OceanLife

UnitPlan

3rdGradeScience

SarahHarmon
DrakeUniversity

RationaleandContentStandards

Rationale
:

Thisunithasbeencreatedforthirdgraderstolearnaboutoceanlife.Thisunit
incorporatesstandsfromlifescienceaswellasearthscienceandhasawideand
interestingrangeofcontent.Itisimportanttoforstudentstolearnabouttheoceansand
itslifeformsastheoceancoversthemajorityoftheEarthssurfaceandisimportantto
theoverallecologicalbalanceofEarth.ManystudentsinIowahavetypicallyhadvery
littletonoexperiencewiththeoceaninpersonbuttheydotendtohaveageneralidea
abouttheoceanandwhatlifeformslifetherewhichmakesthisunitallthemore
important.Thisunitisdesignedtoexpandontheinformationtheyhavepreviously
gainedandleadintomoreextensiveknowledgetheywillbegainingastheireducation
continues.Ihavecreatedmanyhandsonandcreativelessonsforthestudentstolearn
fromandhopetheywillbememorableactivitiesforthechildrenandtheywilllearnand
retaintheinformationtheyhavelearnedabouttheoceananditslifeforms.

ContentStandards

IowaCoreScienceStandardsGrades36:Understandandapplyknowledgeofprocessesand
changesonorintheearthsland,oceansandatmosphere

IowaCoreScienceStandardsGrade36:

Understandandapplyknowledgeoforganismsand
theirenvironmentincluding:Structures,characteristics,andadaptationsoforganismsthatallow
themtofunctionandsurvivewithintheirhabitats
.

UnitGoals&Description
Thisunitwillgooverdifferenttypesofoceanlife,bothplantsandanimals.Wewilldiscuss
differentwaysthatwecancategorizetheseorganisms,andwilleventhinkofourownwaysto
categorizethemasaclass.Thisisimportantbecauseitnotonlyteachesaboutthedifferent
organismswearelookingat,italsoteachesthestudentsskillsfordifferentiatingbetweensimilar
organisms,whichissomethingthattheywillhavetobeabletodo.
Wewillalsobelearningaboutaquaticfoodchains,startingfromplantsallthewaytoaquatic
predatorsatthetopofthefoodchain.Studentswillbeexpectedtobeabletoidentifytheparts
ofafoodchain,andwillworkonthatduringoneofthelessons.
Bytheendoftheunitthestudentswillbeabletotellabouteachdepthzoneintheocean,and
willbeabletoexplainwhatkindsofcreatureslivethere.Theywillbeabletogivebothscientific
andcommonnamesforeachzone,andbeabletoplacetheminorderbasedondepth.
Studentswillrepresentthisinformationthroughmakingatwodimensionalmodelofthedepth
zonesandwillincludefactsabouteachofthezoneswiththedepthranges.
Thegoalsandobjectivesfortheunitrequireahigheraccuracypercentagethantheindividual
lessonsdo,becauseIwillbeusingatesttoassessstudentlearning.Theywillhavemoreroom
forerrorontheirindividualassignmentsbecauseaftertheyhavefinishedeachassignmentthey
willgetfeedbackthatwillhelpthemlearnthecontentbetter.Itseemsreasonablethatthe
studentswouldknowthecontentbetterforaunittestthanforanassignmentrightafterlearning
aboutthetopic.
ABCDObjectives
1.Givenpicturesofoceanlife,bothplantsandanimals,studentswillbeabletoabletosortthe
picturesintocategoriesbasedonsimilarphysicalattributes,typeofanimalorplantlife,and
categoriesoftheirownchoosingwith90%accuracy.
2.Givenalistofoceanlife,studentswillbeabletoorganizetheanimalsintoafoodchainwith
100%accuracy.
3.Givenappropriatematerials(coloredpaper,markers,crayons,scissors,glue)studentswillbe
abletocreateamodelofthedepthzonesintheocean,andbeabletostateatleasttwocorrect
factsabouteachzonewith100%accuracy.

