Lara Buchmann-Duck January 2017

Unit Plan: Kindergarten Ocean Inquiry

Rationale

This is an Ocean Inquiry unit for the subject of Environment and Community Awareness in
Kindergarten. Inquiry is an important way for students to learn and discover, especially in the
early elementary years, in science and other subject areas. It encourages students to question and
wonder about the world, making them curious about their surroundings. This particular unit has
been designed to get my Kindergarten students curious and wondering about the ocean. It will
answer many of their questions about the ocean, but also lead to many more questions. The
variety of activities chosen for this unit allows for this. These activities include self-directed
work such as reflecting using drawing or playing at centers with ocean-related activities. There
will also be activities that students will do in small groups as well as with the whole class so they
have the chance to hear the opinions of their peers.
There are six main SLOs from Environment and Community Awareness which are focused
on in this unit. Only three will be graded on summatively for the report card outcomes as the
other SLOs are also addressed in other units. Although this subject is the focus, many subjects
are interrelated at the Kindergarten level as students learn through sharing and centers. This unit
in particular will have many outcomes addressed in Early Literacy as most days involve a
literature connection through a story on the ocean, as well as word work in centers, listening and
sharing at carpet time, and reflecting in journals with words and drawings. Outcomes from
Creative Expression will also be addressed as students do various art projects related to the ocean
which should help spark their curiosity. Outcomes from Personal and Social Responsibility as
well as Physical Skills and Well-Being will also be addressed in this unit.
I have outlined in this unit a plan to use a variety of formative and summative assessment
methods so that my students have multiple opportunities and ways to show their understanding. I
will carry out formative assessment on an ongoing basis so that I know where each of my
students is at in their understanding, and so they too get a sense for where they are and what they
can improve on. To do this I will engage with my students in constant discussion and
questioning. I will do this with the whole class on a daily basis at the carpet area where we will
discuss what we have learned so far and I will introduce new ideas to them. I will use
questioning and listen to their responses to push their understanding and to formatively assess
them. As the students work on individual activities or at centers I will also converse with them
individually and ask more guiding questions. I will also constantly use observation of my
students working to assess them formatively.
Furthermore, as I believe it is crucial that students have at least one chance to practice self-
reflection of their understandings, I have included in this unit an opportunity for meta-cognition.
This will be done through peer feedback as the students share their work with a peer and the peer
is to comment on their work and give positive feedback. I will furthermore continue to use photo
and video evidence of the students working to use as formative assessment and as evidence of
their learning. If I have time I will film the students answering key questions. This can also serve
as summative assessment and help contribute to assessing the report card outcomes. Student
work from centers and other activities can serve as formative assessment throughout the unit, as
well as summative assessment at the end of the unit. The main assessment piece which will be
graded only summatively is that of the students journal work on What belongs and what

1
Lara Buchmann-Duck January 2017

doesnt belong in the ocean. This will tell me in particular if they have met the 3 SLOs which
this unit is centered around.

Unit Planning Organizer

Subject: Environment and Community Awareness (Early Science)
Grade: Kindergarten
Unit/Topic: Ocean Inquiry
Date and Unit Duration: Jan. 30th Feb. 6th (1 week)
1. Unit Overview Critical Inquiry Question
What is the ocean and who lives in it?

2. General Learning Outcomes for Unit

Environment and Community Awareness:
The child demonstrates curiosity, interest and a willingness to learn about the
environment and community.
The child uses materials in the environment and community and becomes aware of
how others use materials.
The child explores familiar places and things in the environment and community.

3. Focusing Questions for Unit (Related Questions)

I wonder
What kind of animals live in the ocean?
What kind of plants are in the ocean?
Why is the ocean salty?
Where is the ocean?
Is there an ocean near us?
Is there more than one ocean in the world?

4. Key Concepts for Unit

Ocean
Salt water
Sea creatures
Pollution
Environment

5. Specific Learning Outcomes for Unit

Environment and Community Awareness:
The child:
becomes aware of the five senses and how they are used to explore, investigate and
describe the world
becomes aware of the relationship between cause and effect
explores and investigates objects and events in the environment
becomes aware of colours, shapes, patterns and textures in the environment

2
Lara Buchmann-Duck January 2017

uses sand, water, blocks and other manipulatives to explore scientific and aesthetic
concepts
becomes aware of the importance of protecting the environment.

