Co 20Teaching 20Presentation 20June 202005

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CO-TEACHING

Brantley School Highland Home School

Luverne School
Pre-Workshop Activity

• With those in close proximity,
complete the S.H.A.R.E. exercise,
– Appendix p.1
• Answer 1 and 2
• Read & Discuss 3-7

July 26, 2005 Co-Teaching 2
Workshop Overview
• The No Child Left Behind Act and the reauthorization of
federal special education legislation have brought
increased pressure for educators. School reformers have
set higher standards and teachers are responsible for
ensuring that students meet them. Students with
disabilities and other special needs generally are
expected to achieve the same success as other learners,
and so there is an increased emphasis on educating
them in general education settings. And all educators are
finding that an increasing number of students come to
school with any of a variety of problems that make them
learners at-risk. Among the many ideas and options for
meeting these diverse yet somehow related challenges,
one that is receiving widespread attention, is co-teaching.

July 26, 2005 Co-Teaching 3
Purpose
• The purpose of this workshop is to
provide both an overview of co-teaching
as well as detailed information about
planning, implementing, and evaluating
co-teaching programs. Participants will
have the opportunity to explore both the
conceptual and the operational aspects
of this innovative approach to service
delivery as well as learning other
collaborative skills that can help co-
teachers succeed in teaching ALL
students.
July 26, 2005 Co-Teaching 4
Objectives
1. Define co-teaching and distinguish it from
terms such as collaboration, team teaching,
and inclusion
2. Relate co-teaching to current trends toward
collaboration in public schools, both in
general education and in special education.
3. Provide a rationale through philosophy,
research, and recent legislation for
implementing co-teaching.
4. Discuss critical components of a teacher's
model for co-teaching.
5. Analyze their readiness to co-teach in terms
of their beliefs and individual characteristics.
July 26, 2005 Co-Teaching 5
Objectives (continued)
6. Describe and discuss with a co-teacher
the collaborative aspects of co-
teaching.
7. Outline school factors that affect co-
teaching.
8. Describe at least five different types of
co-teaching arrangements, and
determine situations for which each is
appropriate and inappropriate.

July 26, 2005 Co-Teaching 6
Objectives (continued)
9. Identify key topics to address with a co-
teacher prior to co-teaching.
10. Describe strategies for addressing pragmatic
issues related to co-teaching (for example,
time and scheduling, assignment of students
to classes, amount of co-teaching).
11. Identify key considerations for evaluating co-
teaching programs.
12. Understand the importance of instructional
accommodations for co-taught classrooms.
13. Access resources related to creating and
maintaining effective co-teaching programs.

July 26, 2005 Co-Teaching 7
Definitions
• Inclusion- Every child should be included
in general education to the maximum
extent appropriate. The education of
children with disabilities is viewed by all
educators as a shared responsibility.
There is a commitment to include
students with disabilities in every facet of
school. Every child has a place and is
welcomed in the general education
classroom

July 26, 2005 Co-Teaching 8
Definitions (continued)
• Accommodations - providing different ways for students
to take in information or communicate their knowledge
back to the teacher. The changes basically DO NOT
alter or lower the standards or expectations for a subject
or test. Through the IEP or 504 Plan, classroom
accommodations are developed formally. The students
are expected to meet the same standards as all other
students in the class.
• Modifications - changing the delivery, content, or
instructional level of subject matter or tests. They result
without lowering expectations and create a different
standard for kids with disabilities than for those without
disabilities. Curriculum modifications are developed
formally through the IEP process.

July 26, 2005 Co-Teaching 9
Definitions
• Co-teaching - a service delivery system
in which
– two (or more) educators or other
professionally certified staff
– share instructional responsibility
– for a single group of students
– primarily in a single classroom or workspace
– to teach required curriculum
– with mutual ownership, pooled resources,
and joint accountability
– although each individual's level of
participation may vary.
July 26, 2005 Co-Teaching 10
How did we get here?