SummativeAssessment
Usingthelistoforganismstohelpyouanswerquestionsonthistest.
Organisms:
TigerShark

Octopus

Anemone

Krill

Dolphin

SeaTurtle

Lobster

Starfish

Eel

Seaweed

Kelp

OrcaWhale

GiantSquid

Crab

SeaLion

Coral

Algae

GreatWhite
Shark

ClownFish

BlueWhale

1.
Fromthelistofoceanlife,choosewhichorganismsfitintoeachcategory.Everythingon
thelistcouldfitintomorethanonecategory,butthatdoesntmeanthateverythingwill.
Categories:
Plants
Animals
Predators
Mammals
Crustaceans
Fish

2.
Usingtheorganismsabove,createafoodchainmadeupoffourlinks.Describehowthe
foodchainprogressesfrombeginningtoend.

3.
Drawandlabelamodelofthedepthzonesoftheocean.Givethescientificandcommon
namesofeachzone,alongwithonefactabouteachzone.

Sources

http://cosscience1.pbworks.com/w/page/8286077/Lesson%20605%20The%20Diversity
%20of%20Ocean%20Life
(TheDiversityOfOceanLife)

http://thehomeschoolden.blogspot.com/p/free-downloads-from-homeschool-den.html
(The
HomeSchoolDen)

http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2462&Itemid=455
9
(DepartmentofEducation)

http://www.qrcodebusinesscardgenerator.com/oceanfoodchainkids.html
(Understandingour
OceansFoodChainForKids)

http://www.oceanoasis.org/teachersguide/activity10.html
(OceanOasisTeachersGuide)

Pgs3340fromCurriculumandPedagogyPacketfromDr.Beisser.

Halpern, Monica.
Exploring Tide Pools
. [Washington, D.C.]: National Geographic School, 2002. Print
https://www.educateiowa.gov/science%C2%BBgrades35
(IowaCore)

http://www.seasky.org/deepsea/oceanlayers.html
(CreaturesoftheDeepSea)

Shrek,2001,DreamworksPictures

enchantedlearning.com/subjects/ocean(EarthsOceans)

onceuponafirstgradeadventure.blogspot.com(OnceUponaFirstGradeAdventure)

LessonPlans

GradeLevel
:3
Subject:
Science

LessonTitle
:OceansAreLikeOnions

ContentStandards:
IowaCoreScienceStandards,grades35Understandandapply
knowledgeofprocessesandchangesonorintheearthsland,oceans,andatmosphere.

MaterialsNeeded
:Chartofdepthzonesinocean.Blue,black,andbrownconstructionpaper,1
sheetofeachforeachstudent.Gluesticks,markers,paperwithdepthzonenameswrittenin
textboxestobecutout.

PrerequisiteSkills
:Abilitytousematerials.

LessonObjective
:Giventhematerialslistedabove,thethirdgradestudentswillbeableto
createapaper2Dmodelrepresentationofthedepthzonesintheoceanwiththecorrectly
labeledcommonnamesandbeabletostatethedepth,amountoflight,andtemperaturerange
withinthezoneswith80%accuracy.

1.Presentobjectives:

Youwilllearnaboutthedifferentdepthzonesoftheocean,includinghowlightandtemperature
aredifferentineachzone.Youwillberequiredtorememberthenonscientificnamesofthe
zones(i.e.TheMidnightZone),butnotthescientificnames(i.e.bathypelagiczone).Youwillbe
requiredtomakeamodeloftheoceanzonesusingmaterialsprovidedtothemandcorrectly
labeleachzoneaswellaslistingthecorrectfactsaboutzonedepth,temperatureandlight.
Studentswillbeexpectedtodothiswithatleast80%accuracy.

