to bring in ocean representations

Classroom will construct own history of ocean

Students will present group recordings to entire class as a science lesson.After each group has presented, class will continue watching the movie “Finding Nemo”Students will be given homework, to bring in something for the next day that represents something of the ocean, ie: sea shells, sand, fish, etc.Each student will individually construct own their history of the ocean to relate to the classroom theme.

Constructivism Theory: bringing ideas to entire group

Brain-Based Theory: knowledge presented about ocean facts and opinions

Choice Theory: choice of bringing symbolic item

Learning Theory: applying what they have learned to lesson

Assessment

Answering Key Question

Knowledge from

Assessment will be determined by how students are able to answer the Key Question at the beginning of the lesson.Students must prove that they were able to gain knowledge from the websites and working with partners.

Constructivism Theory: bringing up new ideas and concepts

Higher Order

sources

Classroom Discussion and participation

Students must also participate in the class decoration for the ocean unit by providing an item of their choice which relates to the theme.Students must provide an accurate lesson to fellow classmates.

Thinking: creativity of writing and ideas

Inquiry Method: providing answers to questions.

Handout and Visual Aids

Experiment HandoutJournal Handout

Students will receive experiment handouts, and websites that may be helpful to them at a later date. Along with other information that they may record for references that relates to ocean unit.Students will be encouraged to rent or buy the movie Finding Nemo as an addition to their video library, if not already done so.

Choice Theory: applying knowledge to other resources learned from lesson

Backup Plan: if the computers fail, students will be able to research information about the topic in the school library. If the television or DVD player fails then the teacher will read the “Finding Nemo” book to the students and display pictures, so that students are able to make connections about the ocean.

Milky Way Mountain Models- Chocolate TectonicsThink First!: It is known that plate tectonics are sections of the Earth’s crust that

move about on the Earth’s surface.

Question: How do the Earth’s crust plates move and what are the results of the movement?

Procedure:1. Students will be given a bite size milky way candy bar.2. The unwrapped candy bar will represent the model of the Earth.3. Using your fingernails, make several cracks in the candy bar.4. With your left thumb and forefinger on the side and right thumb

and forefinger on the other side of the candy bar, slowly stretch the candy bar slightly apart, so the chocolate will separate exposing the caramel.

5. Now push the stretched candy bar back together again. The chocolate may began to crumble as one piece of chocolate may be pushed under the other.

6. Continue to slowly pull the candy bar apart and push it back together again, until you are able to explain how the chocolate can be moved about on the layers of material beneath them.

7. Finally, pull the candy bar completely apart and study the interior or the model.

8. After the experiment is complete, you can eat your model.

Data: Draw a labeled (chocolate, nougat, caramel) diagram of your model after you have completed step 4:

Draw a labeled (chocolate, nougat, caramel) diagram of your model after you have completed step 6:

Analysis: Add labels to your diagrams in your data, such as model of plates, model of asthenoshpere (mantle), fault, mountain, volcano, subduction zone.

Conclusion:

OCEANJournal Notes & Things

“Finding Nemo” Movie Notes Ocean Website Records

Looking at the Sea The Water Cycle

 

Going FurtherBuild a Model of the Water CyclePurpose

To identify the elements of the water cycle.

To identify the sun as the source of power for the water cycle.

Materials

large, zip-lock plastic baggies water food coloring masking tape thermometer (one that has a large range, like an outdoor

thermometer)

Background Information

Water is one of the basic building blocks of all life. It is also one of the basic ingredients of our weather. About 71% of the Earth's surface is covered by water. It is present in oceans, rivers, lakes, the polar ice caps, clouds, rain or snow, ground water and living things such as plants and animals.

Water is always moving. Surface water, warmed by the sun, evaporates into the atmosphere. Water vapor is carried by the wind all over the globe. Eventually the water vapor cools and condenses into clouds, fog, dew or various forms of precipitation. Once on the ground the water can evaporate directly or travel as runoff into the ocean, rivers, lakes or a ground water system eventually to evaporate again. This

dynamic pathway of water is called the water cycle.

Procedure

1. Put about a cup of water into the baggie. 2. Add a drop or two of food coloring. 3. Carefully seal the baggie and tape it onto a

sunny window. 4. Hold the bulb of the thermometer against the

bag for three minutes and then record the temperature.

5. Let the bag hang in the sun for a couple of hours then observe the bag again. Look for any changes in the bag. Hold the bulb of the thermometer against the bag again for three minutes. Has there been a change in temperature?

Going Further

Where did the tiny droplets of water on the side of the bag come from? Can you tell if there is any less water in the bottom of the bag? How would you find out?

Hold a piece of colored ice against the condensed water vapor in the bag. This action should cause more water vapor to condense and precipitate down the sides of the bag.

Move the bag to a location where there is no sun. How does this new situation affect the water cycle?

Science Learning Network | email: sln@mos.org | © 1998 The Museum of Science

 Looking at the Sea Physical Features of the OceanBeneath the world's oceans lie rugged mountains, active volcanoes, vast plateaus and almost bottomless trenches. The deepest ocean trenches could easily swallow up the tallest mountains on land.

Around most continents are shallow seas that cover gently sloping areas called continental shelves. These reach depths of about 650 feet (200 m). The continental shelves end at the steeper continental slopes, which lead down to the deepest parts of the ocean.

Beyond the continental slope is the abyss. The abyss contains plains, long mountains ranges called ocean ridges, isolated mountains called seamounts, and ocean trenches which are the deepest parts of the oceans. In the centers of some ocean ridges are long rift valleys, where Earthquakes and volcanic eruptions are common. Some volcanoes that rise from the ridges appear above the surface as islands.

Facts about the Oceans

Area: about 140 million square miles (362 million sq km), ore nearly 71% of the Earth's surface.

Average Depth: 12,200 feet (3,720 m).

Deepest point: 36,198 feet (11,033 m) in the Mariana Trench in the western Pacific.

Mountains: The ocean ridges form a great mountain range, almost 40,000 miles (64,000 km) long, that weaves its way through all the major oceans. It is the largest single feature on Earth.

Highest Mountain: Mauna Kea, Hawaii, rises 33,474 feet (10,203 m) from its base on the ocean floor; only 13,680 feet (4,170 m) are above sea level.

Other mountain ranges are made up of extinct volcanoes. Some seamounts, called guyots, are extinct volcanoes with flat tops. Scientists think that these underwater mountains were once islands but their tops were worn away by waves. The diagram below shows the main features found on the ocean floor.

Oceanographers know these features exist because much effort has been spent on mapping the ocean bottom. In order to make maps of the ocean floor, the depth of the ocean must be known in many places. In the early days of ocean exploration, sailors made depth determinations called soundings by means of a lead line. This was simply a long piece of rope, marked off in fathoms (six-foot intervals) and having a lead weight at one end. The depth was measured by dropping the weight into the water and noting how much line went out when the lead weight reached the bottom.

Measuring Water Depth

Today's oceanographers use sonar instruments to generate a sound signal that is bounced or

Taking soundings this way is time-consuming, especially in deep water. Today most depth measurements are made using an echo sounder. Instead of dropping a weight, a pulse of sound energy is transmitted electronically toward the bottom. The time it takes the pulse to travel to the bottom and be reflected back up to the surface is measured. From this time interval, the depth of the water can be calculated. When pulses are sent out and received in quick succession, an almost continuous recording of the ocean depth called a bottom profile may be obtained.

The sedimentary rocks that exist on the ocean bottom are much younger than any similar rocks

"echoed" off the sea floor and then recorded on board the ship. The speed of sound in water is 1,500 m per second, four times faster than the speed of sound in air. By carefully measuring the round-trip time of the sound waves and taking into account the variables of temperature and salinity, the depth of the water and the distance to another object can be measured accurately.

found on the continents. The cores of mud and rock brought back by deep-sea drilling ships vary greatly in age, but no deposits from the ocean floor seem to be more than about 200 million years old. This makes oceanic crust very young compared with the continents, which contain rocks up to about 4 billion years old. How then did the oceans form?

Next

Science Learning Network | email: sln@mos.org | © 1998 The Museum of Science

Technology RubricStudent’s evaluation will be assessed upon the following criteria:

Participation and Attendance-in order to receive any credit for the given assignment, students must be present on the day of the activity. [ 10 points]

Student’s completion of Milky Way Chocolate Tectonics TQPDAC worksheet- student must complete data, analysis, and conclusion section of

activity. [10 points]

Ocean Journal Notes and Things- students creativity and understanding of

the activity should be expressed in their journal writings. This should usually

consist of a couple of sentences or more in their journal page. [5 points]

Participation- total points possible = 10 points Points earned ______TQPDAC Worksheet = 10 points Points earned ______Journal Writing = 5 points Points earned ______

Possible points = 25 points Points earned ______

Name: Chennele Simpkins, from Beaker Babes

Type of Lesson: Children’s Literature

Contact Information: simpk1ce@cmich.edu

Lesson Title: An Ocean to Remember Grade Level: Grades 3-5

Materials: Dish pan, cardboard, soil, sand, water, book, paper, pens, pencils

References: “The Ocean Book” by Isaac Asimov, “The Seashore Book” by Charlotte Zolotow

Science Process Skills: MCF and Science Topic: Lesson Objective:Observing, communi- Strand V,CS 2, E 4 Students will construct acation, measuring, in- (describes uses of water); model and demonstrate howferring, identifying and Strand I, CS 1, E1 waves break and how thecontrolling variables, in- (generate reasonable ocean is shaped intoterpreting data, classify, questions about the world existence.interpreting hypotheses, based on observation)experimenting, constructingmodels.

Key Question: What do you think happens to the sand as the water is washed against the side of the ocean?

Common Misconceptions: Moving fluids contain higher pressure.

Set up Prior to Lesson: Bring in all materials needed, set up all materials on each table, 1 set up per group of 4-5 students. Each group table will consist of a dish pan, square piece of cardboard, 1 cup of soil, 1 cup of water, “An Ocean to Remember” TQPDAC worksheet, and pencils.

Task Description Theory/ MethodsEngage Activity

Reading story “The Seashore Book”

Greet students, make sure students are sitting at their desks before reading story book, and explain the activities today will relate to the story of the seashore.Ask “Key Question”about what will the students think will happen to the sane as the water is washed against the side of the ocean. (Teacher will be walking around the classroom)Start demonstration to the class about how the ocean changes the

Constructivist Theory: brining new ideas to the group

Inquiry Method: getting students to think

Read-A-Loud Method: reading story to students

coastlineExplain instructions of experiment to students. (Teacher will give instructions in front of the classroom)

Exploring Activities

TQPDAC students activity sheet

Students will count off in groups of 5 and go to their assigned tables in the classroom.The teacher will make sure that each group has the correct number of students at each table.After being given the instructions of the experiment, students will begin experiment.

Constructivism Theory:Building ideas of the experiment

Inquiry Method: thinking about the experiment

Processing Activities

Standing activity with students imitating the movement of the ocean.

Students create drawing of what the ocean looks like as it moves.

Students will create a human model of how the waves of the ocean move by standing in a circle, holding each others hands and using their arms and other body parts by moving up and down and other directions to imitate the ocean.Each group of students will stand behind their chair at their table and hold hands to form a circle. The students will use their arms and other body parts to create a model of how the ocean moves. They may also use sound effects with their mouths.The teacher will walk around the circle to make sure that the students movements correspond to that of an ocean.Students will also create a drawing of how the ocean moves on a separate sheet of paper at their desks, after their human ocean model activity.

Multiple Intelligences Theory: use of intellect

Choice Theory: personal power and enjoyment of creativity

Higher Order Thinking: building skill upon another

Brain-Based Theory: different learning style for students

Further Investigation

Student will write TQPDAC

Students will create new concept of experiment.