SLOs from other subject areas:*

Early Literacy:
Discovers and Explores:
o Expresses ideas and develops understanding:
shares personal experiences prompted by oral, print and other
media texts
talks about ideas, experiences and familiar events.
Responds to Texts:
o Experiences various texts:
participates in shared listening, reading and viewing
experiences, using oral, print and other media texts from a
variety of cultural traditions and genres, such as picture
books, fairy tales, rhymes, stories, photographs, illustrations
and video programs
listens and views attentively.
Creates Original text:
o Structures texts:
draws, records or tells about ideas and experiences
talks about and explains the meaning of own pictures and
print.
Works within a group:
o Works in groups:
asks and answers questions to determine what the class
knows about a topic
listens to the ideas of others.
o Evaluates group process:
responds to questions about personal contributions to group
process.
Plans and Focuses:
o Determines information needs:
asks questions to satisfy personal curiosity.
o Evaluates sources:
asks questions to make sense of information.
Personal and Social Responsibility:
demonstrates curiosity, interest and some persistence in learning activities
participates actively in learning tasks.
Physical Skills and Well-Being:
demonstrates an understanding of basic rules and fair play.
Creative Expression:

3
Lara Buchmann-Duck January 2017

experiments with a variety of art materials to create two and three dimensional
forms
experiments with line, colour, shape, texture and pattern in diverse media to
explore and express ideas.

* Although this is an inquiry unit for the Kindergarten subject of Environment and Community
Awareness (i.e. early Science), other subjects such as literacy, will be touched on as well through
the various activities. These SLOs are included above.

Detailed Visual Organizer of Unit Lessons and Assessment

Dates/Topics SLOs (Environment Learning Activities Assessment**

and Community
Awareness only)
The child:
Monday, Jan. becomes aware Literature: The Formative: observation,
30th 17 of the five senses Rainbow Fish (15 conversation, and
Introduction to and how they are min. am) questioning carried out
the Ocean used to explore, Activities: I wonder throughout carpet time
investigate and carpet time discussion as well as during
describe the and sharing through activities and centers;
world class KWL chart on class KWL chart will
explores and mini white board; talk serve as a pre-
investigates about if there is an assessment as students
objects and ocean near Alberta share with the class and
events in the and show students a teacher what they
environment map; I See a Fish art already know about the
becomes aware project (30 min. pm) ocean; student work
of colours, Centers: water tub from centers can be
shapes, patterns play with ocean toys, further used as
and textures in sand box play, ocean formative assessment;
the environment word work, fishing for can also take photo and
uses sand, water, letters alphabet game, video evidence of
roll and cover student learning.
blocks and other
manipulatives to numbers (ocean
explore scientific themed print-outs),
and aesthetic other class games,
concepts free drawing/writing,
free play (60 min. am,
60 min. pm)

Tuesday, Jan. becomes aware Literature: Splash in Formative: observation,

31st 17 of the five senses the Ocean! (15 min. conversation, and
Fish in the and how they are am) questioning will be

4
Lara Buchmann-Duck January 2017

Ocean used to explore, Activities: carpet time carried out throughout

investigate and discussion on ocean carpet time as well as
describe the and parts of a fish, during activities and
world Parts of a Fish art centers; converse with
explores and project (30 min. pm) students both as a
investigates Centers: water tub whole class and one-
objects and play with ocean toys, on-one to get a sense of
events in the sand box play, ocean each students
environment word work, fishing for understanding; student
becomes aware letters alphabet game, work from centers can
of colours, roll and cover be further used as
shapes, patterns numbers (ocean formative assessment;
and textures in themed print-outs), can also take photo and
the environment other class games, video evidence of
uses sand, water, free drawing/writing, student learning.
blocks and other free play (60 min. am)
manipulatives to
explore scientific
and aesthetic
concepts