2.Presentadvanceorganizer:
ShowclipfrommovieShrekwhereShrekexplainstoDonkeythatogresarelikeonions
becausetheybothhavelayers.Explaintothestudentsthatoceansalsohavelayers,sooceans
arelikeonions.

3.Demonstrateknowledgeorskill:
Explicitinstructiononzonesoftheoceanusingchartshowingthedifferentlayersandtheir
characteristics,includingwatertemperature,depth,andlightfiltration.Adiagramsimilartothe
onepicturedbelowwillbeused,howevertheinstructionwillfocusoncommonnames(iesunlit
zone)insteadofthescientificnames.

Diagramcreditedto:enchantedlearning.com/subjects/ocean

4.Checkforunderstandingandprovidestudentfeedback:
Givestudentsmaterialstomakeamodelofthedepthzonesoftheocean.Studentswillbe
requiredtoincludethedepthofeachzone,temperaturerangeandamountofsunlightonthe
model.Belowisasamplepicturesimilartowhatthefinishedproductofthemodelwillbebut
thestudentsactualmodelswillcontainmorerequiredinformation.Asamplewillbeprovidedfor
thestudents.

photoandmodelscreditedto:onceuponafirstgrandeadventure.blogstop.com

5
.
Assessment/Closure:
Givestudentstimetofinishupassignmentandturnin.Assignmentswillbecheckedoutsideof
classtime,usingtheattachedrubric.

6.Adaptationforstudentswhoneedextrahelp,time,orattention?
Studentswhoare
strugglingwiththemodelwillbegivenextratimetocompletetheirwork.

Extensionforstudentsofhighability?
Studentswhoareexcellingwiththecontent

willbegiventheoptiontoaddafunfactoftheirchoosingfromthechapteronoceans
ofthesciencetextusedinclass.Theywillalsobegiventheoptiontoaddscientific
terms.

7.
ReferencesConsulted:
(CurriculumbooksinDrakeSOEcurriculumlab,teacherresources,
websites,etc):

http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2462&Itemid=455
9

http://www.seasky.org/deepsea/oceanlayers.html

Shrek,2001,DreamworksPictures

enchantedlearning.com/subjects/ocean

onceuponafirstgradeadventure.blogspot.com

Beisser,2000

OceansAreLikeOnionsModelingRubric

ZoneLabelsandOrder

RequiredInformationto
KnowAboutEachZone

5Points

Allzonesaremodeledinthe
correctorderbycolorwith
correctlabels

Alloftherequiredfacts
(depth,temperature,and
sunlight)arepresentand
correct.

24Points

Allzonesarelabeled
correctly,butinthewrong
order.

Someoftherequiredfacts
arepresentandcorrect.

01Points

Zonesareincorrectlylabeled
andinthewrongorder.

Requiredfactsaremissingor
incorrect.

Total___/10

Comments:


GradeLevel
:3
Subject:
Science

LessonTitle
:GroupingOceanlifeintocategories

ContentStandards:
IowaCore:
Understandandapplyknowledgeoforganismsandtheirenvironments

MaterialsNeeded
:Setofpicturesofplantandanimallife
Blankcardstolabelcategories
Markersforlabeling
Openflatsurfaceforcategorization
Paperclip

PrerequisiteSkills
:
Grouping
Knowledgeofoceanlife
Differencebetweenmammals,fish,andcrustaceans
Knowledgeofoceanlifehabitat

ABCDLessonObjective
:Usingthepicturesprovidedstudentswillbeableto
categorizetheoceanlifespecieswith80%accuracy.

InteractionwithStudents:

1.Provideobjectives:Todaywearegoingtogroupoceanlifeintodifferentcategories.
ForexamplePlantsandAnimals.Eachofyouwillgetasetofcardswithpicturesof
oceanlifeyouwillusetoseparateintodifferentcategoriesthatwillbeexplainedtoyou.

