OCEAN HABITATS
by Lisa Joy Spooner Conoly
Developed using the TECHNOLOGY AND LEARNING CONTINUUM MODEL
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List the objectives that support chosen learning standard goals and call for learners to gain information. |
List the instructional strategies that might be used to accomplish the objectives. |
List technology resources that might be used to accomplish the objectives. |
Create & describe learning activities that incorporate identified instructional strategies and available technology resources in a way that allows the learner to accomplish objectives. |
Think about creative forms of assessment, list some possibilities, match assessments with objectives. |
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Georgia QCC Learning Standards |
Objectives |
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Subject: 3rd Grade Strand/Course: Science Topic: Ocean Habitats
Standard: LESSON #1 Science
Topic: Inquiry,
Process Skills, and Problem Solving Standard: Asks questions, makes inferences and predictions, uses estimation and measurement, uses evidence to construct explanations, makes sketches and diagrams to explain ideas, organizes data into tables and charts for interpretation, reads and interprets various types of graphs, formulates simple hypotheses, identifies and controls a limited number of variables, and designs a simple experiment.
Topic: Reference Skills Standard: Uses encyclopedias, science reference magazines, books and other media to obtain information related to science concepts.
LESSON #2 Science
Topic: Science Inquiry, Process Skills and Problem Solving Standard: Asks questions, classifies objects and events, communicates with others, makes inferences and predictions, uses estimation and measurement, uses evidence to construct explanations, makes sketches and diagrams to explain ideas, and organizes data into tables and charts to interpret and formulate simple hypotheses.
Topic: Activities/Tools Standard: Actively engages in the learning process via hands-on/minds-on science activities and experiences. Uses appropriate tools to collect and analyze data and solve problems.
Language Topic: Listening/Speaking
Topic: Reading Standard: Draws conclusions, makes predictions, compares-contrasts, and makes
generalizations.
Topic: WritingStandard: Uses examples from literature to create individual and group
stories. Standard: Writes a short paragraph about a topic. Standard: Uses available technology to assist in writing. Topic: Reference/Study Standard: Uses various sources (e.g., periodicals, audiovisuals, software,
encyclopedias) for information. Standard: Skims material to locate specific information.
LESSON #3 Topic: Inquiry, Process Skills, and Problem Solving Standard: Asks questions, makes inferences and predictions, uses estimation and measurement, uses evidence to construct explanations, makes sketches and diagrams to explain ideas, organizes data into tables and charts for interpretation, reads and interprets various types of graphs, formulates simple hypotheses, identifies and controls a limited number of variables, and designs a simple experiment. Topic: Reference
Skills
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Declarative: The
students will use the identified Internet site to explore
the Monterey Bay Aquarium 3-D views. The students will ask
and answer questions, make predictions and look for
information and explanations to answer their questions and
predictions using the website. The teacher
will introduce the activity to the students and provide an
overview of the aquarium. The teacher will provide prompts
and ask questions to initiate discussion if necessary. A KWL chart
will be established for the unit. Students are to complete their projects within the time frame identified by the teacher at the beginning of the project. Reminders of due dates are important for monitoring progress of the students and preparation of presentations. |
LESSON 1
Presentation Discussion LESSON 2 Discussion LESSON 3 Discussion Cooperative Learning Discovery
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This location requires the Cortona browser plug-in, a free download. Equipment needed includes a television (27” or larger preferred), a computer with Internet access, and a television-computer connection. Inspiration software. One computer is all that is necessary. If more than one is available with Internet access, students may explore the site after the introductory activity. This is an activity to be completed in the school site. Lesson #2Equipment needed: an Internet-accessed computer for each whole class instruction and each cooperative group, note-taking materials, materials needed for creation of kelp forest (art supplies, word processing program, etc.), word-processing for report, and materials for creation of a kelp frond simulation. Lesson #3 Equipment needed: an Internet-accessed computer for each cooperative group, note-taking materials, materials needed for creation of diorama (art supplies, word processing program, etc.) |
LESSON 1 This will be a technology-enhanced learning environment. The students will be introduced to the unit, “Ocean Habitats,” through an Internet program broadcasted through the classroom television. The Internet location is: http://web.nps.navy.mil/~brutzman/kelp/ LESSON 2 is a technology-enhanced learning environment. Students will use website to explore a kelp forest as an introduction to the ocean’s ecosystems. Students will keep a journal, recreate a kelp forest, give an oral presentation, and make a kelp frond simulation. Internet Location: http://projects.edtech.sandi.net/pbelem/kelp/index/html LESSON 3 is a technology-based learning environment. Students will use computers and cooperative groups to identify a selected ocean habitat from the website and explore this habitat to identify components that make it different and unique (animal life, plant life, location in ocean, special features of the habitat). Students can explore the available information; the live camera activity exploring the aquarium exhibits on-line. The cooperative groups will create a life-sized diorama and a report/presentation on their selected habitat using this information. This activity is planned to cover a minimum of three days and a maximum of five days. Internet Location: http://www.mbayaq.org/lc/kids_place/kidseq_equarium.asp
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LESSON 1
The assessment will be the documentation of information recorded on the chart and in the Inspiration web. This will allow the teacher to understand where the students are in their understanding of ocean habitats. It will provide knowledge of content to be introduced, expanded, or modified in the future activities and lessons. LESSON 2 Completion of and participation in all activities and scoring on rubrics will provide the assessment. LESSON 3 The students will be assessed using a rubric designed for the project and including the components of the projects as identified at the beginning of the project. Students will have a reference to this as they work on their project as a guide. Each item on the rubric will be graded on a scale of 1 to 5. Students’ project will be discussed and an oral and written assessment following the presentations. |
The
activity planned is an initiating activity for the study of
Ocean Habitats. The students will be asked to identify what
they think will be found in an ocean habitat. As students
brainstorm, a list will be compiled on a blank chart. These
items are then sorted into categories and webbed using Inspiration.