IDEA 2004

Co-Teaching

NCLB HQT Best Practice

July 26, 2005 Co-Teaching 11
Highly Qualified
Special Education Teacher
• Students with disabilities are to
receive instruction in core academic
subjects from a teacher who is
highly qualified to teach the core
academic subjects.
• Special education teachers must
also meet the state’s special
education certification
requirements.
July 26, 2005 Co-Teaching 12
IDEA 2004 Requirements

Additional IEP Requirement
... A statement of the special
education and related services
and supplementary aides and
services provided...and a
statement of the program
modifications or supports for
school personnel that will be
provided for the child...to be
involved and progress in the
general education curriculum...
July 26, 2005 Co-Teaching 13
Roles of Non Highly Qualified
Special Education Teacher

• Consultative Role
– The special education teacher
provides consultative services (e.g.,
adapting a curricula, using behavior
supports and interventions, and/or
selecting appropriate
accommodations) to NCLB highly
qualified general education teachers
of core academic subjects.

July 26, 2005 Co-Teaching 14
Roles continued...
• Support Role in the General Education
Classroom
– The special education teacher works within
the general education setting wherein NCLB
highly qualified general education teachers
provide instruction to the class on core
academic subjects. The special education
teacher provides direct assistance to
students with disabilities (e.g., via
individualized and/or small group instruction)
as a support to the NCLB highly qualified
teacher’s core academic instruction.

July 26, 2005 Co-Teaching 15
Roles continued...
• Support Role in Segregated Settings
– The special education teacher provides
direct assistance to students with disabilities
(e.g., tutoring, reinforcement of content
provided in the general education setting) in
segregated settings (e.g., resource class
setting, self-contained classroom), but the
students with disabilities receive their
instruction on core academic subjects from a
NCLB highly qualified general education
teacher.

July 26, 2005 Co-Teaching 16
Roles continued...
• Non-Core Academic Instruction
Role
– The special education teacher
provides direct instruction to students
with disabilities on non-core academic
subjects (e.g., study skills, functional
life skills, community-based
instruction, transition services,
adaptive physical education, health
education, driver’s education,
computer literacy).
July 26, 2005 Co-Teaching 17
Certificate and AOD
Students
• Certificate and AOD
students, who do not
have a significant
cognitive impairment
and are not
participating in the
AAA, must receive
their core instruction
from a NCLB highly
qualified instructor.

July 26, 2005 Co-Teaching 18
Bottom Line
• “Special
education teacher
cannot be the first
provider.”
Mabrey Whetstone,
Director of Special
Education Services,
AL SDE,12-10-04

July 26, 2005 Co-Teaching 19
Co-Teaching Approaches

Consultative Support

One Teach, Station Parallel Alternate Interactive Team One Teach,
One Monitor Teaching Teaching Teaching Teaching One Assist

July 26, 2005 Co-Teaching 20
Consultative and Support Approaches
In the General Education Classroom

• Consultative • Supportive
Approaches Approaches
– Adapting curricula – One Teach, One
– Implementing Support
behavior strategies – Station Teaching
– Selecting appropriate – Parallel Teaching
accommodations/mod – Alternative Teaching
ifications – Interactive Team
Teaching
– One Teach, One
Assist

July 26, 2005 Co-Teaching 21
Benefits of Consultative
and Supportive Roles
• Reduce Curriculum Fragmentations (as
we have done with ARFI)
• Improve Long-Term Outcomes
• Development of Respect for Diversity
• Honoring of Civil and Human Rights
• Shared Responsibility & Accountability
• Development of Professional
Relationships
• It is the Law!

