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Lesson 2 Magic School Bus on the Ocean - CPSB

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					Day 3 Lesson Plan
Title: Magic School Bus on the Ocean Floor

Subject: Science

Grade Level: K

Overview:

The students will investigate the ocean floor and its environment after reading the book Magic
School Bus on the Ocean Floor by Joanna Cole.

Approximate Duration: 40 minutes

Content Standards:

      Science as Inquiry
          The students will do science by engaging in partial and full inquiries that are within
       their developmental capabilities.
      Life Science
          The students will become aware of the characteristics and life cycles of organisms
       and understand their relationships to each other and to their environment.


Benchmarks:

      SI-E-A2
          planning and/or designing and conducting a scientific investigation;
      SI-E-A3
          communicating that observations are made with one's senses;
      SI-E-B2
          using appropriate experiments depending on the questions to be explored;
      SI-E-B3
          choosing appropriate equipment and tools to conduct an experiment;
      SI-E-B6
          reviewing and asking questions about the results of investigations.
      LS-E-A2
          distinguishing between living and nonliving things;


Grade-Level Expectations (GLEs):

      The Abilities To Do Scientific Inquiry

       Grade K
        Use the five senses to describe observations

       (SI-E-A3)

      Characteristics of Organisms

        Classify objects in a variety of settings as living (biotic) or nonliving (abiotic)

       (LS-E-A2)

Interdisciplinary Connections:

      English/Language Arts : Standard 1
           Students read, comprehend, and respond to a range of materials, using a variety of
       strategies for different purposes.
      English/Language Arts : Standard 4
           Students demonstrate competence in speaking and listening as tools for learning and
       communicating.


Educational Technology Standards:

      Gather information and communicate with others using telecommunications (e.g.,
       email, video conference, internet) with support from teachers, family members, or
       peers.


Objectives:
1. TLW investigate the ocean floor and its environment.

Lesson Materials and Resources:
1. The Magic School Bus on the Ocean Floor by Joanna Cole. (T)
2. Clear plastic cups (S)
3. Blue Jell-o (S)
4. Gummy Sharks or Gummy Fish (S)
5. Crushed Vanilla Wafers (S)
6. Cool Whip (S)

Technology Tools and Materials:

Hardware:
1. Laptop

Software:
Websites:
•Ocean Planet
   seawifs.gsfc.nasa.gov/OCEAN.../oceanography_flyby.html

Other:

Background Information:
The students should have a general idea of what makes up the ocean floor and its environment
prior to this lesson.

Lesson Procedures:
Gain Attention: One two three eyes on me. Hands in your lap. (the students should be on the
carpet.) (1 min.)
1. Motivating Introduction: TTW motivate the students by presenting a video exploring the
ocean floor. HOTS: Can someone describe to me one thing you noticed about the ocean?
HOTS: Can someone explain what you may find at the bottom of the ocean floor? (2 min)
2. Rules: Friends, we listen with our ears, look with our eyes, and speak only when we are
called upon. We sit criss cross applesauce with our hands in our lap.(1 min.)
3. State Objective: Today we are going to investigate the ocean floor and its environment. (1
min)
4. TTW notify the students to pay close attention of the items we discover on the ocean floor.
(1 min.)
5. TTW read The Magic School Bus on the Ocean Floor by Joanna Cole. HOTS: Can
someone explain to me where the sand comes from? HOTS: What is a tide? HOTS: Why
does a tide rise? (6 min.) (all found in the book)
6. TTW present a Power Point of living and non-living items. (3 min.)
7. Activity: TLW circle the living and non-living things on the promethean board. (5 min.)
8. State Importance: Why is it important to know what makes up the ocean floor? It is
important so we know what we can put and not put into the ocean. (1 min.)
9. Transition: TTW utilize a transition to get the wiggles out. Friends, if your name has a
vowel in it, shake your head. If your name has five letters wiggle your nose, if your name has
seven letters, clap your hands. (2 min.)
10. TTW present the materials used to create the ocean floor. (1 min.)
11. Activity: TLW use their senses to feel the materials that will be used to create the ocean
floor. HOTS: Describe what the vanilla wafers feel like. HOTS: Can someone tell me what
they think the vanilla wafers looks like that belongs on the ocean floor? (3 min.)
12. Transition: TTW utilize a transition to get the students back to their table. All of my
friends wearing green shirts go back to your table. All of my friends wearing white shoes go
back to your table. (2 min.)
13. TTW model the directions for the assessment. (1 min.)
14. Activity: TLW create the ocean using the materials provided. HOTS: Can someone
explain what goes at the bottom of the ocean floor? (7 min.)
Closure:
15. Restate Objective: Today we investigated the ocean floor and its environment. We
identified living and non-living things. (1 min.)
16. Restate Importance: Why is it important to know what makes up the ocean floor? It is
important so we know what we can put and not put into the ocean. (1 min.)
17. TTW close the lesson by asking what did we discover today about the ocean. (1 min.)




Assessment Procedures:
Informal: Teacher observation by conducting questions of what makes up the ocean floor and
its environment.
Formal: The students will be assessed by constructing the ocean floor using the materials
provided.

Accommodations/Modifications:
I will accommodate my student's needs by modeling the directions for the assessment and
repeating directions as needed. I will accommodate my student with glasses by having large
print on the Power Point.
       ----- written by April Procella


Explorations and Extensions:
Explorations: The students may be assigned to cut out of magazines living and non-living
things. The students could glue these cut outs in two separate columns under living and non-
living.
Extensions: Each student may be assigned a different item that belongs in the ocean ranging
from plants, animals, ships, treasure chest, ect. and describe these items to their shoulder
partner. The students may group these items by their likes and differences.
Supplementary Activities: The students may color The Magic School Bus on the Ocean
Floor coloring page.

Lesson Development Resources:
1. The Magic School Bus on the Ocean Floor by Joanna Cole.
2. Internet
3. Brandy Guidry (materials to create ocean)
4. April Procella

Reflections:
1. Did the students benefit from the lesson? Yes, the students discovered what belonged on the
ocean floor and classified living and non-living things.
2. What changes can I make to improve the lesson? I would provide the students with cut-outs
of living and non-living things found in the ocean for them to classify. I would also bring real
materials from the ocean for the students to investigate with a magnifying glass.

Contact Information:
April Procella
apro13@hotmail.com
McNeese State University
Additional Contacts:

MarcoPolo Lesson: No

				
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posted:11/16/2011
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