Adventures in the Atlantic!Adventures in the Atlantic!

Unit AuthorFirst and Last Name Kim Clarke

Author's E-mail Address Kcbabe830@yahoo.com

Course Name(s) CECS

Course Number(s) 4100

Course Section(s) 008

School City, State, Zip University of North Texas

Instructor Name(s): Dr. Rhonda Christensen

Unit Overview

Unit Plan Title Adventures in the Atlantic

Curriculum-Framing QuestionsEssential Question How do animals use their senses?

Unit Questions

1.) What types of fish live in the Atlantic?

2.) What are the layers of the ocean?

3.) Which creatures are endangered?

4.) Which creatures live in each layer of the ocean?

5.) What are some ways that ocean animals use their senses?

Unit SummaryIn this unit students will be able to identify the five layers of the ocean, different creatures that live in the ocean, which ocean creatures are endangered, and how ocean creatures use their senses. Students will also become more familiar with a variety of forms of technology.

Subject Area(s): (List all subjects that apply)

Science, Social Studies

I N T E L ® T E A C H T O T H E F U T U R E 1© 2001 Intel. All rights reserved.

Grade Level (Click boxes of all grade levels that apply)

K-2 6-8 ESL Gifted and Talented

3-5 9-12 Resource Other:      

UQ # Student Objective/Learnin

g Outcome

Targeted State Standard/Benchmark/ Objective

Procedures/Activities

1.)What types of fish live in the Atlantic?

     The objective is for students to name at least three types of fish that live in the ocean.

Children will be able to identify at least five types of fish that live in the Atlantic. They will be able to work with PowerPoint to create a presentation for their class.

Geography (6A) identify major landforms and bodies of water, including continents and oceans, on maps and globes

Social Studies (17B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts;

Social Studies (18A) express ideas orally based on knowledge and experiences

Technology Applications (1B) Start and exit programs as well as create, name, and save files.

Technology Applications (2A) Use variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, digital video, or touch screen.

Children will work in groups of 3 to make a PowerPoint presentation of one type of fish that lives in the Atlantic. Each group will present their fish to the class. They will also use word processing to type two paragraphs about their fish.

We can take a trip to the Dallas World Aquarium and use digital cameras to take pictures of different types of fish. Students can take notes on different fish they see. We can make a class PowerPoint of the types of fish.

Students can use Our Ocean World Pod-casting to hear about the latest creatures and their interactions with other creatures.

Technology Applications (9B) Use software features, such as slide show previews, to evaluate final product.

2.)What are the layers of the ocean?

The objective is for students to identify the layers of the ocean.

Students will identify the ocean depths and list several characteristics about each level.

Social Studies (17A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music;

The class will create a song about the layers to help the students remember them. Students can type the lyrics and add graphics. They can keep their own class song.

The teacher can also show the class a video about the ocean layers from Ocean Footage.

3.)Which creatures are endangered?

The objective is for students to list two types of endangered ocean creatures.

Students will be able to define endangered and list several endangered ocean animals.

Science (1.9) Identify characteristics of living organisms that allow their basic needs to be met and compare and give examples of the ways living organisms depend on each other for their basic needs.

Technology Applications (8B) Use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment.

The class will discuss the endangered animals, and then they will act out each animal. This will involve kinesthetic/ bodily movement.

The class can use “Webquest: The Oceans” to learn about ways to protect ocean creatures, and the ocean itself. They will also be able to visit a Deep Sea Research Site.

Observing Living Things: Oceans and Rainforests by Clearvue is a great Internet Project to use in the class that will teach them about ocean creatures’ life cycles, habitats, and food chains.

Students can download ocean clips from the Ocean Channel to view and hear on their iPods.

4.)Which creatures

     The objective is for students to name at least one creature from each ocean layer.

Students will be able to classify the animals and put them in the right ocean layer category.

Students will receive a template with each of the five layers of the ocean on it. They will then cut out ocean

live in each layer of the ocean?

Social Studies (17D) sequence and categorize information

Science (1.4) Record and compare collected information.

Technology Applications (4B) Select appropriate strategies to navigate and access information for research and resource sharing.

animals from another template and place them in the appropriate level.

The class will play around with “Activity Tree: Oceans”, which is an Internet Project. Students can work on vocabulary and puzzles, while also learning about animals that live in each part of the ocean.

