OCEAN ANIMALS WEEK 1 Lesson Plan Intern Name: Megan Kite CT Name: Laura Garrett Grade level: 2 nd Subject/Unit: Science- Ocean Animals Lesson Title: What is the ocean? Brief description: Students will be introduced to unit of study and learn about the characteristics, plants, and animals of the ocean. Students will complete the first page of their ocean packet. Big Idea: The ocean is a habitat with specific characteristics that flourishes with plant and animal life. Objectives: The students will be able to: Define habitat Draw a picture of an ocean habitat Actively listen and respond to a read aloud about oceans Identify characteristics of an ocean Identify plants and animals of the ocean TEKS (2) Science. In addition, students distinguish between characteristics of living organisms and nonliving objects, compare lifelong needs of plants and animals, understand how living organisms depend on their environments, and identify functions of parts of plants and animals. (6) Geography. The student understands the locations and characteristics of places and regions. The student is expected to: (A) identify major landforms and bodies of water, including continents and oceans, on maps and globes; (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts; Materials needed: Paper Pencils
T.V. Computer Internet Oceans by Darlene R. Stille Transparencies Overhead Visa-vis Preparation and set-up: Each child will need to have their own ocean packet. Teacher will need to have access to United Streaming Teacher will need to create a powerpoint describing the 5 oceans. Procedure: (Total time: 40 minutes) a. Focus/hook: Introduce new unit of study by telling an amazing ocean fact: The PACIFIC Ocean is the largest of the 5 oceans. Although its name means peaceful, if can be very rough! It is 64 million square miles. Discuss how the ocean: covers over half the earth s surface (about 70%) many ecosystems (a living community of creatures) in the ocean b. Read Oceans p 5-31 aloud identifying characteristics, plants and animals 6- salt water, ocean is deep SKIP TIDE PART 9- ocean water is always moving (waves) 10- oceans are all connected but broken up by continents biggest = ocean, smaller = seas (show globe of 7 oceans) c. Oceans powerpoint Highlight important features of each ocean d. Watch Ocean Deep disk part two Plankton- microscopic creatures a lot of animals eat baby sail fish- 5 centimeters- 60 tons manta rays- 8m 2 tons what s a submarine? lower you go- higher pressure lower temperature sea spider
sword tooth eel dumbbell octopus vampire squid- light up bacteria to confuse predators- defense mechanism (MUTE during beginning of squid segment) e. Packet Sing habitat song- define habitat: animal home Have Ss complete page one of packet by drawing an ocean habitat Go around and comment on plants and animals you re seeing f. Closure: Ss will share with their table what they drew in their habitat and then have table captains turn in packets to red basket. Evaluation: Ss will be evaluated on participation and completion of packet p. 1
OCEAN ANIMALS WEEK 1 Lesson Plan Intern Name: Megan Kite CT Name: Laura Garrett Grade level: 2 nd Subject/Unit: Science- Ocean Animals Lesson Title: Who lives in the ocean? Brief description: Students will learn about ocean predators and prey through multiple sources. Big Idea: All living things in the ocean depend on each other to live. Objectives: The students will be able to: Define predator and prey Analyze a food web and food chain Actively listen and respond to a food chain video Give examples of predators and their prey TEKS (8) Science concepts. The student distinguishes between living organisms and nonliving objects. The student is expected to: (A) identify characteristics of living organisms; and (9) Science concepts. The student knows that living organisms have basic needs. The student is expected to: (A) identify the external characteristics of different kinds of plants and animals that allow their needs to be met; and (B) compare and give examples of the ways living organisms depend on each other and on their environments. Materials needed: Food web handouts (1 per pair) WOW Ocean Life by Franklin Pencils Computer TV Internet
Paper Transparencies Overhead Visa-vis Preparation and set-up: Each child will need to have their own ocean packet. T will need to have access to unitedstreaming. T will need to create a food web on inspiration including the following animals: sharks, seals, dolphins, whales, penguins. Print out one per pair and make one transparency for T. T will make a transparency of p. 2 in ocean packet. Procedure: (Total time: 40 minutes) 1. Call Ss down to carpet in front of TV after they place pencil pouches on their desks. 2. Review: Review with Ss about what we learned yesterday: The ocean is a habitat for many plants and animals. It is made out of salt water, is deep, has waves, is the largest body of water on earth (all connected but broken into 5 separate parts: Indian, Atlantic, Pacific, Arctic, and Antarctic/Southern). Explain to Ss that we ll be learning more about the animals in the ocean today and what they eat. 3. Focus/hook: The Ss will watch a video from United Streaming: Feeding Frenzy (skip first 2 minutes). After video ends, discuss with students who the predators were (dolphins, gannets, sharks, cape fur seal, whale) and who the prey was (sardines). Ask them to think what it means to be a predator (an animal that lives by capturing and eating other animals). Ask them what it means to be prey (an animal hunted and caught for food). 4. Move over to carpet at front of room. 5. Read WOW Ocean Life p. 24 Explain that a food chain is a graphic organizer kind of like a flow chart that shows who eats who. 6. Show Ss transparency of food web and explain how to read it Arrows go from prey and point to predator (i.e. like it s swimming into it s mouth) Point out color code 7. Have Ss return to seats and pass out ocean packets.