Students will continue to write TQPDAC.After performing the initial experiment, students will perform the experiment as a different procedure.Students may choose to add new things or eliminate things from their

Inquiry Method: thinking about the experiment

Constructivism Theory: understanding of experiment

Ocean discussion question:

experiment.Students will record their observations of the activity on the TQPDAC worksheet as part of their conclusion The teacher will discuss with the classroom and ask questions about how the use of the human ocean model helped them to explore different types of wave movement.

Choice Theory: the choice of enjoying the experiment.

Brain-Based Theory: students being able to explain the different types of wave movement

Applications

Classroom discussion

The teacher will ask students to discuss the ways that they may apply the movement an ocean in their daily lives.The teacher will give examples to students such as the way that they may move up and down, or left and right.The teacher will ask students to give an example and demonstrate with their body the type of movement.

Inquiry Method: Answers to questions in classroom discussion

Brain-Based Theory: applying knowledge to everyday life

Choice Theory: having needs met by survival

Assessment

Review of TQPDAC

Complete Data, Analysis and Conclusion of worksheet

Students will be evaluated upon their understanding of the procedure of the experiment. Students should have completed the Data, Analysis, and Conclusion sections of the “An Ocean to Remember” worksheet.

Constructivism Theory: brain development

Higher Order Thinking: creativity of writing and thoughts

Handout and Visual Aids

Experiment HandoutJournal Handout

Students will be given the procedure to the given experiment as well as the book and activity reference, in case they would like to construct their own ocean at home.Students will be given the journal worksheets for the daily record of their usage of water.

Cognitive Development: moving to another stage of development of the experiment

Choice Theory: students having freedom of own activity

Inquiry Theory: writing journal ideas of activity

The Seashore Book

Charlotte Zolotow

A young boy who lives in the mountains and has never seen the sea,

asks his mother to describe it. The book takes the reader on an

adventure of the many aspects of the seashore. The story describes

what the ocean sounds like, what it looks like at night, what kinds of

animal life you can find in and around the ocean. The text of the story

is big and legible for children grades 2-3 to enjoy.

An Ocean to Remember

Think First! What do you know about the ocean? What are some components of the ocean?

Question: How does the coastline of the ocean change?

Procedure: Steps taken to complete experiment.

1. Place dishpan on a flat surface, such as a table2. Holding with hand, place square cardboard piece in the middle of the dishpan3. Fill one side of the dishpan to the top with soil. Moisten soil with water until

it becomes slightly muddy.4. On the other side of the cardboard, cover the surface of the dishpan with sand,

and pour 1 ½ inches of water on top of the sand.5. Remove the cardboard piece. Move the dishpan back and forth to create

waves.6. Be sure that the small waves mix with the soil.

Data: Record your observations of experiment.

Analysis: What makes the coastline of the ocean change? Do the waves affect the movement of the sand surrounding the ocean?

Conclusion: During the experiment, what was the size of the waves that were created in the dishpan? In what ways did the waves move, for example left to right, up and down? Was there a change in the coastline when the water and sand began to mix? Were there any other observations that you could conclude from the experiment?

Name _____________________ Date_______________

Ocean Journal Writing

Journal Question: Explain ways that water is used throughout your daily life. Do you think that you use a lot of water throughout the day? Do you think that you use very little water throughout the day? Is it possible to go through the day without water? Why is water so important in your life?

Ocean Rubric- Human Ocean ModelStudent Assessment of the human ocean model will consist of the following criteria:

Student’s attendance....Student must be in attendance on the day of the activity to receive full points possible

Attendance = 10 points

Student must be able to demonstrate a motion of the ocean using their body parts, such as arms, and legs.

Ocean Motion= 5 points

Student should be able to display their drawing of what they think the ocean looks like as it moves. The drawing should be creative and demonstrate the directions in which the waves move on their paper.

Creativity= 5 points

Students must complete the “An Ocean to Remember” TQPDAC

Completed TQPDAC= 10 points

Students may receive a total of 30 points:

Attendance: _____/ 10 points

Ocean Motion: ______/ 5 points

Creativity: ______/ 5 points

Completed TQPDAC: ______/10 points

Point Total: _______

Additional Comments/ Suggestions:

Name: Shannon Powell of the Beaker Babes

Type: Children’s Book Lesson

Contact: smazzola@charter.net

Lesson Title: “I Wonder What’s Down Under?” Grade: 5th

Materials: And to Think that I Saw it on Mulberry Street by Dr. Seuss; Mystery Boxes (5 to 8) closed opaque boxes with various

ordinary objects inside, such as rubber bands, pieces of paper, etc.)

Mystery Box TQPDACs (one for each student) Bathymetry Box materials (one set for each group): plastic

opaque boxes, modeling clay, water, blue food coloring, string, tape, wooden dowels or plastic straws, rulers, graph paper, pencils

Bathymetry Box TQPDACs (one for each student) Lake Michigan Maps (one for each group) Colored pencils Paper & pencils

References: http://www.col-ed.org/cur/sci/sci25.txt by Blaine W. Greenhalgh; http://www.geocities.com/sseagraves/underthesea.htm by S. Seagraves; “Mystery Boxes” by Darcy McMahon CP p.16; http://www.sea.edu/academics/k12.asp?plan=unseenoceanfloor edited by Pat

Harcourt & Teri Stanley; http://www.ngdc.noaa.gov/mgg/image/michiganlarge.jpg; http://oceanworld.tamu.edu/educators/props_of_ocean/activities/

PO_systems.htm

Science Process Skills

Observing, communicating, measuring, predicting,

inferring, interpreting data, experimenting, constructing

models, formulating questions

MCF and Science Topic

MCF I, CS1, E2(Develop solutions)

MCF I, CS1, E4(Measurement)MCF I, CS1, E6

(Charts and graphs)MCF IV, CS1, E1(Classification by

observation)

Lesson Objective

The learner will develop and experience various

ways to learn about objects they cannot see

or touch directly.

Key Question: Since they can’t just make it up like Marco did, how do scientists figure out what is down in the ocean?

Common Misconceptions: 1. An object is “seen” because light shines on it. Light and the eye are necessary conditions for seeing an object. 2. Some

objects cannot be measured because of their inaccessibility. 3. An object must be “touched” to measure it.

Set up: have student desks in groups or work at available tables (this may be arranged by the students after the story has been read depending on where you want students to be during the story); place Mystery Boxes at student tables; have handouts available; have Bathymetry Box materials on separate table for students to gather when ready.

Engage:Read story

Have students come to the reading corner of the room, sitting on the floor facing the teacher. Read And to Think that I Saw it on Mulberry Street by Dr. Seuss (see summary attached); ask “When Marco didn’t like what he saw, what did he do?” (he made it up); “If we want to know what something is like where we can’t get to it, like Mars or the bottom of the ocean, what do we do?” (we can’t just make it up!) Ask key question “Since they can’t make it up like Marco did, how do scientists figure out what is down in the ocean?”

Learning Modalities: the book is both auditory and visual.

Multiple Intelligences: visual, auditory

Exploring:Mystery Boxes

Pass out Mystery Box TQPDACs (attached.) Explain that each group (and student) will investigate each box without opening it. Prompt them to explore ways to figure out what might be inside. Give them plenty of time to explore each box.

Learning Modalities: all threeBrain-based: uses many senses

(deliberately stifling sight), relaxed but challenged, group learning, active processing

Choice: love/belonging, personal power, enjoyment, freedom

MI: interpersonal, kinesthetic, verbal, spatial, logical

HOTS: analysis (predictingConstructivism: notions of sight are

disturbed

Processing:Class discussion

Discuss with the class what they have predicted might be contained in the boxes. Ask them to share how they made conjectures and to defend and explain their reasoning for each “educated guess.” Open the boxes and discuss how their guesses relate to what was actually inside. Talk about what their guesses were and how those could have been accurate as well. Have them write about other things that could be placed in the boxes that might be hard to guess, too. Draw pictures if desired. Relate their experiments to how SONAR works for scientists studying the ocean floor. Refer to SONAR handout (attached.)

Further Investigation:Bathymetry Boxes*creation*map another group’s box

Hand out the instructions for creating Bathymetry Boxes (attached,) one per group. Heavily monitor the creation of the “seafloors.” Make sure that students are creating a variety of features and levels. Pass out the TQPDACs (attached) for the Bathymetry Boxes. Show students where you have placed supplies such as string, tape, grid paper, and dowels or straws. Offer hints if needed about how to create a grid on the top of the box, how

Choice: freedom, love & belonging, enjoyment

Constructivism: group work, shared learning, building on previous knowledge

Brain-based: relaxed but challenged, actively processing, group learning, active and passive

Learning modalities: all threeHOTS: synthesizing previous

knowledge into a new methodThematic instruction: math,Inquiry-based: TQPDAC

to measure and how to graph the results. *Keep in mind, however, that this activity is designed so students may explore their own ideas and come up with their own solutions using the materials

given. For reference, teacher may refer to http://www.sea.edu/academics/k12.asp?plan=unseenoceanfloor

Applications:*Color the graphs from the bathymetry boxes*One page summary

Show students the map of Lake Michigan. Brainstorm within groups at least three situations where this type of map would be helpful. Have students create a key and color their graphs from the bathymetry boxes in a similar manner. Compare with other groups to see if the results are similar. Have students write one page explaining two different ways to study something they cannot see or touch and three uses for this study.

Thematic instruction: math, language arts (writing)

MI: intra- and interpersonal, verbal, logical, naturalistic

HOTS: Application, possibly synthesizing and judging

Assessment:Turn in materials: Both TQPDACs, colored graph paper, written paragraph

See attached rubric. HOTS: Application, judgment, synthesizing

Thematic unitMI: participation (interpersonal) is

15 points of 50

Handouts/Visual Aids:

TQPDAC for Mystery BoxesTQPDAC for Bathymetry BoxesLake Michigan Bathymetry Map(all attached)

Shannon Powell

“And to Think that I Saw it on Mulberry Street” by Dr. Seuss

Marco is asked by his father to pay attention while he is walking to school so that later he may tell his father what he saw. Marco is not satisfied with what is really happening on the street, so he figures that one little exaggeration won’t hurt. That exaggeration feeds into another and another until Marco’s story doesn’t really resemble the truth at all. Whatever will he tell his father when he gets home? Will he tell the story he made up, or will he settle for the truth?

Shannon Powell

Mystery BoxesThink First!: Scientists can’t see or touch the bottom of the ocean floor, so how can they study it?

Question: Without looking inside, what is in the boxes?

Procedure: (This is your own design. What will you do to figure out what might be in the boxes? How will you study them? List your methods below.)

1.

2.

3.

4.

Data:Box Color Feels Like….. Sounds Like….. Other Observations

Analysis:Box Color Possible Objects

Conclusion: What is your best guess for each box?

SONAR

(Questions in italics should be asked to the class before giving out information. Have students brainstorm answers in groups and as a class, especially #4. Depending on the level of your students, you may want to consider leaving out question #3 and not “giving away” the solution to the next part of the lesson if following up with the Bathymetry Boxes.)

1. It has been said that sound is the "eyes" of the ocean. What might this mean?

In all but the shallowest areas, the seafloor cannot be seen by the naked eye. In the clearest, shallow water we see at best a murky or hazy image of the seafloor, but only where the depth is a few tens of meters at most. Our ability to study the deep ocean is limited because light only reaches down about 100m and we can see less than 50m underwater. Satellites cannot measure the seafloor directly because most electromagnetic radiation (light or radio waves) cannot penetrate the depths of the ocean.

2. What does SONAR stand for?

SONAR is an acronym for sound navigation and ranging. It is an instrument used to locate objects underwater by reflecting sound waves.

3. How did early oceanographers explore the bathymetry of the ocean before echo-sounding/Sonar?

They lowered a line with a lead weight attached into the water and counted the number of lengths of line hauled back onboard after the weight hit the bottom.

