Tuesday, February 17, 2015 / When presented with a KWL chart, the students will write what they know about oceans with 70% accuracy. / CC.RF.1.3 Know and apply grade level phonics and word analysis skills in decoding words.
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.
CC.RF.3.3 Know and apply grade level phonics and word analysis skills in decoding words.
CC.RF.4.3 Know and apply grade level phonics and word analysis skills in decoding words.
CC.RF.5.3 Know and apply grade level phonics and word analysis skills in decoding words. / Students will individually fill in a KWL Chart. Different grades will have different components they must cover on their chart. / The KWL chart will be used as a pre-assessment for the unit. Each KWL will be graded with a rubric and will serve as information to guide instruction in the unit. / In each grade level, students will be given a KWL sheet with identified topics to write about what they know.
Tuesday, February 17, 2015 / After writing all they know on a KWL chart and handing it in to the teacher, the students will verbally tell what they know about oceans and what they want to know with 80% accuracy. / CC.L.3.3 Use knowledge of language and it’s conventions when writing, speaking, reading, and listening. / The class will get together on the carpet and fill in the KWL Chart on the promethean board. All students will be involved in this activity. / The teacher will take anecdotal notes. / The teacher may prompt younger students with questions in order to find out what they know about oceans.
Tuesday, February 17, 2015 / When shown pictures and a video introducing the ocean, the students will state one fact about oceans with 100% accuracy. / 1-4.1 Recognize the composition of Earth (including rocks, sand, soil, and water).
Content Standard C:
As a result if activities in grades K-4, all students should develop understanding of
- The characteristics of organisms
- Life cycles of organisms
- Organisms and environments
Wednesday, February 18, 2015 / After an activity with a plastic globe, the students will discover and identify the fact that Earth is made up of more water than land with 100% accuracy. / 1-4.5 Illustrate the locations of water on
Earth by using drawings, maps, or models. / Students and the teacher will sit in a circle on the rug. Students will tosh a blow-up globe around the circle. The students will observe what their left thumb touches—land or water. The teacher will tally the results. The class will then discuss how many times our thumbs landed on land and water. Students will close their eyes and visualize the water on the earth. With their eyes closed, students will give me thumbs up if the earth is made up of more water than land. / The teacher will keep a checklist. / Students will be reminded which hand is left. Students will also be reminded that the water is blue on the globe.
Wednesday, February 18, 2015 / While looking at a world map, the students will list the 5 oceans in their journals with 95% accuracy. / 1-4.5 Illustrate the locations of water on Earth by using drawings, maps, or Models. / The teacher will put a picture of the world map on the promethean board. Students will write down the five oceans in their science journal. / The teacher will collect the student work and check it. / Various students will be able to have a word bank written on an index card at their desk.
Wednesday,
February 18, 2015 / After a freshwater vs. saltwater experiment, the students will illustrate the outcome of the experiment in their journals with 80% accuracy. / 1-1, 2-1, 3-1, 4-1 The student will demonstrate an under-standing of scientific processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
5-1 The student will demonstrate an under-
standing of scientific inquiry, including the foundations of technology design and processes, skills, and mathematical
thinking necessary to conduct a controlled scientific investigation.
Content Standard A: As a result of their activities in grades K-4, all students should develop an understanding of
- Abilities necessary to do scientific inquiry
- Understand scientific inquiry
- Abilities necessary to do scientific inquiry
- Understand scientific inquiry
Thursday,
February 19, 2015 / After watching a video, the students will orally identify the layers of the ocean with 80% accuracy. / 1-4.4 Recognize the observable properties of
water (including the fact that it takes the shape of containers, flows downhill, and feels wet).
Content Standard C:
As a result if activities in grades K-4, all students should develop understanding of
- The characteristics of organisms
- Life cycles of organisms
- Organisms and environments
Thursday,
February 19, 2015 / When given cutouts of 3 living things found in the ocean, pairs of students will place them in the correct layer in which they live on a Layers of the Oceanposter with 100% accuracy. / 2-2 The student will demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct environments. / The students will be paired up. Students will be given cutouts of three living things. The students will place the cutout in the correct layer of the ocean (which will be posted in the classroom). / The teacher will keep a checklist. / Students will be able to use their notes if needed.
Friday,
February 20, 2015 / After instruction, including reading of books, the students will answer questions about plants and coral reefs. / 1-4.1 Recognize the composition of Earth
(including rocks, sand, soil, and water).