July 26, 2005 Co-Teaching 22
• Marylyn
Friend (Chapters 2-5)
• Co-Teaching
Defined
• Co-Teaching 5-
Part Framework
– Shared System
of Beliefs
– Prerequisite
Skills
– Collaboration

July 26, 2005 Co-Teaching 23
Rationales

Co-Teaching

What it is NOT! Undermining Practices

July 26, 2005 Co-Teaching 24
Rationales Co-teaching

July 26, 2005 Co-Teaching 25
Rationale for Co-Teaching
1. Co-teaching is one way to deliver
services to students with disabilities or
other special needs as part of a
philosophy of inclusive practices. As a
result, it shares many benefits with
other inclusion strategies, including a
reduction in stigma for students with
special needs, an increased
understanding and respect for students
with special needs on the part of other
students, and the development of a
sense of heterogeneously-based
classroom community.
July 26, 2005 Co-Teaching 26
Rationale for Co-Teaching

2. In co-taught classrooms, ALL
students can receive improved
instruction. This includes students
who are academically gifted or
talented, students who have
average ability, students who are
at-risk for school failure as well as
students with identified special
needs.
July 26, 2005 Co-Teaching 27
Rationale for Co-Teaching
3. In co-teaching, the instructional
fragmentation that often occurs in other
service delivery options is minimized.
Students benefit by not having to leave
the classroom to receive services. At
the same time, the special service
provider or other co-teacher has a
better understanding of the curriculum
being addressed in the classroom and
the expectations for both academics
and behavior.

July 26, 2005 Co-Teaching 28
Rationale for Co-Teaching
4. Co-teachers often report that one of
the most noticeable advantages of
sharing a classroom is the sense of
support it fosters. Co-teachers report
that when they have a spectacular
lesson, someone is there to share it,
and when they have a particularly
challenging day, someone really knows
just how difficult it was. They also
share that co-teaching is a very
effective form of staff development
since the teachers involved learn from
each other.
July 26, 2005 Co-Teaching 29
What Co-teaching Is NOT
• The term team teaching often is used to describe the
situation in which two general education teachers
combine classes and share instruction. In an elementary
school, this might occur when two fourth grade teachers
decide to open the retractable wall that divides their
rooms and teach the entire group as one. In a secondary
school, this might occur when an English teacher and a
history teacher combine two classes to present an
American studies course. Co-teaching is different from
this type of team teaching in two important ways: First, in
co-teaching the teacher-student ratio is drastically
improved. Second, in co-teaching, two significantly
different orientations toward teaching are blended.
Finally, team teaching in the middle school literature often
refers to a process for planning interdisciplinary
instruction, but not sharing instructional delivery.

July 26, 2005 Co-Teaching 30
What Co-teaching is NOT
• Although co-teaching is integral to the
inclusive practices in many schools, it is
not a requirement for inclusion to occur.
Inclusion refers to a broad belief system
or philosophy embracing the notion that
all students should be welcomed
members of a learning community, that
all students are part of their classrooms
even if their abilities differ.

July 26, 2005 Co-Teaching 31
What Co-teaching is NOT
• Although generally it is preferred that co-
teaching be collaborative, it might or
might not be. Collaboration refers to how
individuals interact, not the activity
they're doing. Thus, any activity--co-
teaching, problem solving, consultation--
may or may not be collaborative.
Further, collaboration frequently occurs
outside education, for example, in
business settings.

July 26, 2005 Co-Teaching 32
Ten Factors that Undermine
1. Ignoring the importance of a shared understanding on the
part of all professionals involved (teachers, related services
personnel, administrators, paraprofessionals) of what co-
teaching is and what it involves.
2. Using co-teaching as the basis of all inclusive services in a
school, often fostering a school culture that implies that if a
student with an IEP is in a general education setting, then
there must be a special educator there to provide services.
3. Failing to distinguish clearly among the roles of the various
adults who might be in classrooms-teachers, related services
staff members, paraprofessionals, student teachers,
volunteers.
4. Basing co-teaching on the preferences and wishes of staff
rather than on clear standards, expectations, and the needs
of students. A typical result is that co-teaching may be
offered only at certain grade levels or on particular middle
schools teams or in just some high school departments.
5. Neglecting to develop implementers' knowledge and skills co-
teaching, differentiated instruction, positive behavior
supports, and related areas