4. Why do we still know less in some ways about the floor of the oceans than we do about the surface of the moon?

It is hard to study the ocean and its floor because:

Even though the moon is a greater distance from Earth than the ocean bottom is from the sea's surface, we can't see the ocean's bottom, but we can see the moon's surface.

The oceans are nearly 4,000m (on average) deep and sea water is not very transparent.

Pressure is extremely high in the deep parts of the ocean. Seawater is corrosive so instruments must be kept from getting wet. The sea surface is dynamic so it's hard to deploy (place or launch)

instruments over the side of a ship. We cannot breathe in water so we can't easily swim down to the bottom. Water absorbs light and other electromagnetic radiation. We must tow sonars back and forth across the ocean to map the sea floor. Most important reason: There just aren't enough ships available with sonar to

map the seafloor. Areas the size of Texas have never been surveyed.

Information found at Ocean World: http://oceanworld.tamu.edu/educators/props_of_ocean/activities/PO_systems.htm; 2004; Hammer, Margaret and Kenworthy, Judith.

Create an ocean floorYour group will be creating an ocean floor for another group to “discover.” Follow directions carefully.

1. Brainstorm with your group what kinds of things might be found on the ocean floor. Think about the landforms and what else might be found down there. You should brainstorm at least five items. Ask the teacher to check your list when you are finished and ready to start.

2. Gather your materials. You will need:One plastic dishpanOne package of clayBlue food coloring (share with the rest of

the class)

3. Use the clay to create an ocean floor on the bottom of the inside of the dishpan. Be sure to cover the whole pan and create a variety of features to be “discovered.” Again, have the teacher check your work before moving on.

4. Leave the dishpan on your table. Carefully fill your pan with water using another container to carry the water to the dishpan. Use a few drops of blue food coloring to make the water more difficult to see through.

Shannon Powell

Bathymetry Boxes (bath-im-uh-tree)

Think First!: Scientists have been studying the ocean floor for a long time, so how did they do it before the invention of SONAR?

Question: How can you discover what the bottom of another group’s bathymetry box looks like?

Procedure: Check out the materials that the teacher has laid out for you. How can you use these to explore the bottom of your “ocean?” Write your procedure here.

1.

2.

3.

4.

5.

Data: Graph paper has been provided for collecting data. Record your measurements there.

Analysis: What does your graph paper tell you? How could you make it clearer and easier to comprehend? Could this be a useful tool for someone? How?

Conclusion: Is this an accurate way to map an ocean floor? Is it better than SONAR?

Shannon Powell

A note to the teacher about the bathymetry boxes:

Ideally, the students will come up with a solution for these boxes on their own given the specific materials needed. If they are having trouble, start by pointing out the graph paper. Ask how that could relate to the box they have in front of them. Then, how could they create a similar graph on their box? (A solution would be to tape strings across the box and create a grid along the top.) If they establish the grid, then how can they measure each section? Will there be a method so that they are sure to get all of the boxes without overlapping? How will they measure if they can’t put the ruler into the water? Remind them of the SONAR facts if those have been reviewed already. Keep prompting the students to create the grid, create a measuring device using a straw or pencil, and mark the depths on the graph paper in the correct locations. This is the desired result but it is certain that some groups will need a little more prompting than others. Later, during the application section, students should choose a range of numbers for each color to represent and also create a key similar to the Lake Michigan map.

Depending on how much information you share with your students and how in depth your conversation, you may also want to use similar prompts during their writing.

Shannon Powell

Rubric for TQPDACs, graphs and paragraphs

Participation and TQPDAC worksheets (2): worth half of total points. In this case, 25 points out of 50.

Participation (teacher monitored) – 15 points total, (5 for Mystery Boxes, 5 for Bathymetry Boxes, and 5 for class discussions) Teacher may need to walk around the room while these activities are going on, using a clipboard with an attendance sheet to mark participation points.

Mystery Boxes TQPDAC – complete, worth up to 5 pointsBathymetry Boxes TQPDAC – complete, worth up to 5 points

Graphs of Bathymetry Boxes: worth 10 points

10 points: shows correct measurements, colored and keyed correctly, neat and legible8 points: mostly correct measurements, colored and keyed correctly, legible6 points: mostly correct measurements, colored incorrectly, missing key, somewhat legible4 points: many incorrect measurements, colored incorrectly, missing key, difficult to read

Paragraphs: worth 15 points

15 points: full page, neat and legible, shows clear understanding of SONAR and bathymetry, how they are implemented, and their applications for underwater mapping.12 points: ¾ to full page, neatly written, shows an understanding of SONAR and bathymetry, a little vague on implementations and/or applications.9 points: ½ to ¾ page, shows some concept of how SONAR and/or bathymetry works, doesn’t appear to know the how or why of the steps involved in implementation, doesn’t seem to understand the applications.6 points: less than ½ page, shows lack of understanding about SONAR and bathymetry, doesn’t understand how they are used or why.

Name: Shannon Powell of the Beaker Babes

Type: Technology Lesson

Contact: smazzola@charter.net

Lesson Title: “The Creeps Down Deep” Grade: 4th - 5th

Materials: Blue and green crepe paper, colored plastic wrap, scissors, tape,

etc. (Any materials desired to decorate room to look like an ocean – be creative. Try creating places that resemble a sunken ship, a coral reef, etc.)

Ocean music/sound effects and music player “Ocean Animals” (enough for whole class) Computers for each group, whole class if possible (Internet) “Choose Your Animal” (enough for whole class) Paper and pencils for Webquest “Fashion a Fish” worksheets (3) (enough for whole class) White paper, markers and/or paints, scissors, tape, stapler (use

some materials from ocean activity above)References:

http://www.enchantedlearning.com/coloring/oceanlife.shtml http://www.scsvt.org/ctrip/student/weboceananmo.html http://www.geocities.com/sseagraves/underthesea.htm

Science Process SkillsObserving, communicating,

interpreting data, constructing models, formulating questions

MCF and Science Topic

MCF I, CS1, E2(Develop Solutions)

MCF I, CS1, E5(Develop strategies for

problem solving)MCF II, CS1, E4

(Sensitivity to natural world)MCF III, CS1, E2

(Vertebrate characteristics)MCF III, CS4, E2

(Survival characteristics)MCF III, CS, E4

(Design ecosystems)

Lesson Objective1. The learner will

create a classroom environment that resembles the ocean.

2. The learner will experience some of the duties of an ocean career and make judgments accordingly

3. The learner will “invent” a new ocean animal based on known information about other ocean animals.

Key Question: How do ocean animals adapt to their habitats? Or, what kind of habitats do they require?

Common Misconceptions: 1. Only large land mammals are animals 2. Whales, jellyfish and starfish are all fish

Set up: Have ocean-decorating materials gathered in one area (see materials section above); have music playing low in the background before students come in if possible; computers on and ready, possibly already opened to Webquest website OR computer lab reserved; all handouts copied and ready; “Fashion a Fish” materials on a separate table

Engage:Create an oceanListen to music and/or

ocean sounds

Using the materials the teacher has laid out, students will create an ocean in their classroom. Let them be creative in this. Brainstorming as a class might work well before getting started. It may even work best if students are notified ahead of time and are allowed to bring in items. Areas with sand, containing shells and other small items might be appropriate, tables with artifacts from the sea, a reading corner with sea animal pillows, etc. Let students be creative but keep them from creating “creatures” just yet.

Choice: personal power, love and belonging, enjoyment, freedom

MI: naturalistic, auditory, visual, kinesthetic,

Learning Modalities: all three

Brain-based: orchestrated immersion, relaxed alertness, active processing

Exploring:Choose an animalExplore animal artifacts

Teacher will ask key question from above. How do ocean animals adapt to their habitats? Or, what kind of habitats do they require? Class discussion should ensue, writing ideas on the board if desired. Teacher should have five separate areas of the room set up with examples of the five types of ocean animals. Children should be encouraged to explore, making observations and conjectures about the animals (these same artifacts can be used in many other ocean lessons included in this unit, so it is beneficial to have them out for exploration throughout the unit.) Using the handouts provided (Ocean Animals and Choose your Animal,) each student will choose an animal to research. No two students should choose the same animal. Teacher should push for the most variety possible. Students will write the animal’s name at the top of the Webquest worksheet. (Music could still be running at this point)

Choice: personal power, enjoyment, freedom

Brain-based: relaxed, emotional aspect

MI: naturalistic, auditory, visual

Learning Modalities: visual, auditory

Processing:Phase 1 of Webquest

Using the second website listed above, students will follow the directions on the site and complete the Webquest. Each student will work on his/her own to complete the first worksheet (Choose your Animal.) No two students should be researching the same animal. If enough computers are not available, some students may begin this part of the lesson while others are creating the ocean classroom, and then switch places when necessary. When all members of a group (see following activity) are finished, they will share their findings with the rest of the group members.

Learning Modalities: visual, kinesthetic

Brain-based: relaxed but challenged, variety of places to work, multiple resources, active processing

Choice: personal power, enjoyment, freedom

MI: intrapersonal, kinesthetic, spatial, logical

HOTS: analysis, comprehension, application

Constructivism: notions of sight are disturbedInquiry-based

Further Investigation:Phase 2 of WebquestPhase 3 of WebquestPresentations

Place students into groups of 4 or 5 if not already done. Each student will choose a different job type from the list in Phase 2. If a group has five students, a pair may be either the oceanographer or the marine biologist. After all have researched, the teams will get together for Phase 3 and write the response. Rubrics may be handed out or written on the board for all to see. Teacher should monitor these projects to make sure that everyone understands and receives a passing grade. Also, all groups should be encouraged to read the conclusion at the bottom of the Webquest page. When all groups are finished, they will each present their conclusions to the rest of the groups.

Choice: freedom, love & belonging, enjoyment

Zone of Proximal Development (group work)

Constructivism: group work, shared learning, building on previous knowledge

Brain-based: relaxed but challenged, actively processing, group learning, active and passive

Learning modalities: all three

HOTS: Analysis, Application, Synthesizing, Evaluation

Thematic instruction: language arts,

social studies (careers), possibly math

Applications:Fashion a fishOral Presentation

Following the “Fashion a Fish” handout directions, students will create a new species of fish. Their choices should make sense and be explained on the accompanying worksheets. They may still use computers for this assignment if they are available. Encourage students to work near each other, discussing their choices and creations and helping each other out. These fish should be hung and/or placed within the ocean of the classroom as naturally-placed as possible, (the goal here is the realization that the animals adapt to a particular habitat or choose a habitat based on their unique characteristics) with the informational worksheets located near them so other students may understand the particular features of the created animals. Students shall present their fish/animals to the rest of the class with short explanations. Teacher will ask key question again and facilitate a class discussion.

Thematic instruction: art, language arts

MI: intra- and interpersonal, kinesthetic, visual, auditory, naturalistic

HOTS: Application, Analysis, Synthesizing (creating a new fish), Judging (deciding what will work best)

Brain-based: orchestrated immersion, relaxed alertness, active processing, rich and stimulating environments

Learning Modalities: all three

Assessment: See attached rubric.

Handouts/Visual Aids:

Ocean Animals ListsChoose Your Animal worksheetsFashion a Fish worksheets (3)

Ocean animalsAngelfish – Angelfish are brightly-colored, flattened fish that live in shallow warm waters.Angelshark – Bottom-dwelling, relatively harmless sharks

with flattened bodies and a blunt snout.Basking Shark – A huge filter feeder and the second largest

fish.Beluga Whale – A small, white, toothed whale that lives

mostly in cold, Arctic watersBlowfish – Also called pufferfish and fugu, this poisonous

fish can swallow water to double its size.Bluefin Tuna – A large, bony fish in danger of extinction

from over-fishing.Blue Ring Octopus – A small but very venomous octopus

from warm reefs in Australia and nearby regions.Blue Shark – A sleek, fast-swimming shark with blue skin.Blue Whale – A baleen whale that is the largest animal that

ever lived on Earth.Bottlenose Dolphin – A bottlenose dolphin is a small,

toothed whale.Brittle Star – A bottom-dwelling marine invertebrate with

long, spiny arms.Bull Shark – A blunt-nosed, dangerous, gray shark that can

also live in fresh water rivers and lakes.Clam – Burrowing bivalve with a soft body.Clown Fish – Colorful fish that live among sea anemone.Coelacanth – The Coelacanth (pronounced SEE-la-canth) is

a primitive lobe-finned fish that was thought to have been extinct for millions of years, but a living Coelacanth was caught in the Indian Ocean off the coast of South Africa in 1938.