CC.RE.1.1 Ask and answer questions about key details in a text.
CC.RE.2.1 Ask and answer questions such as who, what, where, when, why and how to demonstrate understanding of key details in a text.
CC.RE.3.1 Ask and answer questions to demonstrate under-
standing of a text, referring
explicitly to the text as the basis for the answers.
CC.RE.4.1 Refer to details and examples in a text for
explaining what the text says explicitly to drawing inferences / The teacher will go through a PowerPoint on coral reef and plants. After going through the PowerPoint, the teacher will read a non-fiction book on coral reef and plants. The class will then have a discussion. The teacher will ask questions about coral reefs and plants. / The teacher will take anecdotal notes. / Students will be able to sit on the carpet. Students will also be able to use friends to answer questions during the discussion.
Friday,
February 20, 2015 / Using a Venn Diagram, students will compare and contrast plants and coral reefs with 75% accuracy. / 1-4.1 Recognize the composition of Earth (including rocks, sand, soil, and water).
Content Standard C:
As a result if activities in grades K-4, all students should develop understanding of
- The characteristics of organisms
- Life cycles of organisms
Monday,
February 23, 2015 / Utilizing information presented in texts, the students will construct an illustration of landforms on the ocean floor with labels and characteristics of each, with 85% accuracy / 5-3 The students will demonstrate an under-
standing of features, processes, and changes in Earth’s land and oceans.
5-3.2 Illustrate the geological landforms of
the ocean floor (including the conti-
nental shelf and slope, the mid-ocean
ridge, rift zone, trench, and the ocean
basin).
Content Standard C:
As a result if activities in grades 5-8, all students should develop understanding of
- Structure and function in living systems
- Reproduction and heredity
- Regulation and behavior
- Populations and ecosystems
- Diversity and adaptations of organisms
Monday,
February 23, 2015 / After a video on ocean life, the students will categorize 10 items into plants or animals with 90% accuracy. / 2-2.1 Summarize the interdependence between animals and plants as sources
of food and shelter.
Content Standard C:
As a result if activities in grades K-4, all students should develop understanding of
- The characteristics of organisms
- Life cycles of organisms
- Organisms and environments
Tuesday,
February 24, 2015 / Through the use of technology, the students will research an ocean animal of their choice and write information discovered with 100% accuracy. / 2.2.2 Teachers and students weekly use a few computer-based, online, mobile, virtual, and/or other technology tools to support standards-based learning (STEM).
CC.W.1.7 Participate in shared research and writing projects.
CC.W.2.7 Participate in research and writing projects (eg. Read a number of books on a single topic to produce a report).
CC.W.3.7 Conduct short research projects that build knowledge about a topic.
CC.W.4.7 Conduct short research projects that build knowledge through investigations of
different aspects of a topic.
CC.W.5.7 Conduct short research projects that use several sources to build knowledge through investigations of different aspects of a topic. / The class will go to the library to research animals. Each student will select the ocean animal they would like to research. Students will write down the information they discovered. Students will turn in their research. / The teacher will collect student work and check it. / Younger students will be allowed to use pictures.
Wednesday,
February 25, 2015 / After a PowerPoint and video on Sea Turtles, the students will tell one fact about sea turtles with 100% accuracy. / 2-2.2 Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics.
Content Standard C:
As a result if activities in grades K-4, all students should develop understanding of
- The characteristics of organisms
- Life cycles of organisms
- Organisms and environments
Wednesday,
February 25, 2015 / After seeing a model on the board, the students will illustrate the life cycle of a turtle in their journals with 75% accuracy. / 2-2.5 Illustrate the various life cycles of
animals (including birth and the stages
of development).
Content Standard C:
As a result if activities in grades K-4, all students should develop understanding of
- The characteristics of organisms
- Life cycles of organisms
- Organisms and environments
Thursday,
February 26, 2015 / After watching three video clips describing fish, mammals, and reptiles, the students will name characteristics of each of these types of animals to compare and contrast utilizing a Venn Diagram with 80% accuracy. / 2-2.2 Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics.
Content Standard C:
As a result if activities in grades K-4, all students should develop understanding of
- The characteristics of organisms
- Life cycles of organisms
- Organisms and environments
Thursday,
February 26, 2015 / Using a teacher-made dichotomous key and with a partner, the students will classify ocean animals into the categories of fish, mammals, and reptiles with 80% accuracy. / 4-2.1 Classify organisms into major groups (including plants or animals, flowering or non-flowering plants, and vertebrates [fish, amphibians, reptiles, birds, and mammals]) according to their physical characteristics.