July 26, 2005 Co-Teaching 33
Ten Factors that Undermine
6. Implementing co-teaching without using a range of options for
grouping students and dividing instructional tasks between the
educators. The related question is this: What is being called co-
teaching practice?
7. Using co-teaching approaches such that the students in the
classroom do not receive increased instructional intensity, often
occurring when professionals over-use one approach (e.g., teaming
or teaching/assisting). How is this classroom significantly different
because two teachers are there?
8. Time: Failing to arrange for at least periodic shared planning time for
co-teachers, teachers failing to use that time wisely, using time as a
reason not to implement co-teaching practices.
9. Placing too many students with special needs into a co-taught class.
One version concerns placing a highly disproportionate number of
students with disabilities in the class; another concerns placing an
appropriate number of students with disabilities in a class, but then
filling in the rest of the class slots with students who struggle to learn
or who have other special needs.
10. Failing to gather on-going data that demonstrates the impact of the
co-teaching services on student achievement

July 26, 2005 Co-Teaching 34
Supportive Approaches

Co-Teaching Approaches

Consultative Support

One Teach, Station Parallel Alternate Interactive Team
One Monitor Teaching Teaching Teaching Teaching

July 26, 2005 Co-Teaching 35
One Teach, One Support
1. In this type of cooperative teaching, both teachers
are present, but one (often the general education
teacher) takes a clear lead in the classroom while
the other gathers observational data on students
or "drifts" around the room assisting students
during instruction. This approach is simple; it
requires little planning on the part of the teachers,
and it provides the additional assistance that can
make a heterogeneous class successful. However,
it also has serious liabilities. If the same teacher
consistently observes or assists, the other teacher
may feel like a glorified aide and the students may
have trouble responding to him or her as a real
teacher. If this approach is followed, the teachers
should alternate roles regularly.

July 26, 2005 Co-Teaching 36
One Teach, One Support

July 26, 2005 Co-Teaching 37
One Teach, One Support:
Advantages and Disadvantages
Approach: Advantages Disadvantages
One Teach,
One Support
(Whole Group) General •Provides systematic •Promotes notion of
education teacher observation /data “Glorified Aide”.
presents new concepts, collection •Does not maximize
reviews, demonstrates, •Provides additional teaching or teachers’
role-plays, while the disciplinarian abilities.
special education •Useful when proper •Does not maximize
teacher collects data and planning and day-to-day learning.
monitors. attendance are not
possible

July 26, 2005 Co-Teaching 38
One Teach, One Support
• Power of Two Video

July 26, 2005 Co-Teaching 39
One Teach, One Support
• See Appendix, p. 2
– Lesson Plan

Give a little, take a little…
July 26, 2005 Co-Teaching 40
Station Teaching
2. In this approach, the teachers divide the content to
be delivered and each takes responsibility for part of
it. In a classroom where station teaching is used,
some of the students may be completing
independent work assignments or participating in
peer tutoring. Although this approach requires that
the teachers share responsibilities for planning
sufficiently to divide the instructional content, each
has separate responsibilities for delivering
instruction. Students benefit from the low teacher-
pupil ratio, and students with disabilities may be
integrated into a group instead of being singled out.
Furthermore, because with this approach each
teacher instructs part of the class, the equal status
of both students and teachers is maximized. One
drawback to station teaching is that the noise and
activity level may be unacceptable to some
teachers.