Conch – A marine invertebrate with a large, beautiful shell.Cookiecutter Shark – A small shark that takes circular

bites out of its prey. Also known as the luminous or cigar shark.Etc…rest of list at http://www.enchantedlearning.com/coloring/oceanlife.shtml

CHOOSE YOUR ANIMAL

Decide which animal you will research. You must have the following information available when presenting to the rest of the team:

1. Name of Sea Creature_______________________________________

2. Is your animal a mammal, amphibian, crustacean etc...

3. Environment: i.e. Which ocean is this animal usually found in? Is it found near the surface or down deep? Does it like being near vegetation?

4. Is this an endangered animal? If so, what must be done to preserve the animal's habitat?

5. Please share at least 5 facts about this animal that may be important in the success of this mission. At least 2 of your facts must relate to the adaptations of this unique animal to its particular habitat in the ocean.

1.

2.

3.

4.

5.

In this activity you will be marine biologists who have discovered a new species of fish. Think about what you have learned about fish adaptations such as body shapes, mouth shapes, coloration, camouflage, and defense mechanisms.

Materials: large sheet of white bulletin board papermarkersscissorsgluepencilstapler

Instructions:1. Draw a large picture of your fish on a large sheet of

folded paper. 2. Draw the pectoral and pelvic fins on a separate piece of

paper. 3. Trace the drawing with a permanent black marker. 4. Turn the paper over and trace the drawing on the other

side. 5. Color both sides of the paper and keeping the paper

folded, cut it out. 6. Staple the two sides together leaving an opening. 7. Stuff the fish with crumpled paper to give it a three-

dimensional look and staple it closed. 8. Glue on the pectoral and pelvic fins.9. Write a description of your fish. Be creative. You may

write your description in the form of a newspaper article, an interview or a scientific journal report. Your information may be hand written or typed.

Think about the following information when creating your drawing and written description:

Name of your fish - ____________________________________ type of fish – agnatha, chondrichthyes (cartilaginous fish), osteichthyes (bony fish) __________________________________

habitat – where does your fish live in the ocean? (coral reef, kelp forest, abyss)__________________________________________

migration – does your fish migrate or live its entire life in one region?_____________________________________________________

location in the world - what ocean(s) does your fish live in? _____________________________________________________

coloration/camouflage, defense adaptations - ______________________________________________________________________

how they swim/move/anchor - _____________________________

physical features – body shape, type of fins and # of fins, scales, size, mouth position, eye position, nostril position, barbels, etc. ________________________________________________________________________________________________________________

predators/prey – what does your fish eat and what eats your fish? _______________________________________________________

Answer the following questions regarding the Fashion a Fish activity:

Did you include a lot of scientific information about your fish?

yes no

Did you elaborate on your written description and include a lot of details?

yes no

Is your information neat and clearly written? yes no

Did you add details to your fish model? yes no

Is your fish model neat? yes no

Did you use your time wisely? yes no

What could you have done to improve your model?

What could you have done to improve your written description?

RubricCreate an Ocean activity – credit/no credit for participation – 10 points (because

fun things can be worth points, too!)

Webquest 1 – worth 15 points total5 participation points – 5 for good work, following directions, good attitude10 points for content – 10 – complete, interesting 5 facts

8 – complete, 3 or 4 facts 6 – incomplete, 2 or 3 facts4 – incomplete, 1 or 2 facts – REDO

These presentations will not be graded.

Webquest 2 & 3 – worth 25 points totalWebquest 2 – completely answered questions worth 10 points on a

credit/no credit basis – redo until completeWebquest 3 – 5 points for group participation

10 points possible for team’s written answer 10 - complete, thoughtful answer, shows research and

collaboration among members and good understanding8 – good answer, shows that all members contributed,

decent writing, shows some comprehension of concept6- short, quick answer, does not show collaboration of

group members, is not conclusive, REDOall papers should be 7 or higher when completed

These presentations will not be graded.

Fashion a Fish – worth 15 points total10 points for the physical animal itself

10 – creative, neatly made fish, stands out, follows page 3 questions

8 – some thought went into creation, a little haphazard construction, a few “no’s” on p. 3

6 – sloppily made but shows some creative thinking, 4 or 5 “no’s”

4 – poorly constructed, very little creativity if any, many “no’s”

5 points for placement in ocean scene5 – placement shows complete understanding of where the

created animal belongs in the ocean scheme according to its unique features

3 – placement shows some understanding of the unique features, but possibly another place would be better suited

1 – placement shows no understanding of the unique features of the fish, appears random

Oral Presentation (of created fish) – worth 5 points5 – shows creativity, makes sense, at least one minute in length3 – shows little creativity, doesn’t make complete sense, very short in

length1 – no creativity, doesn’t make sense, very short in length

Name: Shannon Powell of the Beaker BabesType: Centers LessonContact: smazzola@charter.netLesson Title: “Can we all just get along?” Grade: 4th – 5th

Materials: Video (or DVD) of “Finding Nemo” and a TV or

monitor Mammals center instructions, Baleen Whales

TQPDAC’s, rectangle pan, water, comb, napkins or paper towels nearby, computers with Internet (enough for a whole group)

Echinoderm TQPDAC’s, various echinoderms for students to observe on a table

Taped “Pagoo” and copy(ies) of book, tape player and headphones or private space for a group to listen

Mollusk TQPDAC’s, container of mollusk shells, possibly in sand

Paper towel tubes, toilet paper tubes, latex or vinyl gloves, scissors, markers, clay, paints and brushes

Large white board and markers or another large place to record class discussion

Art supplies for creating an ocean buddy – depending on students, it might be possible to let them choose the materials or just use the basics – paper, scissors, staples, tape, markers or paint, etc.

Small paper plates, large marshmallows, toothpicks, red licorice, white melting candy pieces, colored sprinkles, microwave or hot plate, napkins

Hula hoops or other circles (sidewalk chalk if on pavement) for Whales and Otters activity, extra paper plates

Science Process Skills

Observing, classifying, communicating,

measuring, predicting, inferring, formulating

hypotheses, interpreting data, experimenting, constructing models,

MCF and Science Topic

MCF I, CS1, E1 (Observation)

MCF I, CS 1, E6(Charts and graphs)

MCF II, CS1, E4(Effects of organisms on

each other)MCF III, CS2, E1(Classification)MCF III, CS4, E2

Lesson Objective1. The learner will

model symbiotic relationships.

2. The learner will create a new symbiotic relationship that works with a previous creation.

formulating questions (Characteristics)MCF III, CS5, E2

(Symbiosis)

3. The learner will create a classification system for echinoderms.

References: http://www.geocities.com/sseagraves/underthesea.htm by S.

Seagraves; http://www.coralreefwatch.noaa.gov/satellite/education/docs/

5_Symbiosis_and_Coral_Anatomy.pdf http://www.geocities.com/nelstomlinson/books/

homeschooling.index.html

Key Question: How do all the different types of animals live together in the ocean?

Common Misconceptions: 1. Only large land mammals are animals 2. Whales, jellyfish and starfish are all fish 3. Carnivores can exist in a plant free world if their prey reproduce enough

Set up: Have movie and TV on and ready, movie past the previews

section; Place mammals center materials near a source of water (or keep

a pitcher handy); Set out echinoderms at one center, preferably in a pile or

container of sand, with TQPDAC’s; Set “Pagoo” tape to beginning, insert headphones or place in

quiet area, place extra books nearby; Place container of mollusks and TQPDAC’s at another center; Place all coral polyp materials (not the edible kind) at fifth center

area along with the directions; For later activities, have art materials within easy access, hula

hoops available, and edible coral polyp ingredients gathered to be ready to pass out to students.

Procedure for using centers:

Teacher will explain each center first. Point out those with TQPDAC’s, those with directions to follow, and those where there are no directions (listening center). Give brief explanations that don’t give away everything before they get there.

Since these are upper elementary students, the teacher can explain that each center will be about 20 minutes long and that

the teacher will ring the bell when it is time to switch centers. Teacher will also note in which direction or order centers will change.

The teacher will split the students into groups using their desk “tables” as a guide. If a few students must be moved to make the groups split evenly, that is okay.

Teacher will assign each group a starting center, start timing for 20 minutes, and start.

Teacher should be able to walk around and monitor the centers and help where needed (probably those with TQPDAC’s.)

Engage:First 15 minutes of “Finding Nemo”

Show the first fifteen minutes of the movie “Finding Nemo.” Discuss the variety in the animals they see and talk about how they get along. How are Nemo and his dad able to live in the dangerous anemone? Ask students key question: “How do all the different types of animals (and plants) live and work together in the ocean?”(In case of technical failure, move on to the following Exploring activity “Whales and Otters” and have a similar discussion)

Choice: enjoymentLearning modalities:

visual, auditoryMI: linguistic, visual,

intrapersonal

Exploring:Whales and Otters

Play “Whales and Otters” (see attached)

Choice: survival, enjoyment, love and belonging

Brain-based: various environments (outside if possible)

Learning modalities: all three

Thematic instruction: artMI: kinesthetic, visual,

linguistic, intra/inter-personal

Processing:Centers (20 min)

1. Mammals2. Echinoderm

s3. Crustaceans4. Mollusks5. Stinging-

celled animals

Class discussion

1. Mammals handout and Baleen Whales TQPDAC (see attached)

2. Echinoderm TQPDAC (see attached)

3. “Pagoo” – listen to the book on tape read by the teacher, while following along with a real copy of the book (review attached)

4. Sorting univalves and bivalves (see attached)

5. Reading page and “Make a coral polyp” (not the edible one) (see attached)

Since students likely discussed their observations while in center groups, now have those groups discuss their findings with the rest of the class. Teacher may write data on the board, compiling information from the whole class into categories with the titles from the five centers above. Ask if students can find similarities in the types of animals, not just the differences which are so obvious.

Choice: personal power, enjoyment, freedom

Constructivism: TQPDAC’s

Brain-based: multiple resources, active processing, various places to work, challenged but relaxed, groups

Learning modalities: visual, auditory, kinesthetic

HOTS: analysis, synthesizing

Thematic instruction: art, language arts

Inquiry-based: TQPDAC’sMI: inter/intra-personal,

visual, auditory, kinesthetic, naturalistic

Choice: love and belonging, personal power, freedom

Constructivism: zone of proximal development (listening to others)

Brain-based: relaxed but challenged, groups, active processing

Learning modalities: visual, auditory

HOTS: analysis, synthesizing

MI: interpersonal, linguistic, visual, auditory

Further Investigation:TQPDACFinish “Pagoo”

See attached “Ocean Buddies” TQPDAC.Teacher will continue to read “Pagoo” to students aloud, as time permits, possibly over a few weeks during the ocean unit. This should spark many interesting conversations, especially as students get more knowledge about the ocean. Discussions should reflect the current lessons whenever possible.

Choice: enjoyment, freedom, personal power

Constructivism: TQPDACBrain-based: relaxed but

challenged, groupsLearning modalities: all

three (if talking to others)

HOTS: analysis, synthesizing, evaluation

Thematic instruction: art, language arts

Inquiry-based: TQPDAC’sMI: visual, kinesthetic,

intrapersonal, logical

Applications:Edible coral polyp

See attached activity for creating edible coral polyps.

