Under the Deep Blue Sea

Under the Deep Blue Sea

Author(s): No author listed. Found at EDSITEment Website:
http://edsitement.neh.gov/view_lesson_plan.asp?id=2454
Edited by: Marie Gebhart and Jammi Wagner )Oct. 19, 2007

Grade Level: Grade 1

Class periods? 9 Number of hours? 5 & ½ total
Minutes? 35 minutes per day

Lesson Description or Explanation:
This unit consists of six different lessons which cover the concept of ocean life. Under the Deep Blue Sea will inspire students’ creativity and teach them about the ocean and the many life forms that make their homes in its’ mysterious depths. Students will learn about the ocean and the creatures that live there, listen to stories and poems with oceanic settings, conduct research about oceanic life forms, and write their own stories and poems about the sea.

This lesson gives students the opportunity to explore oceans and ocean life. After locating the earth’s major oceans on a world map, students will “dive underwater” to discover the plants and animals that live in the sea. Students will listen to stories and poems with oceanic settings and lean about the forms of sea life featured in each. They can add artwork and text about ocean animals and plants to a cut-away ocean display. Finally, students will engage in various forms of creative writing about the ocean and ocean life.

Indiana Curricular Standards


Language Arts
1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.
1.7.5 Use descriptive words when speaking about people, places, things, and events
Science
1.1.2 Investigate and make observations to seek answers to questions about the world
1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

ISTE Standards

Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

Assessments:
Formative/Ongoing Assessment:
-portfolio
-observation
-discussion
-peer interaction
-asked what is being learned (part of KWL chart)
Summative/End of Lesson Assessment:
student presentation of completed assignment
portfolio
multiple choice vocabulary test written or computer based
Prior Knowledge
Curricular Knowledge or Skills: Students will be assessed during Lesson 1 and 2.
Technology Knowledge: Computer center will include appropriate websites.

Technology
Hardware: Computer, SmartBoard, Elmo, Transparency
Software: DragonNaturally Speaking, Translation
Internet Resources:
Selected EDSITEment Websites
 Treasures@Sea: Exploring the Ocean through Literature
 Aquatic Safari www.seaworld.org/VirtualAquarium/aquaticssafari.html
 Ocean Animals www.mbgnet.mobot.org/salt/animals
 National Geographic Society Xpeditions www.nationalgeographic.com/xpeditions
Online book making: CAST.org
Online Nursery Rhymes"Little Drops of Water, Little Grains of Sand, Make the Mighty Ocean and the Pleasant Land"http://www.mamalisa.com/house/drops.html, "My Bonnie Lies Over the Ocean" on HPD's Nursery Rhymes Page.

http://www.hendersonville-pd.org/nurserybonnie.html

"The Owl and the Pussycat." http://www.geocities.com/EnchantedForest/Fountain/5540/Owlandthepussycat.html

Procedure:

Prior to day 1:
Students will be given a technology survey assessment to see what their needs and interests are.

Lesson 1: Oceans and Ocean Life
-Student will gather at the carpet where the teacher will ask for volunteers to explain what an ocean is.
-Teacher will have students who have been to the ocean describe what they have experience there to the class.
-As students recall what they know about he ocean, teacher will write down their descriptive words and phrases next to the sensory heading on the chart which has been created prior to class. The chart will be hung at the easel and it will contain the headings: see, hear, touch, taste, smell.

Lesson 2: Exploring the Ocean
-Ask the students how many oceans they are, as a whole group. Write their guesses on the Smart board.
-Look at World Map through National Geographic Society Xpeditions on SmartBoard. See that there are four major oceans that actually make up one global ocean: the Pacific Ocean, the Atlantic Ocean, the Arctic Ocean, and the Indian Ocean.
-Give students a copy of the map to color the oceans blue and see that their writing utensil never has to come up from the paper, because they can stay inside the lines. Students can color the seven continents of land another color than blue.
-Ask students prior knowledge about the ocean. Make a (KWL) Know Want to know and Learn chart.
-Guide students to do their own research or use EDSITEment-reviewed Treasures@Sea Web site. (Select "Diving for Treasure." "Search for a Treasure Chest of Ocean Facts." And "Frequently Asked Questions")

Lesson 3: Introducing Rhymes with Ocean Literature
-Read on-line nursery rhymes on EDSITEment-reviewed Web site Internet Public Library www.ipl.org and act out rhymes.
-Talk about rhyme and verse from EDSTIE MENT”S lesson Play with Words http://edsitement.neh.gov/view_lesson_plan.asp?id=259
-EDSITEMENT reviewed Treasures@Sea Web site. (Select "Book Activities" and “Web Resources”)

Poetry Collections:

In the Swim, by David Florian (Voyager Books, 1997):

My First Oxford Book of Poems, edited by J. Foster (Oxford University Press, 2000):

The Oxford Book of Animal Poems, edited by Michael Harrison and Christopher Stuart-Clark (Oxford University Press, 1992):

Poetry for Young People: Lewis Carroll, edited by Edward Mendelsohn (Sterling Publishing Company, 2000):

The Random House Book of Poetry for Children, edited by Jack Prelutsky (Random House, 1983):

Sailing Days: Stories and Poems about Sailors and the Sea, edited by A. McKay (ACC Children's Classics, 1998):

LIST FROM: (http://edsitement.neh.gov/view_lesson_plan.asp?id=245#)

-Children assist in compling a list of new vocabulary words from books.

