Under the Sea

3rd Grade
By: Beatriz A. Nava
Thematic Unit Planning Matrix
**Complete each column for three subject areas/content areas
Unit Essential Question: How does life thrive and adapt in the ocean, and how can what we learned about the
wonders hidden below the sea help you create your own underwater story?
Content Essential Centers Technology Assessment and/or Student Work or TEKS and Technology Standards:
or Questions (Activities) Integration Rubric Scale product Identify the relevant TEKS and ISTE Standard for
Subject What do you (Must include at - How are you (What is the final Teachers and Students
Area want the least 2 technology going to product? i.e.
students to tools that you have evaluate your presentation slides,
do/achieve? used in this class student’s work WordCloud,
for each subject newsletter, Reflective
area) Essay?
ELAR - How are -After reading -The students will -The word cloud will Word Cloud- TEKS:
stories from Manfish: A Story of be able to create a be evaluated by an The students will turn 3.6(E) make connections to personal experiences,
other places Jacques Cousteau word cloud based informal in their digital word ideas in other texts, and society
by Jennifer Berne, on the story, class assessment as the cloud with an ocean 3.6(F) make inferences and use evidence to support
and times
there will be a class discussion and teacher walks theme shape with understanding
about me?
discussion about
small group talk by around and 10-20 words. 3.6(G) evaluate details read to determine key ideas
the story. What did
-What can using the observes the 3.7(B) write a response to a literary or
the students see
we learn Wordclouds, students and asking Mind Map- informational text that demonstrates an
(the animals,
about the WordArt, ABCya or them why they Students will turn in a understanding of a text
plants, pollution,
story? WrdItOut websites. choose certain mind map that has at 3.7(C) use text evidence to support an appropriate
etc.).
word. Word count least 5 bubbles and response
-If Jacques -Then there will be -While using the 10-20 and the chains with details of 3.7(E) interact with sources in meaningful ways
Cousteau left time for small tools Bubbl.us, shape of the word character, setting, such as note taking, annotating, freewriting, or
a mark in group talk or Mindomo or cloud should be problem, key event illustrating
history, how partner talk where Mindmeister, the related to the and solution. 3.7(G) discuss specific ideas in the text that are
would it the students will theme. important to the meaning
impact if he take turns and talk student will create .12(A) compose literary texts, including personal
didn’t about the essential a mind map to -The mind map will narratives and poetry, using genre characteristics
existed? questions. brainstorm for their be evaluated by an and craft
own ocean theme informal
(The discussions digital story book. assessment and ISTE Standard for Teachers:
are to build
checklist. The mind 2.6 Facilitator
comprehension
maps should have a) Foster a culture where students take ownership
and connections
at least 1 of each of their learning goals and outcomes in both
towards the
reading )
story characteristics independent and group settings.
with details: d) Model and nurture creativity and creative
- Using the digital characters, setting, expression to communicate ideas, knowledge or
tool students will problem, key events connections
create a word and a solution. 2.7 Analyst
cloud about the a) Provide alternative ways for students to
story and the
demonstrate competency and reflect on their
discussions/talk
learning using technology.
that they just had
in class. This will ISTE Standard for Students:
show their 1.3 Knowledge Constructor
comprehension of a) Students plan and employ effective research
what has been strategies to locate information and other resources
done. for their intellectual or creative pursuits
1.6 Creative Communication
- Students will Students communicate clearly and express
create their own themselves creatively for a variety of purposes using
story with an ocean the platforms, tools, styles, formats and digital
theme using a media appropriate to their goals
mind map to
brainstorm
(setting,
characters, etc.)
and write down
their ideas for their
own story.
Science -How does -Teacher makes -Students will use - The newsletter will Newsletter- TEKS:
the story connection from either be evaluated based Creative digital 3.4(A) collect, record, and analyze information
reflect the the book AdobeSpark, on their creativity newsletter with using tools, including cameras, computers, hand
human previously read
Microsoft Word and visuals, (images both front and back lenses, metric rulers, Celsius thermometers, wind
relationship with science by related to their vanes, rain gauges, pan balances, graduated
or Crello to create with information of
with the having a information)1 front cylinders, beakers, spring scales, hot plates, meter
ocean? discussion about
an informative and back full page
their marine life sticks, magnets, collecting nets, notebooks, and
what marine life newsletter about of their marine life group with visuals. Sun, Earth, and Moon system models; timing
was mentioned their marine life. information. One devices; and materials to support observation of
-How do the in the book and 1 page both front page per marine Slide presentation- habitats of organisms such as terrariums and
adaptations what other and back is filled life. Evaluation will be aquariums
and behaviors marine life could based on the 3.9(A)* observe and describe the physical
of marine be seen but that -After their -Their slide characteristics of environments and how they
creative 12 slide
animals reveal were not presentation will be support populations and communities of plants and
their survival research the presentation that
mentioned. evaluated with a animals within an ecosystem
strategies and students will has information of
Another topic rubric. That 3.9(C) describe environmental changes such as
the challenges
that will be
create a slide evaluates,images
marine life and the floods and droughts where some organisms thrive
of life in the
discussed is how presentation with and sources human effects on it and others perish or move to new locations
ocean?
do humans affect tools such as amount and quality and the solution for 3.10(A) explore how structures and functions of
the ocean? Google Slides, of information, in those effects. plants and animals allow them to survive in a
Canva or 12 slides and their particular environment
-Partner talk so Genially.The creativity/visuals.
that everyone presentation will Students can get ISTE Standard for Teachers:
has the
consist of quick extra credit points 2.6 Facilitator
opportunity to by how creative a) Foster a culture where students take ownership
details about
talk about their they are. of their learning goals and outcomes in both
marine life and
perspective on independent and group settings.
the discussion the main focus
d) Model and nurture creativity and creative
and questions will be about the expression to communicate ideas, knowledge or
answered, human effects on connections
marine life and
-Students will be their solution. ISTE Standard for Students:
assigned a group
1.3 Knowledge Constructor
of 2 marine life,
to investigate -Once done the a) Students plan and employ effective research
their habitat, students will strategies to locate information and other resources
what they eat, for their intellectual or creative pursuits
present both the
ect. And create c) Students curate information from digital
newsletter and resources using a variety of tools and methods to
an informative
slides to the create collections of artifacts that demonstrate
newsletter.
classroom. meaningful connections or conclusions.