Wednesday, becomes aware Literature: Under the Formative: continue to

Feb. 1st 17 of the five senses Sea (15 min. am) carry out ongoing
Ocean and how they are Activities: carpet time observation,
Pollution used to explore, discussion about conversation, and
investigate and ocean pollution and questioning both with
describe the how we can take the whole class at the
world better care of the carpet area as we talk
explores and environment, talk and about ocean pollution,
investigates show examples of the and one-on-one with
objects and kinds of things that students throughout the
events in the dont belong in the activities, this will help
environment ocean; then divide the me know what each
becomes aware students into three student is
of colours, groups to rotate understanding, and also
shapes, patterns through stations, the let the students know
and textures in first will do a Garbage what they understand;
the environment Sorting student work from
uses sand, water, Activity/Garbage stations and centers can
Sensory play by be looked at for further
blocks and other
taking clean trash out formative assessment;
manipulatives to
of the water tub, continue to take photo
explore scientific
station two will work and video evidence.
and aesthetic
concepts on a Counting Fish
Sheet, station three
becomes aware
will work on a booklet

5
Lara Buchmann-Duck January 2017

of the of practicing to write

relationship ocean words and
between cause colouring sea
and effect creatures (60 min.)
becomes aware Centers: water tub
of the play with ocean toys,
importance of sand box play, ocean
protecting the word work, fishing for
environment letters alphabet game,
roll and cover
numbers (ocean
themed print-outs),
other class games,
free drawing/writing,
free play (60 min. am,
30 min. pm)
Thursday, Feb. becomes aware Literature: The Magic Formative: continue to
2nd 17 of the five senses School Bus, On the carry out ongoing
What belongs and how they are Ocean Floor (15 min. observation,
in the ocean? used to explore, am) conversation, and
investigate and Activities: carpet time questioning both with
describe the discussion reviewing the whole class at the
world what doesnt belong carpet area as we
explores and in the ocean, then review trash in the
investigates have the students in ocean, and one-on-one
objects and their science journals with students
events in the on two pages draw throughout the
environment pictures of what they activities, this will help
becomes aware learned doesnt me know what each
of colours, belong in the ocean student is
shapes, patterns and on another page understanding, and also
and textures in what belongs in the let the students know
the environment ocean, have cut-outs what they understand;
uses sand, water, of these titles prepared student work from
for the students to stations and centers can
blocks and other
glue down on their be looked at for further
manipulatives to
pages, when they are formative assessment;
explore scientific
each done have the continue to take photo
and aesthetic
students share their and video evidence.
concepts
pages with a peer to Meta-cognition: as
becomes aware
check if they have students give each
of the
accurately drawn what other peer feedback on
relationship
should go in the ocean their drawings of what
between cause
and what shouldnt; belongs in the ocean
and effect
Smallest Largest fish and what doesnt, each
becomes aware art project (60 min.) student will be able to

6
Lara Buchmann-Duck January 2017

of the Centers: water tub self-reflect on their

importance of play with ocean toys, own work and their
protecting the sand box play, ocean understandings.
environment word work, fishing for Summative: take in the
letters alphabet game, students drawings on
roll and cover what belongs/doesnt
numbers (ocean belong in the ocean for
themed print-outs), summative assessment.
other class games,
free drawing/writing,
free play (60 min. am,
30 min. pm)

Monday, Feb. becomes aware Literature: Sea Horse, Formative: continue to

6th 17 of the five senses The Shyest Fish in the observe, converse, and
Salty Ocean and how they are Sea (15 min. am) question with students
Water/Review used to explore, Activities: carpet time at carpet area and
investigate and discussion about sea individually; can still
describe the creature we know live look at student work
world in the ocean and from activities and
explores and review; also talk about centers for formative
investigates how the ocean water assessment; continue to
objects and is salty and ocean take photo and video
events in the animals need it to be evidence of learning.
environment salty, demonstrate in Summative: can now
becomes aware front of class using a look back at all student
of colours, cup of plain water, art projects, drawings,
shapes, patterns and a cup of salty and other products
and textures in water, how some from activities and
the environment small plastic beads work and use these to
uses sand, water, will sink in the plain see if the students have
blocks and other water but not the salt met the related
manipulatives to water, ask students to outcomes; can also
explore scientific draw this at their look back on photo and
and aesthetic tables; Jellyfish art video evidence to see if
concepts project (60 min.) students have met the
Centers: water tub outcomes; record level
becomes aware
of the play with ocean toys, of meeting outcomes
relationship sand box play, ocean for the report cards.
between cause word work, fishing for
and effect letters alphabet game,
roll and cover
numbers (ocean
themed print-outs),
other class games,
free drawing/writing,

7
Lara Buchmann-Duck January 2017

free play (60 min. am,

30 min. pm)

**Please note that my summative assessments will ultimately be determined by the wishes of my
Teacher Mentor based on what she would like to use as summative evidence of learning for the
report card outcomes. I will constantly carry out formative assessment, but my summative
assessment will reflect her wishes and be determined ultimately as this unit is implemented.