The class can visit the “Layers of the Ocean” website. We can make a picture depicting the ocean layers and which creatures live within them.

5.)

What are some ways that ocean creatures use their senses?

     The objective is for students to list two ways that ocean creatures use their senses.

Students will be able to list three ways in which animals use their senses to eat, and survive, in the ocean.

Science (1.2) Ask questions about organisms, objects, and events. Plan and conduct simple descriptive investigations. Gather information to extend the senses.

Technology Applications (2E) Use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.

Technology Applications (10A) Use font attributes, color, white space, and graphics to ensure that

Students will use foam ocean animal pieces to play with and learn about which animals are predators and how each animal uses their senses to survive in the ocean.

Students will explore “The Virtual Ocean” with one partner. They will choose an animal to research and create a typed newsletter for the class. The teacher will help the children add graphics and text. Next, the class will put the pages together to make a class newsletter booklet.

products are appropriate for the defined audience.

Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)

Unit Question 1: First Activity- Three days with 45 minutes per day.

Second Activity- One day for field trip. Two hours for class PowerPoint.

Unit Question 2: Activity 1- 45 minutes.

Activity 2- 30 minutes.

Unit Question 3: Activity 1- 15 minutes.

Activity 2- One hour

Activity 3- One hour

Activity 4- 30 minutes.

Unit Question 4: Activity 1- 30 minutes.

Activity 2- 45 minutes.

Activity 3- One Hour

Unit Question 5: Activity 1- 30 minutes

Activity 2- Four one-hour class periods.

Prerequisite Skills: Students should be familiar with opening Microsoft Word and PowerPoint. Students should know how to insert text and graphics as well. Students should also know how to use a search engine with little to no help.

Technology – Hardware (Click boxes of all equipment needed.)

Camera Computer(s) Digital Camera DVD Player Internet Connection

Laser Disk Printer Projection System Scanner Television

VCR Video Camera Video Conferencing Equip. Other:      

Technology – Software (Click boxes of all software needed.)

Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM

Image Processing Internet Web Browser Multimedia

Web Page Development Word Processing Other:      

Printed Materials

Ocean Layer Template, Ocean Crossword Puzzles, Ocean creature coloring pages.

Supplies

Paper, crayons, glue, scissors, foam ocean creature pieces.

Internet Resources

1.) Activity Tree: Oceans by Nordic Software www.ccvsoftware.com

This site has information about currents, tides, reefs, and animals that live in the ocean.

2.) Observing Living Things: Oceans and Rainforests by Clearvue

www.clearvue.com

This site allows students to explore life cycles, habitats, and food chains of ocean animals.

3.) Webquest: The Oceans

www.gailsresourceguide.com

This site allows students to discover different types of fish and visit a Deep Sea Research site.

4.) Layers of the Ocean

http://library.thinkquest.org

This site introduces the layers of the ocean and the creatures that live within them.

5.)Under the Sea

www.geocities.com/sseagraves/underthesea.htm

This is an excellent website where children can learn about fish, mollusks, oceanography, and ocean life.

6.) Ocean Footage

http://www.oceanfootage.com

This is a great website where children can see ocean video clips, search each layer of the ocean, and hear real ocean creature noises.

7.) The Ocean Channel

www.ocean.com

At this site, kids can learn about endangered ocean animals. Also, ocean articles, pictures, and videos. Students can download ocean clips onto their iPods.

8.) The Virtual Ocean

http://www.euronet.nl/users/janpar/virtual/ocean.html

Students can explore small ocean creatures that are found in the lowest levels of the ocean. They can observe the animals and how they use their senses to survive.

9.) Our Ocean World Podcasting

http://www.ouroceanworld.com/2001/podcasthelp.htm

This site allows students to hear about the latest ocean

Accommodations for Differentiated Instruction

Resource StudentResource students can work with partners for each activity. They can work with gifted students to receive help and feedback with the activities.

Gifted Student

Supplies will be available for the gifted students that finish the activities early. Some may be asked to help other students who are behind on the projects. Students may work on the ocean crosswords, coloring pages, and even create their own word searches ad crosswords. They can also research additional ocean sites for more information to bring to the class.

Student AssessmentTeacher will use general rubric to assess power points and word processing skills.