2.Demonstrateknowledgeorskill:

TostartIamgoingtopicktwocategoriesto
classifymyoceanlifecardsunder.Iamgoingtostartwithoceanplantsandocean
animals.Iwillusethewhiteboardtowritethetwocategoriesandplacemycardswhich
havemagnetsonthebackunderthecorrectcategory.Iwillshowthestudentsonecard
atatimeandnamethelifefromthenplaceitintheproperlylabeledcategory
.Time:
57minutes

10

3.Provideguidedpractice:

(Guidedpractice
with
theteacher)Nowletsworkall
togetherwithdifferentcategoriesfromwhatIdemonstrated.Wewillusewewilluse
animalsthatstayintheoceanandanimalsthatcanalsogoonland.Iwillholdupacard
andaskthestudentstonamethelifeformonthecard.Iwillaskthestudentstoraise
theirhandsandcallonastudent.OncethestudenthaspickedagroupforthecardIwill
asktheclassiftheythinkthecardhasbeencorrectlyplaced.Iwilldothiswithseveral
students.

4.Checkforunderstandingandprovidestudentfeedback:

UsingtheAnimalsthat
muststayintheoceanandAnimalsthatcanalsogoonlandcategoriesIwillplacea
newcardontheboardonmyown.Iwillplaceacoupleofcardsincorrectly.Iwillaskthe
studentstocheckmyworktoseeifIhaveplacedallofmycardsinthecorrect
categories.IftheyareabletocatchmymistakesIwillknowtheyshouldbereadyto
moveon.Iftheyareunabletocorrectmymistakeswewillcontinuetopractice
categorizingasagroup.IfthestudentsarestrugglingwithwhatisonthecardsIcando
aquickreviewofoceanlifeforms.

(Howwillyouknowstudentsunderstandtheskillor
concept?Howwilltheyknowtheygetit?)

5:Provideextendedpracticeandtransfer:Insmallgroupsoffourstudentswillwork
togethertocategorizetheirgroupofoceanlifeformscards.Eachgroupwillbegivena
differentsetofcategoriestoworkwith.Thelifeformsontheeachsetofcardwilldiffer
fromthoseduringguidedpractice.SampleCategoriesareanimalsthatmuststayinthe
ocean,animalsthatcanalsogoonland,MammalsandFish,Mammalsand
Crustaceans,PlantsandAnimals,AnimalsthatliveclosetoshoreandAnimalsthatlive
fartherouttosea,LifeformsthatliveclosetothesurfaceandLifeformsthatliveonthe
oceanfloor.Lifeformsthatneedsunlightandlifeformsthatareabletoliveinthe
darkness.Afterstudentsareassignedacategorytheywilllabeltheblankcardsusinga
marker.Studentswillworktogethertodecidewhichcardsgoineachcategory.
(Independentpracticeoftheskill)

6.Assessment/Closure:Eachgroupwillpapercliptheircardstogetherwiththe
categorycardontop.Theywillturnineachoftheirgroupstotheteachertobechecked
foraccuracy.(Howdoyouevaluatestudentprogressorprovideclosuretothislesson?)

11

7.DIFFERENTIATIONofContent,ProcessorProduct:Studentswillbegroupedbased
ontheabilityandcurrentunderstanding.Studentsofhigherabilitywillbegivenmore
advancedcategories,suchasmammalsandcrustaceans.Studentswhoarestruggling
withtheconceptwillstartwithaneasiergrouping,suchasextendedpracticewithplants
andanimalsoranimalsthatmuststayintheoceanandanimalsthatcansurviveoutof
thewaterThecardseachgroupofstudentsaregivencanvaryaswell,withdifficulty
levelsofthelifeforms.