The students will provide information for a KWL chart
indicating what they know about Ocean Habitats, followed by
what they would like to learn about the topic. The students
will then be presented with the Internet site via a
television set. As the Monterey Aquarium is explored, the
students will be able to see plant and animal life found in
the habitat. This will allow for questions and predictions
to develop and thus added to the KWL chart. Additional
information may also be added to the web. If available,
students may explore the website on computers stationed in
the classroom. This activity will lead an in-depth study of
the various ocean habitats.
Developing the Assessment
The
assessment will be the documentation of information recorded
on the chart and in the Inspiration web. This will
allow the teacher to understand where the students are in
their understanding of ocean habitats. It will provide
knowledge of content to be introduced, expanded, or modified
in the future activities and lessons.
LESSON #2 Guided Learning Activity
Students for my class would work in pairs; others may need to work in groups of three or more. The activities will take four to five days to complete.
Activity 1-“Diving Through the Kelp Forest.” Students will answer questions listed on an activity assignment sheet. The questions will be answered in a journal designed for this project. Written information and illustrations are required. Upon completion of this assignment, students will come together as a whole group and share their findings. A rubric will be used to assess the students’ work.
Activity 2 – “Recreating a Kelp Forest.” Using activity one’s journal, the students will create kelp fronds and an animal that is found in one of the zones of the kelp forest. A rubric will be used to evaluate the work of each student.
Activity 3 – “Oral Presentations.” Students will prepare reports with their partner explaining what they have learned about the kelp forest.
Activity 4-“Design a Kelp Frond.” Students will design a kelp frond that can live in a kelp forest. Guidelines will be provided for the activity. Entries will be made in the students’ journal to share the design with the class. Materials will be provided. A rubric will be used for evaluation.
Discussion- The teacher will discuss the requirements for each activity and the procedures and assessment methods to be used for the projects.
Procedural- each student will receive an activity sheet for each of the four activities.
Develop the Learning Activity
The website has done a wonderful job of preparing the activities for the
teacher. Materials for the activities are listed, rubrics are provided,
and requirements for each activity are given under each activity heading.
Books for additional references have also been provided.
Assessment
Completion of and participation in all activities and scoring on rubrics will provide the assessment.
LESSON #3 Initiating and Guided Learning
The students are introduced to eight ecosystems of the ocean, first through a list on the board, then through drawing an ecosystem for their cooperative group, and finally through connection to the web site. The ecosystems are: kelp forest, reefs and pilings, sandy seafloor, estuaries and sloughs, rocky shores, beaches and dunes, deep sea, and open waters. (For my class students are paired: larger groups can work with three students.) The teacher is to provide a list of requirements, perhaps in rebus form, identifying the format of the assignment and what is to be included in the diorama and report. An example of a final project would be helpful.
Discovery: Students will enter the location for their ecosystem on the website. They will use a handout provided by the teacher as a guide in locating information for their report and diorama.
Cooperative Learning: Students will work together to develop a report and design a diorama for their report. This work can be completed solely at school or as homework, too.
Discussion: Students may discuss work with their partner, or other groups, or the teacher, what they are planning to do for their project, any problems or concerns or questions they may have as they work on their ecosystem. Other websites may be identified during this work time.
Procedural: Students are to complete their projects within the time frame identified by the teacher at the beginning of the project. Reminders of due dates are important for monitoring progress of the students and preparation of presentations.
Developing the Assessment
The students will be assessed using a rubric designed for the project and including the components of the projects as identified at the beginning of the project. Students will have a reference to this as they work on their project as a guide. Each item on the rubric will be graded on a scale of 1 to 5. Students’ project will be discussed and an oral and written assessment following the presentations.