July 26, 2005 Co-Teaching 41
Station Teaching

July 26, 2005 Co-Teaching 42
Station Teaching:
Advantages and Disadvantages
Approach: Advantages Disadvantages
Station

(Small Group) Students •Provides active •Requires considerable
in groups of three or learning format planning and
more rotate to various •Increases small-group preparation
teacher-led and/ and attention •Increases noise level
independent work- •Encourages •Requires group and
stations where new cooperation and independent work skills
instruction, review, and/ independence
or practice are •Is difficult to monitor
provided. Students may •Allows strategic
work at all stations grouping
during the rotation. •Increases response
rate

July 26, 2005 Co-Teaching 43
Station Teaching

• Power of 2 Video

Pulling on the same rope...
July 26, 2005 Co-Teaching 44
Station Teaching

• See Appendix, p.3
– Lesson Plan

Two’s greater than one.
July 26, 2005 Co-Teaching 45
Parallel Teaching
3. The primary purpose of this type of
cooperative teaching is to lower the
student-teacher ratio. In parallel teaching,
the teachers plan the instruction jointly,
but each delivers it to half of the class.
This approach requires that the teachers
coordinate their efforts so that the
students receive essentially the same
instruction. This type of co-teaching is
often appropriate for drill and practice
activities, projects needing close
supervision, and test review. As with
station teaching approaches, noise and
activity levels may need to be monitored.
July 26, 2005 Co-Teaching 46
Parallel Teaching

July 26, 2005 Co-Teaching 47
Parallel Teaching:
Advantages and Disadvantages
Approach: Advantages Disadvantages
Parallel

(Small Group) •Provides effective •Not easy to achieve
Students are divided review format equal depth of content
into mixed-ability •Encourages student coverage
groups, then each responses •May be difficult to
partner teaches a •Reduces pupil- coordinate Requires
group. The same teacher ratio for group monitoring of partner
material is presented instruction/review pacing
in each group •Increases noise level
• Encourages some
teacher-student
competition

July 26, 2005 Co-Teaching 48
Parallel Teaching

• Power of Two Video

July 26, 2005 Co-Teaching 49
Parallel Teaching

• See Appendix, p. 4
– Lesson Plan

July 26, 2005 Co-Teaching 50
Alternative Teaching
4. Sometimes students with special learning
needs benefit from preteaching or
reteaching of the instructional content. In
this approach to cooperative teaching, one
teacher works with a small group of
students to preteach or reteach while the
other instructs the large group. This
approach can also be used to ensure that
all students in a class receive opportunities
to interact with the teacher in a small
group. The greatest risk in this approach is
stigmatizing students with disabilities by
repeatedly grouping them for this purpose.
This risk can be avoided by varying groups,
including groups for enrichment, and
ensuring that all students are periodically
included in a group.
July 26, 2005 Co-Teaching 51
Alternative Teaching

July 26, 2005 Co-Teaching 52
Alternative Teaching:
Advantages and Disadvantages
Approach: Advantages Disadvantages
Alternative

(Big Group, Small •Facilitates •May be easy to
Group) One partner enrichment select the same low-
teaches an opportunities achieving students
enrichment lesson or •Offers absent for help
reteaches a concept students “catch up" •Creates segregated
for the benefit of a time learning
small group, while •Keeps individuals environments Is
the other partner and class on pace difficult to coordinate
teaches and/or •May single out
monitors the •Offers time to
develop missing students
remaining members
of the class. skills

July 26, 2005 Co-Teaching 53
Alternative Teaching

• Power of 2 Video

July 26, 2005 Co-Teaching 54
Alternative Teaching

• See Appendix, p. 5
– Lesson Plan

July 26, 2005 Co-Teaching 55
Interactive Team Teaching

5. In team teaching, both teachers share
the instruction of students. The teachers
may take turns leading a discussion,
one may speak while the other
demonstrates a concept, one may speak
while the other models note taking on
the board, and so on. Teachers may role
play, simulate conflict, and model
appropriate question asking. This
approach requires the highest level of
mutual trust and the most commitment.
It is an approach that some co-teachers
may never enjoy. On the other hand,
many veteran co-teachers report that
this is the type of co-teaching they find
most rewarding.
July 26, 2005 Co-Teaching 56
Interactive Team Teaching