8.
ReferencesConsulted
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2462&Ite
mid=4559

http://cosscience1.pbworks.com/w/page/8286077/Lesson%20605%20The%20Diversity
%20of%20Ocean%20Life

http://thehomeschoolden.blogspot.com/p/free-downloads-from-homeschool-den.html
(CurriculumbooksinDrakeSOEcurriculumlab,previousteachersasresources,online
websites,yourpastexperiences,oryourowninitiatives,etc.):

12


CheckList

CorrectCardsforCategory1

CorrectCardsforCategory2

Score:____/10

Comments:

13


GradeLevel
:3
Subject:
Science

LessonTitle
:ExploringTidePools

ContentStandards:
IowaCore:UnderstandandApplyknowledgeoforganismsandthe
environments.

MaterialsNeeded
:
Easel
Yes/Nocards
ConceptCards
Tape

ExploringTidePools
Book
Glue
Markers
ConstructionPaper
OceanLife/TidePoolconstructionpapercutouts

PrerequisiteSkills
:Studentswillhavereadthebook
ExploringTidePools
inclassasagroup,
theywillhaveknowledgeoftidepoolsandtheircharacteristics.Studentswillknowhowtouse
thematerialsprovided.

LessonObjective
:Usingthematerialsprovidedthethirdgradestudentswillbeabletocorrectly
categorizeoceanlifeandtidepoollifebyplacingconstructionpapercutoutsinthecorrect
categoryandlabeleachcutoutwithatleast80%accuracy.

ConceptLabel
:TidePools

CriticalAttributes
:

Starfish
Crab
Shallow
Seaweed
Barnacles
SeaAnemone
Mussels
SaltWater
SeaSponges
GreenAlgae

14

NoncriticalAttributes
:
Sharks
CoralReef
SeaTurtles
Whales
Seals
Manatee
Tuna
Marlin
Deep

DefinitionofConcept
:

InteractionwithStudents:

1.Provideexamplesandnonexamplestotheclass:

Todayclasswearegoingtobedoingsomereviewonasubjectwehaverecently
talkedabout.IhavetwocardsontheboardlabeledYesandNo.InmyhandIhaveastack
ofcardsthatwilleitherfallundertheYesorNocategories.Itisuptoyoutofigureoutthe
subjectwearegoingtorevisittodaybyhowIplacethesecards.AllcardsgoingundertheYes
categoryinvolvetheconceptwearetalkingabouttoday.Allcardsinthenocategoryarenot
involvedinthetopictoday.Pleasedonotshoutoutanswersbutyoumaygivemeathumbsup
ifyouthinkyouknowthetopicPlacecards,Starfish,Barnacle,andShallowunderYes.Place
Marlin,Shark,andDeepunderno.

2.Testforattainment:

ClassnowIamgoingtoshowyouacard,Iwouldlikeyoutogivemethumbsupwhenyou
thinkyouknowifitbelongsunderYesorNo.Iwillchoosesomeonetotellmewhereyouthinkit
belongs.DothisforGreenAlgae,Mussels,SeaAnemoneunderYesandTuna,Whaleand
CoralReefUndernocategory.Whenyouthinkyouknowthetopicpleasegivemeathumbs
up.Ifthemajorityoftheclasshastheirthumbsupaskthemtosharealltogetherwhatthey
thinkthetopicis.IftheclassappearstobestrugglingthenkeepplacingcardsundertheYes
andNocategoriesuntilalmosteveryonehastheirthumbsupandthenaskthemtoshare.

3.Analyzestudentthinkingprocessesandintegrationoflearning:
OncetheclasshascorrectlyfiguredoutTidePoolsisthetopic

askfor3studentssuggestions,if
youhaveacardwithwhattheysayonit,placeitinthecorrectcategory,ifnotwriteitinwitha
marker.Ifstudentsareonlygivingsuggestionsforonecategoryrequestsuggestionsforthe
other

15

4.