Choice: survival, enjoyment, love and belonging

Brain-based: various environments (outside if possible)

Learning modalities: all three

Thematic instruction: artMI: kinesthetic, visual,

linguistic, intra/inter-personal

Assessment: See attached rubric. Choice: enjoyment, freedom, personal power

Constructivism: TQPDACBrain-based: relaxed but

challenged, groupsLearning modalities: all

three (if talking to others)

HOTS: analysis, synthesizing, evaluation

Thematic instruction: art, language arts

Inquiry-based: TQPDAC’sMI: visual, kinesthetic,

intrapersonal, logicalHandouts/Visual Aids: Enough for each student: Mammals reading, Baleen Whales TQPDAC’s, Echinoderm TQPDAC’s, Mollusk pages, Ocean Buddy TQPDAC’s, Edible polyp instructions

Whales and OttersThink First!: Who is helping who down there, and how or why do they do it?

Question: What kind of help can animals and plants give each other?

Procedure: 1. Play “Whales and Otters” as the teacher describes

2. Participate in the discussion led by the teacher

3. Think about the question above as you fill in the data section below. In each section, note first which animal or plant you were in that game. Use the back of the page to answer questions if you need room.

4. Have fun playing, and be creative! Use whatever resources are available to you.

Data: Write your answers as the teacher directs.

Game 1: Write down three observations of helping or not helping.I was a: _____________

Game 2: How was this game different from the first? Describe three things that you noticed were different this time. I was a _____________

Game 3: What was different in this game from the first two? Is it harder or easier for your particular plant or animal? Why? I was a _________________

Game 4: I was a _____________. What was your favorite and least favorite part of playing this game? What suggestions for other adaptations do you have?

Analysis: Are there relationships between plants and animals? Are they beneficial or harmful or both? Explain your answers with examples you saw or experienced in the game.Conclusion: Can plants and animals really help each other? What might happen if they didn’t?

Ocean BuddiesThink First!: There are so many different animals in the ocean, how do they all get along?

Question: What kind of animal would make a good “buddy” for the fish you made? (Remember that it will need to live in the same type of place as your fish.)

Procedure:

1. Fill in the data below.

2. Write your analysis paragraph.

3. Using the art materials, create an example of your new animal.

4. Place your new animal near your fish

Data: Write down any important information about your “new” animal, using the questions below as suggestions.

What does it eat?How big is it?How does it benefit my fish?How does my fish benefit it?How do they work out their relationship?

Analysis: Write a paragraph about the relationship between your two buddies. How do they each benefit? What do they do for each other?

Conclusion: Is this an example of parasitism or mutualism?

Edible Coral Polyp Activity

Materials

Small paper plate 1 large marshmallow (or section of a banana or a strawberry) Toothpick (for boring holes in marshmallow) Six 2-inch strips of red licorice (either whip or regular cut into thin strips) ½ square (½ oz.) white baking chocolate or hard candy coating 1 tsp. Blue, green, or red sprinkles Microwave or hot plate

Procedure 1. Please follow the directions of the teacher and do not move ahead. The teacher will come around with the melted chocolate for step 2.

2. Roll the marshmallow in the melted white chocolate so that only the sides are coated and then stand it on the paper plate.

3. Use the toothpick to carefully poke six holes evenly around the top of the marshmallow. Be sure to remove the toothpick.

4. Insert the licorice pieces into each hole in the marshmallow.

5. Choose one color of sprinkles to sprinkle the marshmallow and licorice with. (It might be necessary to slightly dampen the marshmallow.)

Now, draw a diagram and label the parts. What other animals or plants might benefit or be benefited by/with the coral polyp?

Finally, don’t forget to enjoy!

(This might be an excellent time to continue listening to “Pagoo.”

Teachers only:As you demonstrate, ask students what each represents. • Plate = limestone base • Marshmallow = polyp body • Licorice = tentacles • White chocolate = limestone skeleton

• Sprinkles = zooxanthellae (algae)

PAGOOReview: Pagoo by Holling C. Holling

This is the story of a hermit crab, Pagoo (short for pagurus, the name of the genus to which the hermit crabs belong.) It begins when Pagoo hatches from an egg and follows him as he finds food, grows, escapes dangers, finds a shell, and so on. The writing seems slightly florid, but it's good. Holling makes the life and adventures of the little crab exciting, and he does it without excessive anthropomorphizing. One of the strong points of the book is that Holling gives quite a bit of accurate detail about hermit crabs and many of the creatures that share the tidepool with it. Another strong point is the illustrations. Each pair of pages has one filled with text while the facing page filled with a beautiful color illustration. In the early portion of the book, when Pagoo is small, finding him in the drawing is a real challenge. In addition to the full-page color drawings, the margins are filled with accurate pencil sketches of the organisms which help identify them in the pictures and in the tidepool.

Source: http://www.geocities.com/nelstomlinson/books/homeschooling.index.html

MammalsWhales and dolphins belong to the group of animals called Cetaceans.  They are mammals, which means that they are warm blooded, have live births, feed their young milk, breathe air, and have hair on their bodies.  There are about 75 species of cetaceans. Whales, dolphins and porpoises vary greatly in size. Baleen whales (also known as the great whales), are larger than toothed whales with the exception of the sperm whale which can grow up to 65 feet in length.  The blue whales is the larges animal on land or see reaching a length of up to 110 feet and weighing nearly 200 tons.  The heart is a blue whale is about the size of a small compact car, and the blood vessels are so large that a person could insert their arm through them. Toothed whales use echolocation to find their food and to navigate.  They make click which rebound or "echo"  off of solid objects in the sea and help the whale to identify the object and determine how far away it is.  Baleen whales filter small plankton and krill through their baleen plates, not teeth.

***Now do the Baleen Whales activity, and then come back to this page.

After you have finished the Baleen Whales activity, go to the following websites:

http://www.seaworld.org/infobooks/Baleen/phycharbw.html

http://www.abap-wildlife.com/

Write down at least five interesting facts that you find out about other sea mammals:

1.

2.

3.

4.

5.

Baleen WhalesThink first!: Whales are big, so they must need to eat a lot.

Question: How do those filters pick up all that tiny plankton?

Procedure:1. Fill the rectangular pan with water.  2. Sprinkle coarsely ground black pepper over the top of the water.  3. Run your fingers through the water.  Fill in the data question.4. Run a straight comb across the top of the water.  What do you

think will happen? What happens?

Data:

How much pepper did you pick up with your fingers?

How much pepper did you pick up with the comb?

Analysis:

Conclusion:

EchinodermsThink First!: There is quite a variety to the animals in the ocean.

Question: What do echinoderms have in common? What sets them apart from the other ocean animals?

Procedure:Using a magnifying glass, examine the animals on the table. Discuss the findings with the others in your group.

Data: Record some observations here. Draw pictures.

Analysis: What are some similarities in these creatures? What might set them apart from other groups of animals in the ocean?

Conclusion: What do you think are some of the characteristics that scientists use to classify echinoderms?

Stinging-celled AnimalsThere are two main types of corals.  One type has skeletons and builds reefs (staghorn, brain) and are known as stony corals, the other type of corals are known as soft corals (sea fan). Corals are made up of tiny animals known as polyps.  Each of the polyps has a skeleton cup, tentacles with stinging cells, a mouth and a stomach.  Algae grow in the stomach lining and supply calcium which the polyp uses to build the skeleton cup. 

Anemones have been described as corals that do not have skeletons. This animal is often mistaken for a plant, but it is really a cnidarian and related to the jellyfish.  The tips of an anemone’s tentacles contain stinging cells called nematocysts.  These nematocysts inject poison into any prey that is within reach.  Anemones are often found on the shells of hermit crabs. The hermit crab benefits when a sea anemone is attached to its shell.  The anemone provides camouflage because many predators will avoid the poisonous sting of the anemone's tentacles.  The anemone benefits because it feeds on the scraps of the crab's food.    This relationship is called symbiosis because it benefits both of the animals and neither of them is harmed.

The clownfish also has a symbiotic relationship with the anemone.  (Remember Nemo and his dad?) The clownfish has a special mucous coating on its skin that protects it from the stinging tentacles of the anemone.  The clownfish finds safety within the tentacles of the anemone, and it repays the anemone by chasing off its predators, such as the butterfly fish.  The clownfish also eats the tiny scraps of food that are dropped by the anemone.

Jellyfish are invertebrates and are made up of 95% water.  Jellyfish do not swim, but drift with the tides.  For that reason, some people consider them to be plankton.  They have no heart or brains. Jellyfish have specialized stinging cells, called cniodocytes. Each of these cells contains a nematocyst which acts like a mini-harpoon. When a jellyfish touches something, the nematocyst is released and injects toxin into the prey. Jellyfish live in all the world's oceans.

Portuguese man o' war stings are very painful.  They can cause fever, shock and in some rare instances, cause the heart to stop beating.  Never touch a jellyfish lying on the beach because the nematocyst can still sting you even though the animal is dead. 

Make a coral polyp

1. Take a paper towel tube.  2. Take a toilet paper tube that will fit inside your paper

towel tube.  You may need to try a few tubes before you can get this to work.

3. Cut the tubes into four inch lengths.  4. Pull a latex disposable glove through the paper towel

tube so that only the fingers are showing.  5. Using a permanent marker, make dots in the center of

each finger to represent the mouth.  6. Make colored dots along the fingers to represent the

stinging cells.  7. Put the toilet paper tube inside the paper towel tube to

hold the glove in place against the sides of the paper towel tube. 

8. Make a base for the coral polyp out of self hardening clay.

9. Paint the paper towel tube and the clay to represent the various colors of coral.

Integrate your coral polyp along our coral reef in the reading area!

MollusksThere are more mollusks on earth than fish, birds, mammals,

reptiles or amphibians!  Wow!  That's a lot!

Mollusks are soft bodied animals.  They are invertebrates which means that they don't have a backbone.  The largest three categories of mollusks are:

univalves - animals with one shell such as a conch, oyster drill, and abalone

bivalves - animals with two shells such as clams, oysters, and scallops

cephalopods - soft bodied animals with no shell, such as an octopus, squid, or a cuttlefish. The word cephalopod means "head foot."  Giant squid are the largest cephalopod and the largest mollusk.  The largest recorded giant squid was 59 feet long.  The average size of the giant squid is 20 to 43 feet long and between 110 and 660 pounds. The octopus and squid are considered to be the most intelligent of all invertebrates.  They have well developed eyes and brains.  Their eyes are similar to human eyes.  

Classify the shells on the table into two groups:  bivalves and univalves.  If you are not sure, discuss it with your group mates to come to a conclusion. Be prepared to defend your choice to the rest of the class.

RubricTQPDAC’s – 5 points each (total of 15 points)

5 – complete, thoughtful answers3 – partially complete, incomplete or short answers1 – severely lacking, missing answers

Non-edible coral polyp activity – 5 points5 – shows good following of directions, accuracy3 – shows a little haste, not following directions completely1 – haphazard, not finished, not following directions

Ocean Buddies – 10 points10 – TQPDAC complete, thoughtful, applies to physical product,

buddy is well-made, shows time and care (Make sure that key question is addressed: “How do all the different types of animals (and plants) live and work together in the ocean?”