July 26, 2005 Co-Teaching 57
Interactive Team Teaching:
Advantages and Disadvantages
Approach: Advantages Disadvantages
Interactive Team
Teaching
(Whole Group) Partners •Provides systematic •May be job sharing, not
alternate roles observation /data learning enriching
present-ing new collection • Requires considerable
concepts, reviewing, •Promotes role/content planning.
dem-onstrating, role- sharing •Requires modeling and
playing, and moni-toring. •Facilitates individual role-playing skills
assistance Models •Becomes easy to
appropriate academic, "typecast" specialist with
social, and help-seeking this role
behaviors
•Teaches question
asking
•Provides clarification
(e.g., concepts, rules,
vocabulary
July 26, 2005 Co-Teaching 58
Interactive Team Teaching

• Power of 2 Video

July 26, 2005 Co-Teaching 59
Interactive Team Teaching

• See Appendix, p. 6
– Lesson Plan

July 26, 2005 Co-Teaching 60
One Teach, One Assist
6. In this type of cooperative teaching, both teachers are
present, but one (often the general education teacher)
takes a clear lead in the classroom while the other
gathers observational data on students or "drifts"
around the room assisting students during instruction.
This approach is simple; it requires little planning on
the part of the teachers, and it provides the additional
assistance that can make a heterogeneous class
successful. However, it also has serious liabilities. If
the same teacher consistently observes or assists, the
other teacher may feel like a glorified aide and the
students may have trouble responding to him or her as
a real teacher. If this approach is followed, the teachers
should alternate roles regularly.

July 26, 2005 Co-Teaching 61
One Teach, One Assist

July 26, 2005 Co-Teaching 62
One Teach, One Assist
• Power of Two Video

July 26, 2005 Co-Teaching 63
Parity
• See Appendix, p. 7

July 26, 2005 Co-Teaching 64
The Importance of
Introductions
• See Appendix. p. 8

July 26, 2005 Co-Teaching 65
Co-Teaching and
Cooperation
• See Appendix, p. 9

July 26, 2005 Co-Teaching 66
What is a Crisis?
• See Appendix, p. 10

July 26, 2005 Co-Teaching 67
Substitutes
• See Appendix, p. 11 & 12

July 26, 2005 Co-Teaching 68
Joint Planning Integration:
Mechanics
• WHO Elements
– Who will be ultimately responsible for
assigning grades?
– Who will take the lead in general classroom
management?
– Who will deal with especially challenging
behaviors?
– Who will take the lead role in communication
with parents?
– Who will take primary responsibility for tasks
such as grading papers, taking roll,
presenting new information, monitoring
activities, assessing student performance,
etc.?
July 26, 2005 Co-Teaching 69
Joint Planning Integration:
Mechanics (continued)
• WHAT Elements
– What are the key components of a
shared instructional plan?
– What will the format for the unit and
lesson plans look like?

July 26, 2005 Co-Teaching 70
Joint Planning Integration:
Mechanics (continued)
• WHEN Elements
– When will planning occur? (Daily?
Biweekly? Monthly? As needed?)
– When should the meetings be held?
(Before school? After school? During
the school day?)

July 26, 2005 Co-Teaching 71
Joint Planning Integration:
Mechanics (continued)
• WHERE Elements
– Where will planning occur?
(Classroom? Faculty room?
Electronically?) If collaboration will
take place in cyberspace, how will
technology assist? (E-mail? Website?
PowerPoint presentations?
Inspiration?)
– Where can information about the
emerging cooperating teaching be
disseminated?
July 26, 2005 Co-Teaching 72
Joint Planning Integration:
Mechanics (continued)
• WHICH Elements
– Which type of lesson design will be
used most frequently?
– Which materials best support the
identified program goals?

July 26, 2005 Co-Teaching 73
Joint Planning Integration:
Mechanics (continued)
• HOW Elements
– How much time should be allotted for unit and lesson
planning?
– How might class time be used for planning when
students are working collaboratively?
– How should a planning agenda be structured?
– How will absences be handled?
– How will planning interruptions be handled?
– How should students be involved in planning?
– How should information about cooperative teaching
be disseminated to parents, students, and
colleagues?