8. Instruct Ss to turn to p. 2 and fill out prey/predator together. Prey- an animal hunted and caught for food Predator- an animal that lives by capturing and eating other animals 9. Hand out copies of handouts to Ss and tell them to work with person next to them to fill out chart on p. 2. Work with Ss to list predators in chart. Have them look at web to list. T might want to do the first one with them. 10. Walk around and assist as needed. 11. Closure: The lesson will end when Ss have completed p. 2. Discuss balance in the web and hypothesize what would happen if one animal were removed. Evaluation: Ss will be evaluated on their participation and completion of p. 2 in their ocean packets.
OCEAN ANIMALS WEEK 1 Lesson Plan Intern Name: Megan Kite CT Name: Laura Garrett Grade level: 2 nd Subject/Unit: Science- Ocean Animals Lesson Title: Characteristics of Fish/Fish that live in the ocean Brief description: Students will learn the characteristics of fish through multiple sources and be able to list examples of fish. Big Idea: Fish have specific characteristics that make them different than other animals. Objectives: The students will be able to: Define the characteristics of a fish Draw and label examples of fish Actively listen and respond to fish sources TEKS (5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. The student is expected to: (A) classify and sequence organisms, objects, and events based on properties and patterns (8) Science concepts. The student distinguishes between living organisms and nonliving objects. The student is expected to: (A) identify characteristics of living organisms; and Materials needed: WOW Ocean Life by Franklin Transparencies Overhead Visa-vis Computer Internet Pictures of fish (4 examples per paper per table)
Pencils Paper Chart paper Markers Crayons/Colored Pencils Preparation and set-up: Each child will need to have their own ocean packet. T will need to have access to unitedstreaming. T will need to create fish handouts with examples of a variety of fish for each table. There should be 2 examples per sheet. Hand out one sheet per pair. T will need to print out 3 examples of different fish and display them on the board. T will make a transparency of p. 3 in ocean packet. Procedure: (Total time: 40 minutes) 1. Review: We ve learned characteristics about the ocean and how it s a habitat for many animals, some of which are prey and some of which are predators and some of which are both. (Elicit examples from Ss.) Today we re going to learn about one of the most abundant animals in the ocean: fish! 2. Focus/hook (10 min): Have pictures of fish on the board and ask Ss to tell how these different creatures are alike. Record list on chart paper. Read p. 18-19 in WOW Ocean Life to introduce topic. 3. Watch Understanding Fish on unitedstreaming.com (5 min) PAUSE after How would you describe a fish to someone who s never seen one? Explain that things they listed are defining characteristics of fish; what makes fish, fish. Ask them to pay attention to them in the video. PAUSE after narrator lists important characteristics to elaborate and emphasize STOP video after it talks about fish having a backboane. 4. Have Ss return to seats while passing out ocean packets. 5. Fill out characteristics of fish with Ss on p. 3 (5 min) Fish are cold-blooded. Most fish hatch from soft eggs.
Fish have gills to breathe in water. Fish are vertebrates- they have a backbone. Fish are covered with scales. Fish have fins to help them swim. 6. Fish centers (20 min) Tell Ss that they have a paper on their table with pictures of different fish. Ask them to choose one to draw and label with name. Remind them to share with one another. Explain that they will have 5 minutes to draw, label, and color their fish before they move onto the next table. Have Ss rotate in clockwise order every 5 minutes at the max. Assist Ss and point out those who are showing their thinking through labeling parts or including them in their drawings (i.e. gills, fin, tail, backbone, scales) 7. Closure: The lesson ends when Ss have completed drawing and labeling four examples of fish. Review what makes fish unique from other creatures in the ocean once more. Evaluation: Ss will be evaluated on their participation and on their completion of p. 3 in their ocean packets.