8 – TQPDAC complete, applies closely to physical product, buddy is well-made

6 – TQPDAC is incomplete, does not show thought or care, physical product shows lack of attention

4 – TQPDAC is incomplete, shows no creativity or thought, physical product looks incomplete and haphazard

2 – TQPDAC is considerably incomplete, physical product is haphazard if it even exists

Participation – 5 for centers, 5 for “Whales and Otters” game (10 points total)

Centers5 – actively listened to “Pagoo,” participated in mollusks activity

by sorting, discussing, helping others3 – listened to “Pagoo,” participated in mollusk activity without

discussion or helping others1 – did not listen to “Pagoo,” little or no participation in mollusk

activity

Name: Tiffany Decker

Type of Lesson: Children’s Book

Contact Information: 810-836-3851

Lesson Title: Watch Out! Grade Level: 3- and up

Materials: The Monster at the End of this Book, graduated cylinder, red food coloring, a

candle, a light, lesson plan, apple slices, orange, grapefruit, lemon wedges, chunks of

onions, cotton balls soaked in extracts such as vanilla and cinnamon oil, charts for the

students (depending on age), markers for the board, take home worksheets about sharks,

plates.

References: The Monster at the End of this Book by Jon Stone, Sea world.

Science Process skills: Observing, classifying, communicating, predicting, identifying

and controlling variables, interpreting data.

MCF and Science Topic: MCF constructing New Scientific Knowledge I-Investigations.

Life Science: MCF III.,CS II, E4-Food, MCF III, CS 4, E2-smell, MCF III, CS III, E5-

garbage.

Lesson Objective: The students should discover their sense of smell, compared to a

shark’s sense of smell, and discover more about sharks.

Key Question: Should we be scared of sharks?

Common Misconceptions: Sharks can’t smell well.

Set up prior to lesson: I need to have graduated cylinder of water, I need to make my

worksheets, and I need to cut the fruit I bring in, put the items in bags, and have the plates

set out.

Task Description Theories/MethodsEngage Activity-Blood water, book, candle

I am going to read a There is a Monster at the End of this Book, to the class. I am going to have red water on my table for the kids to smell. Than I am going to tell them when you cut yourself in the ocean and you start bleeding a shark can smell your blood from miles away. The blood I made in this cup is of red food coloring. I can not smell my blood, can you smell yours? Than, I am going to light a candle and blow it out and see who can smell it in the room. Next, I am going to ask the students to list smells that humans have adapted to, and put the list on the board.

Theory: Brain Based-rich stimulating environment. Methods: Theme-smell

Exploring Activities-Smelling the item.

I am going to have a five minute timer for the whole class so when it dings they will switch the blindfold. I am going to go by each group with one student blindfolded and give them their items to smell one at a time. The students are going to try and guess what they smelled, and they will record this in a chart. They only get three guesses. They are going to have a TPQDAC for the experiment.

Theory: Multiple Intelligence-using their senses, or Methods: Cooperative-working in groups, prepared curriculum-the teacher is needed for the activity.

Processing Activities-IdentifyingThan when they are done they are going to graph the accuracy of their guesses. We are going to do a class graph as well at the end.

Multiple Intelligence-visual, and Higher order Methods-research of results, Learning Theory- applying what they learned through a graph. Thematic-using math and data.

Father Investigation-Research I am going to have them answer the questions I have for them. I am going to have an article about sharks for them to read that I might make or modify to answer the questions. They are going to go over their answers in class the next day.

Choice Theory- letting them ask questions, and higher order-research. Methods: Inclusion-the questions and paragraph, Theme-sharks.

Applications- At home activities I am going to give them an activity about what sharks should and should not eat. On the worksheet they are going to match the things that the shark should eat to the shark, and the items that should go to the garbage to the trash can. Than they are going to answer my questions on it. Turn it in the next day.

Choice Theory-picking the right choices. Methods: Theme-sharks, and pollution

Assessment-Turn in charts Rubric: I will grade them on if they used their charts, and if they both tired the activity, and on their worksheets and charts.

Choice theory-if they tried the work. Methods: Prepared Curriculum-rubric

Handouts and Visual Aids  TPQDEC and chart, Article and questions, Is that good to eat worksheet and directions, Rubric.

 

Summary of The Monster at the End of this Book

This book is by Jon Stone, introduced by Sesame Street. This book is about the

character Grover, who does not want the person reading the book to turn the page. The

reason he does not want the pages turned is because he says there is a monster at the end

of the book. The pages are of Grover trying to stop you from turning the pages. At the

end of the story there is not a monster, it is just Grover.

Background: A sense of smell leads to many animals to their food. Sharks use their

sense of smell to find prey, as do many other fishes. Sharks can detect certain

substances, such as blood, in the water from hundreds of meters away from the source.

Think First! Can I smell like a Shark?

Question: How well can I smell?

Procedure:

1. One student wears a blindfold or shut their eyes, while the partner holds various

objects-one at a time- a few in front of the first student’s nose.

2. The student with his eyes closed will try and guess what he smells. The student who

is not blindfolded is going to record the other students responses on the chart.

3. They each get three guesses.

4. Than they will switch jobs.

Data:

The chart.

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6

1st Guess

2nd Guess

3rd Guess

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6

1st Guess

2nd Guess

3rd Guess

Analysis:

The graph.

1. What objects could you identify easiest?

2. Which were harder to identify?

3. Were there objects that you could not identify?

Conclusion: (Use your results, can you smell as well as you thought?)

Sharks swam the seas long ago.Sometimes people describe sharks asbeing “primitive” fishes. What does that mean? It means that most of the families of sharks alive now were swimming the seas when dinosaurs roamed the earth. Unlike other animals, sharks have changed very little since then.You can tell males from females.Only male sharks have claspers—a pair of organs attached to the pelvic

fins. So it’s easy to tell males from females.Where do sharks live?Sharks live all over the world, fromtropical lagoons to polar seas. Someeven inhabit freshwater lakes and rivers.Fins lift, stabilize, and propel a shark as it swims.The 1.5-m (4.9-ft.) bonnetheadshark is the smallest of the ninehammerhead shark species.

Sharks are PredatorsWhat do sharks eat?Some sharks are probably not verypicky about what they eat. But certain kinds of sharks eat some foods more than others. Hammerhead sharks eat mostly stingrays. Smooth dogfish eatmostly crabs and lobsters. Tiger sharks eat mostly sea turtles. Blue sharks eat squids. And whale sharks eat plankton. Many sharks prey most often on the weakest members of a population. Sharks eat weak, ill, or injured animals because they are the easiest to catch.These predators have poor appetites.Sharks eat far less than most peopleimagine. Remember that, like otherfishes, sharks are cold-blooded. Coldblooded animals have much lower metabolisms than warm-blooded animals such as mammals. So sharks don’t need huge amounts of food. A shark probably eats between 1% and10% of its body weight in a week, andmany sharks probably go several weeks between meals.Who needs silverware?Think of a shark’s lower jaw teeth as a fork, and its upper jaw teeth as a knife.As a shark’s jaws extend to bite its prey, teeth of the lower jaw puncture and hold prey. The upper jaw teeth slice. A shark’s short jaws make the bite powerful.Sharks don’t eat people...very often.

Only 32 (of nearly 400) kinds of sharks have ever been known to attack people. Like other wild animals, most sharks would rather avoid you. Sharks thathave attacked people probably mistook them for food or may have attacked to protect their territory.Sharks have predators, too.As a group, sharks and batoids haveseveral predators, including othersharks, elephant seals, and killer whales.SeaWorld Teacher’s Guide6 ©1999 Sea World, Inc.

Shark ConservationPeople are predators too.Over the years, people have used sharks for food, medicines, vitamins, weapons, jewelry—even sandpaper. But today some species are in trouble. Why? Sharkmeat has become a more popular food. Also each year, thousands of sharks are caught accidentally as bycatch, snagged in nets set out to catch other types of fish. The number of sharks taken this way canequal or exceed the number of sharks taken intentionally. A particularly wasteful practice is shark finning—removing only the fins and tossing back the rest of the shark to die at sea.Sharks can’t bounce back.Sharks grow very slowly compared to other fishes. A female shark produces at most only a few hundred pups in her lifetime, compared with millions ofoffspring produced by other fishes.Depleted shark populations may take years to recover.Go fish—wisely.The United States is a world consumer and trader of shark meat. The National Marine Fisheries Service has developedmanagement plans for 39 shark species in the Atlantic Ocean, Caribbean Sea, and Gulf of Mexico. While there is no federal management of sharks in Pacificwaters, California and Alaska regulateshark fishing. Such plans and regulations address issues such as bycatch and include setting catch limits and closed seasons. Finning is prohibited in Alaska, California, and Atlantic waters.What can we do to help?Conservation begins with learning.Research into shark reproduction helps us understand shark population dynamics. And when we understand shark populations, we can better plan for the future of sharks. Keeping the ocean clean and adhering to fishing regulations are more ways we can help.(Visit your local bait and tackle shop orcontact your state’s Fish and Game

Department for information on fishingregulations in your state.)When we understand shark populations,we can better plan for the future of sharks.

http://www.seaworld.org/just-for-teachers/guides/pdf/shark-K-3.pdf

Sharks

Find the answers to these questions on the article. We will go over this tomorrow. I need

your answers in complete sentences.

1. Where do sharks live?

2. How long have the sharks been around?

3. What do they eat?

4. Do they eat humans?

5. Do humans harm them? How do we harm them?

6. Write down any words that you did not understand, and look them up in the

dictionary and share with the class. Write down any questions you have about the

article.

Is this good to eat?

Background: While some of sharks are probably not very selective feeders, certain types of

sharks eat some foods more than others. For example, smooth dogfish eat mostly lobsters and

crabs. Blue sharks eat squids. Tiger sharks have been called “garbage cans of the sea,” because

they have been known to eat live animals, remains of dead animals, and even trash! Prey sharks

include fishes, seabirds, marine mammals, sea turtles, and sea snakes. Peculiar items include tin

cans, boat cushions, hubcaps, and shoes.

On the worksheet, you are to match what a shark should eat to the shark. Match what should go

in the garbage to the garbage can.

Questions

1. How can we as humans help stop sharks eating garbage?

2. What other animals do you think eat trash? Of the sea, and of the land?

Is this good to eat?

Shark

Trash Can

Rubric

10pts for class participation. Participated in the engage activities. If they contributed to the list

on the broad, if they worked in the group cooperated. Helped with the class graph.

20pts for doing the group activity, including filling out the graph, and making a chart, including

the class chart, and completing the TPQDAC, and turning this in on time.

10pts for the reading the article and doing the questions, and turning them in on time.

10pts for doing the homework and turning that in on time.

50 points total for the whole project.

One point is deducted for each day it is late on each assignment in this rubric.

Tiffany Decker

Technology

Lesson Title: How to Adapt Grade Level: 4th and 5th grade.

Materials: Computer, internet, the classroom, desks, students,

References: www.seasky.org, the movie Finding Nemo.

Science Process Skills: Observing, Classifying, predicting,

MCF and Science Topic: MCF I-ask questions, Earth Science: Strand V, Content Strand I, E 1,

2,-habitat. Life Science: Strand III Content strand 2, E 4-aquium vs. terrarium.

Lesson Objective: The student will discover the differences between aquarium lives versus

ocean life.

Key Question: Would you want to be taken away from your home for someone else’s pleasure?

Common Misconceptions: Plants aren’t in aquariums.

Set up Prior to Lesson: I will have the computers on, I am going to mess up the room (table and

chairs),DVD, or video, TV with VCR or DVD.

Task Description Theories/ MethodsEngage Activity- Adaptation

I am going to move the desks to one side of the room, and the chairs on the other, and see what that kids do. I will see if they will figure out a way to adapt their new environment. What will they do? Will they sit on the tables or just sit in the chairs with no desks, or will they sit on the floor. Will they put the room back together the way it should be? For when they first walk in the room. Than I am going to refer back to this example later. We are going to watch a clip from Finding Nemo. The clip of the fish talking about escaping from the tank. Than we are going to talk about captivity and if it is liked, and how animals adapt. How did the students adapt when they walked in the room.

Brain-based theory-change displays in the classroom, Problem-based learning-a problem the students have to fix when they come in.