8
 Lara Buchmann-Duck January 2017

Assessment Overview

Assessments
Student
Ongoing Work:
Learning Questioni Observati Conversati Peer
All products
photo & What
Outcomes Title ng ons on Feedback
from centers
video belongs in
and activities
** evidence the
ocean?
Type Meta- Formative & Formative &
Formative Formative Formative Summative
(Formative/Summative) cognition Summative Summative
1. becomes aware of the five
senses and how they are used to
explore, investigate and describe
the world

2. becomes aware of the
relationship between cause and
effect

3. explores and investigates
objects and events in the
environment

4. becomes aware of colours,
shapes, patterns and textures in the
environment
5. uses sand, water, blocks and
other manipulatives to explore
scientific and aesthetic concepts
6. becomes aware of the
importance of protecting the
environment.

** Although multiple Environment and Community Awareness SLOs will be addressed in this unit, not all will be graded summatively for the
report card at this time.

9
Lara Buchmann-Duck January 2017

Resources

Literature:
The Rainbow Fish by Marcus Pfister
Splash in the Ocean! adapted by Mik Zepol
Over in the Ocean, In a Coral Reef by Marianne Berkes
Under the Sea by Anna Milbourne and Cathy Shimmen
In the Sea by David Elliot
The Magic School Bus, On the Ocean Floor by Joanna Cole and Bruce Degen
Star of the Sea, A Day in the Life of a Starfish by Janet Halfmann
Sea Horse, The Shyest Fish in the Sea by Chris Butterworth
The Ocean Alphabet Book by Jerry Pallota and Frank Mazzola, Jr.

Websites and resources consulted:

http://thekindergartenconnection.com/fishing-for-letters-an-alphabet-game/
http://crazyspeechworld.com/2013/05/some-thoughts-ocean-animals-freebie.html
http://www.mymommystyle.com/2016/01/28/75-picture-books-about-the-ocean/
http://theverybusykindergarten.blogspot.ca/2012/04/writing-center.html
http://kinderwife.blogspot.ca/2012/01/december-in-classroom-i-know-its.html
http://karacarrero.com/pollution-in-the-ocean/#_a5y_p=1499063
http://www.kidzone.ws/kindergarten/learning-letters/ib-book-ocean.htm
http://www.sciencekiddo.com/salt-water-experiment-ocean-science/
Some ideas borrowed from Mrs. Terri Williamson

Materials needed:
All of the above picture books
Ipad to take photo and video evidence of student learning
Mini white board and dry-erase markers
Large map of Canada
Paper cut-outs, glue sticks, scissors, and any other needed materials for I See a
Fish art project for each student
Paint, cut-out words of fish body parts, glue sticks, markers for Parts of a Fish art
project for each student
Several samples of trash that shouldnt belong in the ocean to show students and
then for them to practice removing from water tub (e.g. Milk cartons, plastic
containers, aluminum cans with no sharp edges etc.)
Water tub from centers
17 Counting Fish Worksheets
17 ocean word booklets
17 Student science journals (already used in other units)
Cut-outs of titles What belongs in the ocean and What does not belong in the
ocean for each student

10
Lara Buchmann-Duck January 2017

Crayons, markers, & pencil crayons for each student

All materials needed for Smallest Largest art project for each student
Two clear plastic cups; tap water in one, salt water in the other (label them)
A few small plastic colourful beads
All materials needed for Jellyfish art project including paper cut-outs, plastic
strands, crayons, and glue sticks
All materials needed for weekly ocean themed centers:
o Week 1: water tub filled with water and complete with ocean themed toys
(plastic fish and sea creatures, boats, etc.); sand box with sand and sand
toys; works work center complete with ocean related words for example,
pencils, paper, magnetic letters, mini white board and dry-erase markers;
prepared materials for fishing for letters alphabet game; dice and handouts
for roll and cover numbers game; other familiar classroom games; extra
blank paper, pencils, crayons, and markers; various toys and activities for
free play.

11