OCEAN ANIMALS WEEK 1 Lesson Plan Intern Name: Megan Kite CT Name: Laura Garrett Grade level: 2 nd Subject/Unit: Science- Ocean Animals Lesson Title: Characteristics of Mammals/Mammals that live in the ocean Brief description: Students will learn the characteristics of ocean mammals through multiple sources and be able to list examples of ocean mammals. Big Idea: Ocean mammals have specific characteristics that make them different than other ocean animals. Objectives: The students will be able to: Define the characteristics of an ocean mammals Draw and label examples of ocean mammals Actively listen and respond to ocean mammal sources TEKS (5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. The student is expected to: (A) classify and sequence organisms, objects, and events based on properties and patterns (8) Science concepts. The student distinguishes between living organisms and nonliving objects. The student is expected to: (A) identify characteristics of living organisms; and Materials needed: WOW Ocean Life by Franklin Transparencies Overhead Visa-vis Computer Internet Pictures of mammals (4 examples per paper per table) Pencils
Paper Chart paper Markers Crayons/Colored Pencils Preparation and set-up: Each child will need to have their own ocean packet. T will need to have access to unitedstreaming. T will need to create ocean mammal handouts with examples of a variety of fish for each table. There should be 2 examples per sheet. Hand out one sheet per pair. T will need to print out 3 examples of different ocean mammals and display them on the board. T will make a transparency of p. 3 in ocean packet. Procedure: (Total time: 40 minutes) 1. Review: We ve learned characteristics about the ocean and how it s a habitat for many animals, some of which are prey and some of which are predators and some of which are both. (Elicit examples from Ss). Yesterday, we learned all about fish. What kinds of characteristics make fish unique? (Elicit examples from Ss.) Today we re going to learn about another type of animal in the ocean 2. Focus/hook (10 min): Have pictures of ocean mammals on the board and ask Ss to tell how these different creatures are alike. Record list on chart paper. Read p. 20-21 in WOW Ocean Life to introduce topic. 3. Watch Oceans Alive: Marine Mammals on unitedstreaming.com (5 min) Be thinking about how would you describe an ocean mammal to someone who s never seen one? Explain that things they listed are defining characteristics of ocean mammals; what makes mammals, mammals. Ask them to pay attention to them in the video to see if they can add on to what they recorded on the chart paper. PAUSE after narrator lists important characteristics to elaborate and emphasize. 4. Have Ss return to seats while passing out ocean packets. 5. Fill out characteristics of mammals with Ss on p. 4 Ask them to describe a mammal to you as if you have no idea what a mammal is. What makes mammals unique? (5 min) Mammals are warm-blooded.
Mammals give birth to babies born alive. Mammals have lungs to breathe. Mammals are vertebrates- they have a backbone. Mammals have hair somewhere on their bodies. Mammals feed their babies milk, 6. Mammals centers (20 min) Tell Ss that they have a paper on their table with pictures of different mammals. Ask them to choose one to draw and label with name. Remind them to share with one another. Explain that they will have 5 minutes to draw, label, and color their mammal before they move onto the next table. Encourage Ss to label parts of the mammal or draw the animal s habitat or prey/predators if they finish early. Have Ss rotate in clockwise order every 5 minutes at the max. Assist Ss and point out those who are showing their thinking through labeling parts or including them in their drawings (i.e. hair, live baby,) 7. Closure: The lesson ends when Ss have completed drawing and labeling four examples of mammals. Review what makes mammals unique from other creatures in the ocean once more. Evaluation: Ss will be evaluated on their participation and on their completion of p. 4 in their ocean packets.
OCEAN ANIMALS WEEK 1 Lesson Plan Intern Name: Megan Kite CT Name: Laura Garrett Grade level: 2 nd Subject/Unit: Science- Ocean Animals Lesson Title: Whales Brief description: Students will fill out a chart describing the attributes of whales. Big Idea: Each animal has attributes that help it survive and make it unique. Objectives: The students will be able to: List and describe the attributes of whales Actively listen and respond to a read aloud Materials needed: Whales by Stoops Martin Stone Unitedstreaming Ocean packets Pencils Paper Clipboards TV Powerpoint Computer Preparation and set-up: Each child will need to have their own ocean packet. Each S will need to have a clipboard and pencil. T will need to have access to unitedstreaming. T will need to create a powerpoint about whales highlighting the important attributes based on facts from the book.
Procedure: (Total time: 40 minutes) 1. Focus/hook: We ll start the lesson by stating some interesting facts about whales. Which ocean animal can hold its breath more than 45 minutes, sing underwater, and is the biggest animal that ever lived on earth? The whale. Show background video clip. Ask Ss to simply enjoy and hold off on the notes. 2. Show powerpoint- explain resources used; I created this powerpoint using this book and this article, just like you are going to do with your ocean animals this week! Emphasize attributes listed in chart o Teeth- baleen/toothed (big, sharp, none, many) o Body covering- smooth skin, blubber o Catch food- grabs with teeth, scoops o Communication- echolocation, clicking sounds, singing o Move- swims, flippers, tail, on water, fast o Breathe- lungs/blowhole o Protection: counter shading, swim fast- 30 mph o Other attributes: fluke 3. Have Ss fill out chart on carpet as you go through each slide. Explicitly state what they need to circle and write. Closure: The lesson ends once it is time to return to homeroom. Summarize what you learned about whales and emphasize that all these attributes make them different from any other ocean animal and help them survive in their habitat. Evaluation: Ss will be evaluated on the completion of their chart.