Exploring Activity-computers

They are going to get into groups of four. The students are going to find differences and similarities to aquariums and oceans. They are going to figure out if aquariums are good or bad, on their own hypothesis. At this point they are going to do their own brainstorming.

Theory of Higher order Thinking-they are using research to learn, Cooperative Learning-They have to work in groups.

Processing Activity-Graphic organizer

On the computer they are going to make me a list of the pros and cons of aquariums for plants, and animals versus ocean life. If the computers aren't working than they will have to use the text books I will provide. The questions I am going to ask is, do we have adaptations that we have humans use? How, and what? Are they good or bad? TQPDAC here.

Multiple Intelligence Theory-using there visual model, Cooperative Learning-working togather.

Further Investigation-Why do you think it is good or bad.

For this I am going to assign a week assignment for the children to research their opinions to back it up through class time on computers, and library visits.

Choice Theory-choosing between the two topics, Problem-based learning-getting a solution out there.

Applications-worksheet After everyone has done their further investigations, they are going to get together with the students in the class that agree with them, and make a class presentation on their view. The other half of the class is going to filling out a worksheet about how to present their side against the other. I will give the other side to defend their views too.

Multiple Intelligence Theory-The are going to be using the auditory model, by presenting, Higer order thinking-they have to respect others opinions, and research. Integrated or themed instruction-It is all around a water topic.

Assessment Rubric Choice Theory-following directions

Handouts and Visual Aids TQPDAC, guiding worksheets 2.

 

Ocean vs. Aquarium

Think First! Are aquariums harmful to animals?

Question: Is it better for animals and plants to be in the ocean or aquarium?

Procedure: Think about the differences of aquariums and ocean life of what they already know.

Than they are going to be looking information on the www.seasky.org website for more

information.

Data:

Ocean AquariumsPlants    Animals    

Analysis:

Is the ocean safe for all plants and animals?

Is the aquarium good for plants and animals?

Conclusion: What did you find out? Does it match your original theory?

Are aquariums helpful to plants and animals?

Are they harmful?

Why are the oceans unsafe for animals and plants?

Rubric

10pts for the TQPDAC.

10pts for the paper and with the questions answered

10 pts for the presentations.

10 pts for the comeback part.

10 pts for participation

10 pts for creativity in the presentations.

60 Total

Presentation Questions

1. Do you agree with any of the information? What are they?

2. What do you disagree with and why?

3. How are you going to use this information to change the other teams mind?

4. Are you going to show them through a drama, or facts, or a scenario?

Name: Tiffany Decker

Type of Lesson: Centers

Contact Information: 810-836-3851

Lesson Title: Motion of the Ocean Grade Level: 4-5 grade

Materials: My engage: one 2 litter bottle with a cap, rubbing alcohol, blue food coloring, paint

thinner, waterproof tape. Wave length center: Slinkies, fishbowl, or clear bowl, a cork, small

wood block, masking tape, TPQDAC. Mediterranean Center: 150 ml of salt (x7 if a class of 30),

Aquarium or clear plastic box, aluminum foil or Plexiglas, masking tape, food coloring, black

pepper, two one-liter containers, water, TPQDAC. Buoyancy Center: one raw egg, two large

jars, Popsicle sticks, one box of salt, one pitcher of water, blue food coloring, TPQDAC.

Internet center: worksheet. Measuring spoons. Word searches, or puzzles. Three trash cans.

References: www.geocities.com/sseagraves/oceanography.htm,

www.mos.org/oceans/motion/wind.htm, www.sea.edu/academics/k12.asp?plan=countmarsili,

www.onr.navy.mil/focus/ocean/default.htm.

Science Process Skills: Observing, communicating, measuring, predicting, inferring, identifying

and controlling variables, formulating hypotheses, interpreting data, experimenting data.

MCF and Science Topic: MCF I Constructing New Scientific Knowledge( design and construct

investigations. Physical Science, and Earth Science. Physical Science: MCF IV, CS 2, E 2,

(prepare mixtures, and separate them). MCF IV, CS 3, E 1(fast motion), 2(changes in motion,

pushing up and down). Earth Science: MCF V, CS 1, E 4 (causes of changes)

Lesson Objective: The students will explore the different ways the ocean moves, and works.

Key Question: How does the ocean function?

Common Misconceptions: Acceleration is always in a straight line. The only “natural” motion

if for an object to be at rest. Matter moves along with water waves as the waves move through a

body of water. When wave interact with a solid surface, the waves move through a body of

water.

Set Up Prior to Lesson: For the engage part, have all the materials I need available and than put

in the wavelength center. For the first center Buoyancy: The directions, and TPQDAC’s , have

the materials out and ready. Two jars, raw egg, box of salt, pitcher of water, table spoons in the

salt, food coloring, have the empty trash can there. Sign in sheet at all the centers. Center Two

Mediterranean: TPQDAC’s, directions, and background, trash close to the aquarium. Have the

materials there. Center three internet: Have the computers to the website. Center Four Wave

length: Have TPQDAC’s, directions, trash. The materials out and ready for use. The classroom

is going to have to be set up, with the sits in the middle. Than for center around the room. The

front, left corner will be the Buoyancy center, the back left corner will be the Mediterranean

center, the middle right wall is the computers, and the front right corner is the wavelength

activities. In each center there will be tables and chairs, and counters.

Task Description Theories/MethodsEngage Activity: Make wave bottle

I am going to make a wave bottle in front of the class. I am going to fill a two liter bottle with half full with rubbing alcohol, and add blue food coloring. Next, I am going to fill the rest of the bottle with paint thinner. Then put the cap on and waterproof tape on the bottle. Then I am going to move the bottle from side to side to show them the crests and troughs of the waves.

Theory: Multiplie Intelligences-visual by watching. Methods: Prepared Curriculum-The experiment.

Exploring Activities-the experiments, buoyancy, Mediterranean, wave length, internet

Experiment 1: In the first experiment Buoyancy: They are going to fill each jar with 2/3 of water. The first jar they are going to add 3T of salt, and stir and keep adding salt until no more will dissolve. Place a raw egg into each jar. If they have time they are going to start another experiment. They will fill the two jars half full of water. Add 3T of salt to one jar until no more will dissolve and stirring. To the other jar they will add blue food coloring. Than dump the blue water with the salted watered, and make thier observations.

Theory: Brain Based-changing the class room around to be more comfortable, and Higher Order-using research. Methods: Thematic-it is all related to the ocean and waves, Learning Centers-naturalist (aquarium and terrarium) room is broke up into different sections, each section gets twenty minutes. Cooperative-working in groups, promote each others success.

  Experiment 2 Mediterranean: In this experiment the students are going to cut a piece of aluminum foil slightly larger and wider than the aquarium, and tape it in the middle of the aquiarium. In one container mix 1000ml of water and 150ml of salt and two drops of red food coloring. In the other container fill 1000ml of water and add blue food coloring. Add one container into one side of the aquiriuam and the other container into the other side of the aquirium. Pour them both at the same time. Put some pepper on the blue side of the aquiraum. Put a hole in the foil just below the surface of the water, and a hole at the bottom of the foil. Than have them observe.

 

  Experiment 3 Wave length: Fill the bowl with water and the cork in the center. With the tape mark with the cork is on the bowl. At one end of the bowl slowly lower and raise a the wooden block in and out of the water, and have them observe. For the internet they are going to play on a website I have provided for them (www.onr.navy.mil/focus/ocean/default.htm.).

 

Processing Activties-TQPDAC's

I am going to ask the students questions about what they saw, and about what they think happened, and what they thought was going to happen. I am going to ask them what they saw and what they learned.

Theory: Multiplie Intelligences-visual, kinestic. Methods: Prepared Currilum-TQPDEC, problem-based-finding a solution to the experiments.

Further Investigation-thinking

In this part I will have them look at their observations, and look at the experiments they did, and compare them, and refine their worksheets and answer the reflection questions on their own.

Theory: Brain based-personal space for doing individual work. Methods: prepared currulum-answering the questions.

Applications-Internet activity

For this I am going have them tell what they learned from the website (www.onr.navy.mil/focus/ocean/default.htm) on notebook paper. If they do not get to do the internet part in the center they can do it at home. Should write down how they did on the quizzes.

Theory: Brain based-personal space because they can do it at home. Methods: prepared curriculum-questions for them to answer, Learning center-use what they learned and did in the learning center.

Assessment:worksheets

Rubrics.If they made a prediction, and were able to make observations, and how they worked in their groups together.

Theory: Choice-if they did the work as the directions say.Methods: Prepared curriculum-rubric.

Name: Group #

Buoyancy

Think first: The egg is swimming.

Question: What is going to happen to the egg in each jar?

Materials: One raw egg, two jars, one box of salt, Popsicle sticks, one pitcher of water.

Procedure:

I. Fill each jar with 2/3 of water.

2. The first jar add 3T of salt, and stir and keep adding salt until no more will dissolve.

3. Place a raw egg into each jar.

4. Observe.

If Time do this one too

I. Fill the two jars half full of water.

2. Add 3T of salt to one jar until no more will dissolve and stirring.

3. To the other jar add blue food coloring.

4. Dump the blue water with the salted watered.

5. Observe

Data: Observations

Analysis:

Conclusion:

Reflection-Buoyancy

1. Why did the egg do what it did?

2. What would happen if you did this in the ocean?

3. What would happen if you did this in a lake?

Introduction: Ancient sailors knew that the Mediterranean Sea had very strong currents flowing

into it from the Black Sea and the Atlantic Ocean. The puzzle was that the water level never

seemed to rise even though there was no apparent exit for this excess water. Many theories were

introduced including the existence of under water channels. In 1679, Count Luigi Marsili solved

this puzzle by setting up a model of the Mediterranean. He demonstrated the current flow using

water masses of different salinities. Water in the Mediterranean has a high salinity and thus is

denser than the Atlantic and the Black Sea's Water. Current leaving the Mediterranean flows

below the incoming current.

http://www.sea.edu/academics/k12.asp?plan=countmarsili

Name:

Group #:

Mediterranean Current

Think First: The Black Sea and the Atlantic Ocean have something strange about them.

Materials: 150 ml salt, aquarium, aluminum foil, masking tape, food coloring, black pepper, two

1-liter containers.

Question: What is the strange about the Black Sea and the Atlantic Ocean?

Procedure:

1. Cut a piece of aluminum foil slightly larger and wider than the aquarium, and tape it in the

middle of the aquarium.

2. In one container mix l000ml of water andl50ml of salt and two drops of red food coloring and

stir.

3. In the other container fill I 000ml of water and add blue food coloring.

4. Add one container into one side of the aquarium and the other container into the other side of

the aquarium. Pour them both at the same time.

5. Put some pepper on the blue side of the aquarium.

6. Put a hole in the foil just below the surface of the water, and a hole at the bottom of the foil.

7. Observe for ten minutes.

Data: ObservationsAnalysis: What happened, were you right?

Conclusion:

Mediterranean

Reflections

1. What was the current flow that you saw in the lab?

2. From your observations how can you tell?

3. Why does salinity differ between the bodies of water?

A wave is a way in which energy travels from one place to another. There are many kinds of waves, such as water waves, sound waves, light waves, radio waves, microwaves and earthquake waves. All waves have some things in common.

The highest point the waves reaches is called the crest. The lowest point is called the trough. The distance from one crest to the next is the wave length. The number of waves that pass a given point in one second is the wave's frequency.

When wind blows over the ocean's surface, it creates waves. Their size depends on how far, how fast and how long the wind blows. A brief, gently breeze forms patches of tiny ripples on the surface called catspaws; strong, steady winds over long distances create large waves. But even when you feel no wind at all, you may encounter large swells created by distant storms.

In the open sea, waves make floating boats bob up and down instead of pushing them along. This is because the waves travel through water, the do not take the water with them. As a wave arrives it lifts water particles. These travel forward, then down and back so that each particle completes a circle. Circling movements of particles near the surface set off smaller circling movements below them.