Clarifylessonobjectives:
Passoutmaterialstoclass.Okclass,nowIhavegiveneachofyoutwosheetsofconstruction
paper.Oneisdarkblueandoneislightblue.PleaselabelthedarkbluepieceOcean.Please
labelthelightbluepieceTidePool.Ihavealsogivenyou14constructionpapercutouts.
Somearelifethatcanbefoundinthetidepoolsandsomecanonlybefoundintheocean.I
wouldlikeyoutoplacethelifeformsunderthecorrectcategoryandwhenyouareready,glue
themdownandlabelthem.Iexpectthistobedonewithatleast80%accuracy.

5.ProceduresforUsingtheConcept

inameaningfulway
?
Theproceduremustbedoneinawaythatallowsthestudentstoactuallythinkaboutthe
categories.Puttinguponecardatatimeandwaitingbetweencardsgivesthestudentstimeto
thinkaboutthesimilaritiesbetweencardsineachcategory.Itcanalsohelptoputuptwocards
inonecategoryfirst,thenonecardintheotherthatmightseemlikeitwouldfitinwiththem,
whichcouldmakethestudentsthinkabouthowthatthirdcarddoesntfitinthecategorywiththe
othertwo.

6.Assessment/Closure
OnceyouarefinishedwithyouassignmentIwouldlikeyoutoturnitintometobechecked.
Studentsworkwillbeassessedusingrubricbelow.

7.DIFFERENTIATIONofContent,ProcessorProduct:
Studentswhoarestrugglingwillbegivenextratimeduringtheintroductionoftheconcept.They
willalsobegivenextratimetocompletetheassignment.Ifnecessarytheywillbegivenless
constructionpapercutoutstocategorize
Studentswithhighabilitywillbegiventheopportunitytopresenttheirworktotheclassalong
withthreefunfactsabouttidepools.

8.
ReferencesConsulted
:
Halpern, Monica.
Exploring Tide Pools
. [Washington, D.C.]: National Geographic School, 2002. Print
https://www.educateiowa.gov/science%C2%BBgrades35
(IowaCore)

16


TidePoolRubric

Categories

Labels

5Points Allcutoutsareinthecorrect
category

Comments:

Allcutoutsarelabeledcorrectly

Comments:

24
Points

Sometcutoutsareinthecorrect
category

Comments:

Somecutoutsarecorrectlylabeled

Comments:

01
Points

Nocutoutsareinthecorrect
category

Comments:

Nocutoutsarecorrectlylabeled

Comments:

Total___/10

OverallComments:

17


GradeLevel
:3
Subject:
Science

LessonTitle
:WhatsforDinner?:OceanLifeFoodChain

ContentStandards:
IowaCore:

Understandandapplyknowledgeoforganismsandtheir
environmentincluding:Structures,characteristics,andadaptationsoforganismsthatallowthem
tofunctionandsurvivewithintheirhabitats
.

MaterialsNeeded
:
PosterBoard
Scissors
Markers/Crayons
Glue
ScienceTexttoreference
ColoredSticksforgrouping
ColoredPaper

PrerequisiteSkills
:Properuseofmaterials,knowledgeofoceanlifefoodchain,groupwork
basicskills,useofquietvoices

LessonObjective(s)
:
a.
Usingthematerialsprovidedthirdgradestudents,insmallgroupsoffour,willbeableto
createanoceanlifefoodchain2Dposter.Posterswillneedtoincludethefoodchains4levels
andcorrectlylistatleast4lifeformsineachlevelwith80%accuracy.
b.
Studentswillbeabletogetintotheirgroupsquicklyandquietly,listentotheirpartners,
andcontributetheirideastotheassignment.

CooperativeLearningGroupingStructure
:LearningTogether

InteractionwithStudents:

1.Presentobjectives:
(Tellstudentswhattheyaregoingtolearn?)Todaywearegoingtobe
creatingpostersoftheoceansfoodchain.Youwillbegiventhematerialsnecessarytocreate
yourposteranditisexpectyourgroupsposterwillbeatleast80%accurate.Posterswillneed
toincludethe4levelsofthefoodchainwehavelearnedaboutandatleast4lifeformsneedto
correctlybelistedundereachlevel.Iwillhaveyouworkingtogetherinsmallgroupstopractice
listeningtoeachotherandeveryonecontributingtheirownideastotheposter.