Content Standard C:
As a result if activities in grades K-4, all students should develop understanding of
- The characteristics of organisms
- Life cycles of organisms
- Organisms and environments
Friday,
February 27, 2015 / When presented with a laptop, the students will research an ocean animal of their choice and create a written and illustrated presentation with 80% accuracy. / 2.2.2 Teachers and students weekly
use a few computer-based, online,
mobile, virtual, and/or other technology tools to support standards-based learning (STEM).
CC.W.1.7-5.7 (above) / The class will go to the laptop lab to research animals. Each student will select the ocean animal they would like to research. Students will write down the information they discovered. Students will turn in their research. / The teacher will collect student work. / Younger students will be allowed to use pictures.
Monday,
March 2, 2015 / When presented with a laptop, the students will research an ocean animal of their choice and create a written and illustrated presentation with 80% accuracy. / 2.2.2 Teachers and students weekly
use a few computer-based, online, mobile, virtual, and/or other technology tools to support standards-based learning (STEM).
CC.W.1.7 Participate in shared research and writing projects.
CC.W.2.7 Participate in research and writing projects (eg. Read a number of books on a single topic to produce a report).
CC.W.3.7 Conduct short research projects that build knowledge about a topic.
CC.W.4.7 Conduct short research projects that build knowledge through investigations of
different aspects of a topic.
CC.W.5.7 Conduct short research projects that use several sources to build knowledge through investigations of different aspects of a topic. / The class will go to the laptop lab to research animals. Each student will select the ocean animal they would like to research. Students will write down the information they discovered. Students will turn in their research. / The teacher will collect student work / Younger students will be allowed to use pictures
Monday,
March 2, 2015 / After researching and illustrating ocean animals, the students will orally present their findings to the class, with 80% accuracy. / CC.L.3.3 Use knowledge of language and it’s conventions when writing, speaking, reading, and listening. / The student will present their findings from their research to the class. Each student will share what they learned. / The teacher will observe the students as they present their findings. Presenting the research will be a participation grade. / Younger students may have a teacher or older student help them present their findings.
Tuesday,
March 3, 2015 / After watching video about an Oceanographer, students will answer questions orally asked be the teacher with 75% accuracy. / 6-8 Identify aptitudes, interests, and strengths through career assessments and/or checklists (EEDA) / Students will watch a video about an Oceanographer. Students will then orally answer questions during a discussion. / The teacher will keep a checklist. / The teacher will prompt students if necessary.
Tuesday,
March 3, 2015 / After discussion of a Remotely Operated Vehicle (ROV), the students will create an undersea scene as observed from within the ROV, with 90% accuracy. / 6-8 Identify aptitudes, interests, and strengths through career assessments and/or checklists (EEDA)
Content Standard C:
As a result if activities in grades K-4, all students should develop understanding of
- The characteristics of organisms
- Life cycles of organisms
- Organisms and environments
Wednesday,
March 3, 2015 / After studying diving, students will create diving equipment with 100% accuracy. / 6-8 Identify aptitudes, interests, and strengths through career assessments and/or checklists (EEDA)
Content Standard C:
As a result if activities in grades 5-8, all students should develop understanding of
- Structure and function in living systems
- Reproduction and heredity
- Regulation and behavior
- Populations and ecosystems
- Diversity and adaptations of organisms
Thursday,
March 4, 2015 / After unit instruction is complete, each student will create a book by writing and illustrating information learned with 80% accuracy on a rubric. / 2.2 Teachers and students weekly use a few computer-based, online, mobile, virtual, and/or other technology tools to support standards-based learning (STEM).
CC.W.4.2 Write informational/explanatory texts to examine a topic and convey ideas and information clearly. / The teacher will review components of the unit. Students will then finalize their book (which they have been writing during writing workshop). Students will write and illustrate certain components, depending on their grade. / The teacher will collect the books to check for required components. / Students will have certain components in their book, depending on their grade.
Friday,
March 5, 2015 / After all books have been completed, the students will read the books to the class with 95% accuracy. / CC.L.3.3 Use knowledge of language and it’s conventions when writing, speaking, reading, and listening. / The students will read their books to the class after completion. / The teacher will record if the student participated (read their book). / Younger students may have older students assist them.
Overview