July 26, 2005 Co-Teaching 74
Joint Planning Integration:
Process & Evaluation
• See Lesson Plans, Appendix p. 13-
16
• See “What Each Teacher Does”,
Appendix p. 17-18
• See “SODAS, A Problem Solving
Guide”, Appendix p. 19
• Questions (Assessment), p. 20
• Self Assessment, p. 21 – p. 22

July 26, 2005 Co-Teaching 75
Strategies that Help

• See Appendix, p. 23-25

Student strategies, not teacher…
July 26, 2005 Co-Teaching 76
Administrative Roles

• Power of 2, Chapter 7

July 26, 2005 Co-Teaching 77
Closing Comments

• “Our task is to provide an education
for the kinds of kids we have, not
the kind of kids we used to have, or
want to have, or the kids that exist
in our dreams.” -K.P
Gerlach
• The key to effective teaching and
learning is instruction not
placement.
July 26, 2005 Co-Teaching 78
Oceans
Student Name
Grade 12
Environmental Science
Luverne School
Marine animals

Marine animals are divided into
Marine animals divided into three groups:
Marine animals are are divided into three groups: zooplankton
(those that float), nekton (those that actively swim) and
zooplankton (those that float), nekton (those that
benthos (those benthos (those that ocean or in
actively swim) andthat live on or in the live onbottom).
the ocean bottom).

three groups: zooplankton,
nekton, and benthos.

July 26, 2005 Co-Teaching 80
The Living Sea

As far as we know, nearly all life in the
ocean is dependent on plants
July 26, 2005 Co-Teaching 81
Ocean Shore and Tidal Pool

July 26, 2005 Co-Teaching 82
Oceans cover about 70% of the
Earth's surface. The oceans contain
roughly 97% of the Earth's water
supply

July 26, 2005 Co-Teaching 83
Continents

The great body of salt water comprising all
the oceans and seas cover nearly three-
fourths of the surface of the earth.

July 26, 2005 Co-Teaching 84
The world ocean covers 71 percent of the
earth’s surface. Its average depth is 5,000 m
(16,000 ft), and its total volume is about
1,347,000,000 cu km (322,300,000 cu mi).
July 26, 2005 Co-Teaching 85
Pacific Ocean (ocean)

Pacific Ocean is the largest and deepest
of the world's four oceans, covering more
than a third of the earth's surface and
containing more than half of its free water

July 26, 2005 Co-Teaching 86
Indian Ocean
Indian Ocean, third largest of Earth's four
oceans, bounded on the west by Africa, on
the north by Asia, on the east by Australia
and the Australasian islands, and on the
south by Antarctica

July 26, 2005 Co-Teaching 87
Ocean Currents

July 26, 2005 Co-Teaching 88
Animal life
Shrimp are small, bottom-dwelling
crustaceans with a translucent
exoskeleton

July 26, 2005 Co-Teaching 89
Coral

July 26, 2005 Co-Teaching 90
Sea Urchin

July 26, 2005 Co-Teaching 91
Seawater is Salty

July 26, 2005 Co-Teaching 92
Plankton

July 26, 2005 Co-Teaching 93
Underwater exploration

GLORIA is a digital side-scan sonar system used for
over 20 years to survey the ocean floor.
July 26, 2005 Co-Teaching 94
Currents

The map shows a generalized pattern of ocean
currents.
Temperature Product

Sample of Sea Surface Temperature Product
July 26, 2005 Co-Teaching 96
Saving the U.S.S. Monitor

Topside aboard the U.S.S. Monitor (photo from Monitor NMS )

July 26, 2005 Co-Teaching 97
Two Idiots Go Cave Diving

rd Hall
rwater speleology is a compulsion that I have enjoyed great success in resisting during my two decades of sport diving.

July 26, 2005 Co-Teaching 98
REFERENCES

http://www.ocean.com/Library/SeaStories/
2001/08/SeaCreatures/

July 26, 2005 Co-Teaching 99

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