18

2.Presentinformationfortheacademicgoal:
(Whatareproceduresfortheacademicgoal?)
Wehavespentsometimeontalkingaboutthefoodchainofoceanlife.Wehavegoneoverthe
fourlevelsofthefoodchainandthedifferentlifeformsthatmakeupeachlevel.Todayweare
goingtobeusingtheinformationwehavelearnedandturnitintoavisualpieceforothersto
seewhatweknowabouthowtheoceanlifefoodchainflows.Eachgroupwillbeprovidedwitha
pieceofposterboard,markersandcrayons,scissors,glueandcoloredpapertomakeyour
poster.Youwillneedtomakesureyouposterhasalltherequiredelements,soifyouneedto
youmayuseyoursciencetextbooktohelpyouwithyourlabeling.Remembertohavefunand
becreative!
Time:5minutes

3.Organizestudentsintolearningteams:

a.Explainhowtheyllpracticethesocialgoal?
OnceyouhavelearnedwhoyourgroupmatesareIwantyoutoshowmeyouareableto
quicklyandquietlygetintoyourgroupsandbereadytowork.Inordertodothatthereneedsto
beverylittletalkingatonlyawhisperlevel.OnceyouareinyourgroupsIwantyoutomake
sureeveryoneinyourgrouphastimetotalkandsharetheirideasandIwanteveryonetomake
suretheyarereallyfocusedonwhoistalkingandlisteningtoeverythingtheyhavetosay.
Remembereveryoneisgoingtohavegreatideasandyoudontwantyourgrouptomissouton
anything.

b.Howwillyouorganizethegroups?
Ihavehandedeveryoneacoloredstick.WhenIsaytogoIwantyoutofindtheothermembers
ofyourgroupthathavethesamecoloredstickasyou.Pleaseremembertherewillbefour
peopletoagroupandplease,notradingsticks.

c.Whatgrouproleswillyouhave?
Eachgroupwillhaveacollector/organizerwhowillberesponsibleforgettingallofthegroup's
suppliesandhavingthemorganizedandreadytouse.Areporterwhoasksanygroupquestions
totheteacher.Amanagerwhoistheleaderoftheproject.Afinalizerwhochecksofthefinal
productandisresponsibleforturningitintotheteacher.

4.Assistteamworkandstudy:

a.Howwillyoumonitoracademicprogress?
Iwillbemovingaroundtheroomobservingthestudentsatwork.Iwillstopateachofthe
groupsandmakesurethelessonobjectivesareclearandtheyunderstandtheassignment.I
willbeavailableforstudentstoaskquestionsiftheyneedclarificationonanythingandIwillbe
checkingthatgroupsareontask.
b.Howwillyoumonitorthesocialgoals?
AsIamworkingmywayaroundtheroomIwillbekeepinganearonthenoiselevelofthe
classroomandmakesureallstudentsareengagedduringthework.Iwillstopandgroupsand
askthemtotellmewhatsomeoftheirothergroupmembersideashavebeen,thiswayIcan
checkthateveryoneiscontributingandthateveryoneinthegroupsislisteningtothose
contributions.

19


5.Providerecognition:
AfterstudentsarefinishedandturnedintheirposterstomeIwillbeusingarubrictoscorethe
academicportionoftheassignment.Eachgroupwillbegivenonegrade.DuringthelessonIwill
begivingmyfeedbacktostudentsabouttheirsocialworkaswellastheacademicportion.Iwill
saythingslike,Ilikehowyouused____sidea.OrIseeyouallareworkingtogetherreally
wellor_____thankyouforsharingyourthoughtswitheveryone.FortheacademicsideIwill
bemakingcommentsabouttheworksuchasNicejobwithlabelinglevel3.OrMaybeyou
canlookinthetextforonemorelifeformtogounderlevel1