Waves only seem to carry water with them; in fact each wave crest sets water particles circling.

http://www.mos.org/oceans/motion/wind.html

Name:

Group#:

Making Waves

Think First: Water on the Move!

Materials: Bowl, cork, small block of wood, masking tape.

Question: What do you think the cork is going to do?

Procedure:

1. Fill the bowl with water.

2. Place the cork in the middle of the bowl upright, with the small side on the bottom.

3. Use the tape to mark where the cork is on the outside of the bowl.

4. Slowly move the wooden piece from side to side in the bowl.

Data: Record you observations and questions here:

Analysis: Results of the experiment

Conclusion: Were you right in what you thought?

Making Waves

Reflection

1. In the ocean waves, what do you think is happening in the water below the surface?

2. Is the water moving toward the shore?

3. How and where did the cork move?

Rubric

15 points for the TQPDECs. They need to be completed fully, and show that you did the

Activity.

20 points for the reflections, including the internet assignment.

10 points for participation in the group work and centers.

45 points total.

Points well be deducted for incompletness.

 

Name: Chennele Simpkins, from Beaker Babes

Type of Lesson: Center or Stations Lesson Plan

Contact Information: simpk1ce@cmich.edu

Lesson Title: The Future of the Ocean Grade Level: Grades 3-5

Materials: pencils, pens, markers, colored pencils, Touch-N-Feel worksheet, Continents and Oceans word search, blue or gray paint, paper lunch bag, newspaper, blue or gray construction paper, masking tape, rubber bands, scotch tape, glue, wiggly eyes, ocean animals, sensory table, large white plastic bags

References: “The Seashore Book” by Charlotte Zolotow, Story Map from EDU 330, TQPDAC from EDU 345, http://www.dltk-kids.com/animals/whales.htm.

Science Process Skills:

Observing, communication, inferring, interpreting data, classifying, experimenting, interpreting hypotheses, predicting, formulating questions

MCF and Science Topic:

Strand I, CS I, E I(Generate reasonable questions about the world based on observation);Strand II, CS I, E I(Develop an awareness of the need for evidence in making decisions scientifically);Strand III, CS 5, E 3(Describe the basic requirements for all living things to maintain their existence)

Lesson Objective:

Students will explore various stations with activities about the oceans habitats, ecosystem, and human influence.Center 1: students must complete each of the 5 objectives before the teacher can reveal the hidden objects. Center 2: students must complete word search. Center 3: students will complete craft. Center 4: students must complete story map.

Key Question: What do you predict the ocean will look like in the future?

Common Misconceptions: The earth is sitting on something.

Set up Prior to Lesson: The teacher has to be sure that all materials are set up at their corresponding centers for students. Center 1 will consist of the ocean touch and feel materials, covered with a large white plastic bag and tape to hold the bag onto the table. There is also a TQPDAC for the activity for each student. Center 2 will consist of the continents and oceans word search. There will also be pens, pencils, markers, and colored pencils provided for students. Each student will take one worksheet. Center 3 will consist of the stuffed paper bag whale, along with paint, paper lunch bags, newspaper, construction paper, masking tape, scotch

tape, glue, and wiggly eyes for students. There is also a TQPDAC worksheet for each student to follow. Center 4 will relay on the teacher to read aloud the story “The Seashore Book” to students. Each student will be provided with an Ocean Story Map and writing utensils. All worksheets will be available at the centers table for students, and when students have completed and activity, they will place there papers on the opposite corner of the table face down.Task Description Theory/ Methods

Engage Activity

Introduction of centers

Dividing students into four groups of at least 4-5 students

Students will spend 15- 20 mins at each center

Reading book aloud the class

As students enter the classroom, the teacher will go through the daily routine of attendance and lunch count.The teacher will stand in front of the class and introduce each center to the class.The teacher will also give instructions about what each center will consist of. The students will receive an index card with some type of ocean animal printed on it. For example, students with an animal such as a goldfish will go to one tableThe teacher will divide the class into four groups of 4-5 students, and direct them to their corresponding stations.Students will rotate in a clockwise position around to the next station.Before starting the centers, the teacher will read the story “The Seashore Book” to the entire class.

Inquiry Method: getting students to think about ocean life

Higher Order Thinking: students will need to know the order of rotation to proceed to next station

Read-A-Loud Method: reading of story to students

Exploring Activities

Key Questions

Activities, worksheet, handouts

Students will be asked to answer the key question of what do they predict the ocean will look like in the future. Students may also want to construct a drawing of what they will predict the future of the ocean will look like.

Inquiry Method: being able to complete activities

Higher Order Thinking: students don’t have to require skill to complete tasks

Processing Activities

Concepts of centers and activities

Students will attend centers in groups; each center will offer students something different about a concept of the ocean.Students will complete activity worksheets and handouts.Each center will set up to be fun, creative, and educational for students.Center 1: Touch-N-Feel Sensory

Multiple Intelligence Theory: use of intellect

Choice Theory: being creative with center and activities

Brain-Based Theory:

Table. Students will complete the TQPDAC handout.Center 2: Continent and Ocean Word Search. Students will complete the word search by finding all of the words possible on the handout.Center 3: Paper Bag Whale. Students will be creative and crafty to create paper bag whales, which will later become decorations in the classroom.Center 4: Ocean Story Map. Teacher will reread “The Seashore Book” to the group. Students will sit on the reading rug, while the teacher sits in the chair for every student to see the book clearly. After reading, students will complete the story map referring back to the main points of the story and important details of the story.After each group has completed each of the four stations, the teacher will conduct a group discussion with the entire class to get their understanding and input on the centers.

students applying what they have learned about the ocean into centers.

Higher Order Thinking: incorporating what is being conducted at each center.

Further Investigation

Group Discussion

Teacher will direct students attention to website to give insight to what factors can contribute to how the ocean will be affected in the future

The teacher will then collect all handouts from each center for later grading.The students will research various websites to explore what the ocean will look like in the future.The teacher will direct the students to the Ocean and Climate Change Institute website: http://www.whoi.edu/institutes/occi/viewTopic.do?o=read&id=501

Inquiry Method: students input on the centers

Constructivism Theory: understanding of centers and activities

Choice Theory: students are able to express thoughts about centers

Applications

Have students list some ways in which they might be able to conserve the ocean in the future.

Discuss ocean habitats

Each center provides a different skill and technique for students to learn and use.Students were able to use each of their five senses to complete each center.Students were also able to enhance their ability to do certain things, such as creating a paper bag whale, and completing a word search worksheet,

Constructivism Theory: observing development in students

Brain-Based Theory: using senses as a way of development

and ways of keeping the life of the ocean healthy.

or explain the main details of a story on a story map.Students would create an art drawing of what they visualize the ocean will look like in the future.

Learning Theory: applying what they have learned from the centers.

Assessment

Answering Key Question

Knowledge from sources

Classroom Participation

Assessment will be determined by how students are able to complete activities at each center. Each center activity is worth 20 points of the student’s grade. This will give students a total score of 80 points.Students must show that they followed all directions on the handouts at each center.Rubric of each center is included

Constructivism Theory: bringing up new ideas and concepts

Higher Order Thinking: Creativity of writing and ideas

Inquiry Method: completing and understanding of each center’s activity

Handout and Visual Aids

All handouts will be given to students at the beginning of each center. After completing the center, students will place handouts into a file shelf before proceeding onto the next center.

Higher Order Thinking: students should think about the concept of the center and how it relates to the ocean.

Name ________________

Touch-N-Feel Ocean Sensory Table

Think First! How do you “feel” about the ocean?

Question: What is in the ocean?

Procedure: You and your partner will take turns feeling under the “ocean surface” for objects that you may find in the ocean.

1. Each person will try to identify a different object and record their findings in the chart below.

2. After all observations have been recorded, record data.3. Be sure to consult data with teacher before recording analysis. 4. Conduct conclusion.

Data:

Object Feels LikeShaped Like/ Sounds Like

Guess & Check

1

2

3

4

5

Object Analysis:What was hiding in the ocean…

Object 1

Object 2

Object 3

Object 4

Object 5

Conclusion:

Name _____________________

Directions: Find the continent and oceans names in the hidden word puzzle. You may use different colors to indicate which words are continents and which words are parts of the ocean.

DLTK's Crafts for Kids

Stuffed Paper Bag WhaleThis is a classic craft that we've likely all made when we were young.  It continues to be loads of fun for the kids!

Materials:

paint - blue or grey (tempra, poster or acrylic paints all work well) paper lunch bag newspaper blue construction paper elastic band or masking tape scotch tape glue black marker   optional:  wiggly eyes

Directions:

stuff paper bag with shredded newspaper, leaving about 3 inches unstuffed  

Scrunch the top together and wrap an elastic band or masking tape around to seal.   o The stuffed part is the body of the whale.   o The end (top of the bag) is the tail.

   paint the paper bag, including the tail, a whale color (blue or grey) or even black and

white for an orca whale.  I never paint the bottom of the whale (the tummy)  

While your bag is drying...  

Cut out flipper shapes from the blue construction paper

  

Cut a rectangle from the blue construction paper and cut slits in it (see the dotted lines below)

  

Roll the piece around a pencil and tape it to make a tube (the spout of the whale)  

Once the bag is dry:

Scotch tape or glue the flippers to the paper bag (I usually glue them to the tummy).    

You can poke a hole in the top of the bag with a pencil and squish the bottom of the spout in there and then apply scotch tape as needed.  

Use a black marker to draw on eyes and a nose (or use wiggly eyes or round stickers).

Adapted from http://www.dltk-kids.com/animals/whales.htm

Rubric of StationsAssessment for students will be based on the following criteria:

Participation of stations= 80 points

Center 1: Students will complete the Touch-N-Feel Sensory Table HandoutBeing able to record data for all 5 objects: _____/10 pointsComplete Analysis and Conclusion: _____/5 pointsGroup Participation: _____/5 points

Center 2: Students are required to complete Continent and Ocean Word SearchComplete Word search handout: ______/20 points

Center 3: Students will create a paper bag ocean whaleCreativity of paper bag whale: ______/10 pointsCompletion of activity: ______/10 points

Center 4: Students will complete an Ocean Story MapComprehension of story: ______/ 10 pointsCompletion of Story Map: ______/ 5 pointsNeatness of story map: ______/ 5 points

Total Points earned _____ /80 points possible

Good Resources

Disney’s DVD: Finding Nemo

DLTK Growing Togather < http://www.dltk-kids.com/animals/whales.htm >

EDU 345 TQPDAC “Edible Tectonics”

EDU 330. Story Map

McMahon Darcy. “Mystery Boxes” CP p.16;

Oceans Alive: Water on the Move < http://www.mos.org/oceans/motion/ >

Oceans Alive: Water on the move <www.mos.org/oceans/planet/watercycle.html>

Oceans Alive: Water on the move <www.mos.org/oceans/planet/features.html>

Ocean Explorer <http://oceanexplorer.noaa.gov/ >

OceanWorld < http://oceanworld.tamu.edu >

Office of Navel Research. < http://www.onr.navy.mil/about/students.asp >

Patten Brian. The Blue and Green Ark.

PBS Teacher Source. <http://www.pbs.org/teachersource/thismonth/dec02/index1.shtm>

The Sea and Sky. <www.seasky.org>

Sea Semester < http://www.sea.edu/academics/index.asp >

Sea World. <http://www.seaworld.org/>

Science Methods in Elementary Education. <www.edu345.edzone.net>

Science Methods Elementary Ed. < http://www.edu345.edzone.net/scienceinfo.htm

Smithsonian.< http://seawifs.gsfc.nasa.gov/ocean_planet.html >

Stone. Jon. The Monster at the End of this Book.

Under the Sea <http://www.geocities.com/sseagraves/underthesea.htm

Zolotow, Charlotte. The Seashore Book.