-Students will 1.6 Creative Communicator

a) Students create original works or
also investigate
responsibly repurpose or remix digital
how humans
resources into new creations
affect marine life
specifically and
what are some
solutions to that
effect,and
present their
findings.

-For the
investigations the
class will have
time to go to the
library, and
computer lab.
Students are also
encouraged to
investigate at
home or at a
public library.

-Remind the
students that
they must cite
their sources for
 their information
and images.
Art -What -After the mind -In order to create -The digital Digital Storybook- TEKS:
impact can mapping is the 15 page storybook will be The story should have 3.2(C) produce drawings; paintings; prints;
your ocean completed and a all key characteristics sculpture, including modeled forms; and other art
digital storybook. evaluated through
theme book rough draft has of a book, has 15 forms such as ceramics, fiber art, constructions,
been done. They The students will a rubric that
and poster pages, visuals, it must mixed media, installation art, digital art and media,
will create a digitalneed to use one grades the
have on the follow the ocean and photographic imagery using a variety of
reader?
storybook. The of the following students based on theme and added materials.
students have the tools: Story their effort, their marine life they ISTE Standard for Teachers:
creative freedom
jumper, Little Bird creativity, number investigated either in 2.1 Learner
to write about any
Tales or My Story of pages, the story or Educators continually improve their practice by
type of story they
want but they do Book. following the background. learning from and with others, and exploring proven
have to follow the ocean theme and and promising practices that leverage technology to
ocean theme. -Piktochart, their presentation Multimedia Poster- boost student learning.
Will be presented 2.5 Designer
Smore and Canva or read aloud. The
-must add the before the storybook, a) Design authentic learning activities that align with
will be the digital story will also be
marine life that as a preview of the content area standards and use digital tools and
they previously
tools options to checked to have storybook. The visual resources to maximize active, deep learning
investigated, either complete the the key and information in the 2.6 Facilitator
by adding them in multimedia characteristics of poster must relate to a) Foster a culture where students take ownership
the story or poster that will be a book the book. of their learning goals and outcomes in both
illustrating them in used as the (characters, independent and group settings.
the background.
storybook’s setting, plot, key b) Manage the use of technology and student
learning strategies in digital platforms, virtual
-Once the digital advertisment. event solutions,
etc.) and if they environments, hands-on makerspaces and in the
storybook has been
field.
completed. The added the marine
d) Model and nurture creativity and creative
students will create life they expression to communicate ideas, knowledge or
a multimedia
investigated. connections
digital poster that
will be done as an
advertisement for -The multimedia ISTE Standard for Students:
the storybook. poster will be 1.3 Knowledge Constructor
evaluated by a
rubric checklist: a) Students plan and employ effective research
following the strategies to locate information and other resources
for their intellectual or creative pursuits
main key events
c) Students curate information from digital
of the story. The resources using a variety of tools and methods to
visuals are related create collections of artifacts that demonstrate
to the story since meaningful connections or conclusions.
it's an d) Students build knowledge by actively exploring
advertisement for real-world issues and problems, developing ideas
the storybook. and theories, and pursuing answers and solutions.