6
.
Assessment/Closure:
(Howdoyouevaluatestudentprogressorendthislesson?)
Towrapupthesessionallofthegroupswillturnintheirpostertomeandwewillhaveaquick
endoflessondiscussion.Iwillaskthestudentsaboutwhattheylikedaboutworkingingroups
andhowitwashelpfulandwhattheylearnedfromtheirgroupmates.Studentswillbegraded
usingarubricfortheacademicportionoftheassignmentandwillbegivenanindividualcheck
ofsheetforthesocialgoals.
Includedocumentsforassessingboththeacademicandsocialgoals.

7.DIFFERENTIATIONofContent,ProcessorProduct:
Ourprimarymethodfordifferentiationwillbegroupingthestudentstogetherwhomakethemost
sense.Thestudentsmayperceivethegroupsasbeingrandom,butwewillstrategicallyplace
studentstogetherwhoareroughlyatthesameacademiclevel.
a.Adaptationforstudentswhoneedextrahelp,time,orattention?
Iwilltakealittleextratimewiththestudentswhoneedextrahelpwhileaskingquestions.We
willalsomakesurethattheyarenotthelastgroupthatwespeakto,sothattheyhavetimeafter
theirlastconversationwithateachertomakeanyextrachangesbasedonoursuggestions.
b.Extensionforstudentsofhighability?(Remember,giftedstudentsneedchallenge).
Becausewewillbewalkingaroundamongthestudentswewouldhaveachancetotalktoeach
groupindividually.Thebeginningofthistimeisidealtotalktothemoregiftedgroupandto
challengethemtoincludeasmuchextrainformationastheycanintheirposter.

TOTALLESSONTIME:50Minutes
8.
ReferencesConsulted
(CurriculumbooksinDrakeSOEcurriculumlab,previousteachersas
resources,onlinewebsites,yourpastexperiences,oryourowninitiatives,etc):

http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2462&Itemid=455
9
http://www.qrcodebusinesscardgenerator.com/oceanfoodchainkids.html
http://www.oceanoasis.org/teachersguide/activity10.html
Pgs3340fromCurriculumandPedagogyPacketfromDr.Beisser.

20

OceanLifeFoodChainPosterGroupRubric

GroupMembers:__________________________________________________

FoodChainLevelsLabels
andOrder

LifeFormsforeachLevel

5points

Alllevelsarelabeled
correctlyandinthecorrect
order

Atleast4lifeformsforeach
levelofthefoodchain
correctlylisted

24points

Alllevelsarelabeled
correctlybutinthewrong
order

23lifeformscorrectlylisted
ineachlevelofthefood
chain

01points

Levelsandincorrectly
labeledandinthewrong
order

01lifeformscorrectlylisted
ineachlevelofthefood
chain

Comments

Total___/10

AdditionalComments:

21

IndividualSocialCheckOff

Student:___________________

QuicklyandquietlygotintogroupYES_____NO______
Comments:

Listenedtoothergroupmembers
YES_____NO______
Comments:

Gaveowncontributionstothegroup
YES_____NO______
Comments:

OverallComments:

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BulletinBoard

WehavecreatedanOceanLifeThemedWordWallbulletinboardforour
studentstointeractwith.Thewordwallwillconsistofoceanlifeandoceanrelated
vocabularytermsthathavebeendiscussedthroughouttheoceanlifeunit.Studentswill
beabletorefertothewordwallatanytime.Asaclasswewilladdwordstothewallas
weprogressthroughtheunit.Studentscanusethewordwallforactivitiesaswell.We
willplayquizgameswiththewordsandstudentswillbeabletomovewordsaroundon
thewallintocategoriesiftheychoose.Thebulletinboardwillbeinteractive,fun,
educationalandhelpfulforthestudentsandweworkourwaythroughtheoceanlife
scienceunit.

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