-Talk about rhyme and verse from EDSTIE MENT”S lesson Play with Words http://edsitement.neh.gov/view_lesson_plan.asp?id=259

Lesson 4: Writing Fiction about Ocean Life

-Talk about the difference between fiction and nonfiction. Fiction can have animals personified. Students can create their own stories after reading some stories. Teacher can read aloud some picture books.

EDSITEment-reviewed Web site Internet Public Library.

Picture Books

A Swim Through the Sea, written and illustrated by Kristin Joy Pratt (Dawn Publications, 1994)Very Last First Time, written by Jan Andrews, illustrated by Ian Wallace (Atheneum, 1985)Marina, written and illustrated by Ludwig Bemelmans (Harper & Row, 1962)

A House for Hermit Crab, written and illustrated by Eric Carle (Simon & Schuster, 1988)

One Lonely Seahorse, written by Saxton Freymann, illustrated by Joost Elffers (Arthur A. Levine Books, 2000)

Where Will You Swim Tonight?, written by Milly Jane Limmer, illustrated by Helena Clare Pittman (Albert Whitman & Company, 1991)

Sea Squares, written by Joy N. Hulme, illustrated by Carol Schwartz (Hyperion Books for Children, 1991)

Swimmy, written and illustrated by Leo Lionni (Random House, 1968)

The Rainbow Fish, written and illustrated by Marcus Pfister (North South Books, Inc., 1992)Into the A, B, Sea: An Ocean Alphabet, written by Deborah Lee Rose, illustrated by Steve Jenkins (Scholastic Press, 2000)

Across the Big Blue Sea: An Ocean Picture Book, written and illustrated by Jakki Wood (National Geographic Society, 1998)
LIST FROM: (http://edsitement.neh.gov/view_lesson_plan.asp?id=245#Resource)

-Discuss the main idea and moral of the story. What was the author's purpose? Students can create own literature books on CAST.org or on power point by using learned vocabulary and reading. Including reading conventions: setting, plot, characters.

Lesson 6: Reporting on the Sea
-Students take what they learned from eachother, books, the internet, and poems and orally report on a selected animal.

Sample questions a student can answer in paragraph form

LIST FROM:(http://edsitement.neh.gov/view_lesson_plan.asp?id=245#Resource)
What is your animal's name?
How big or small is it?
Does it live in the ocean or near the ocean?
In what part(s) of the world is your animal found?
What does your animal eat?
How deep under the water does it live?
What special things does your animal do to survive?

Research BooksAnimals on the Seashore (Octopus Publishing Group, Ltd., 2001)

Draw 50 Sharks, Whales, and Other Sea Creatures, by Lee J. Ames (Doubleday, 1989)

The Magic School Bus on the Ocean Floor, by Joanna Cole (Scholastic, Inc., 1992)

The Aquarium Take-Along Book, by Sheldon L. Gerstenfeld (Penguin Putnam, 1994)

Exploring the Deep, Dark Sea, by Gail Gibbons (Little, Brown, & Co., 1999)

World Water Watch, by M. Koch (Greenwillow Books, 1993)

Beneath Blue Waters: Meetings with Remarkable Sea Creatures, by Deborah Kovacs and Kate Madin (Viking, 1996)

Sea Creatures Do Amazing Things, by Arthur Myers (Random House, 1981)

Shark in the Sea, by Joanne Ryder (Morrow Junior Books, 1997)

Night of Ghosts and Hermits: Nocturnal Life on the Seashore, by Mary Stolz (Harcourt Brace Jovanovich Publishers, 1985)
LIST FROM: (http://edsitement.neh.gov/view_lesson_plan.asp?id=245#Resource)


Differentiated Instruction/Assessment

ESL
Researching Ocean Life:
Directions orally. Model, reminders, physical prompts, check in during group work, preferential seating, time to move around. Different products, timeline, media choices, interpreter, recorder, no bubble sheets, Different requirements; length, size, amount of time, type of participation, advocate, reminders reader, and test setting, Students use more pictures and translations in their first language. Students use graphic organizers to stay on task, follow group, and communicate with others. Read books on tape and computers with Speaking and translating software. Peer tutor interactions. Share with families.

Challenge/Extend
Researching Ocean Life:
Consider the standards and work of the next grade. Students write about what they have studied. Students use a web to brainstorm what they are going to write about to answer the; who, what, where, when, and why. Design own book on power point or Cast.org, make a brochure, newsletter, share with families.

Special Needs
Researching Ocean Life:

Consider the IEP and standards below the grade.
Directions orally. Model, reminders, physical prompts, check in during group work, preferential seating, time to move around. Different products, timeline, media choices, interpreter, recorder, no bubble sheets, Different requirements; length, size, amount of time, type of participation, advocate, reminders reader, and test setting, Students can dictate or point to pictures to tell what they have learned. Students use graphic organizers to stay on task, follow group, and communicate with others. Read books on tape and computers with Speaking software and any other needed assistive technology. Peer tutor interactions. Share with families.

Jammi Wagner & Marie Gebhart IUPUI Elem. Edu. Majors