“50000 Under the Sea” Web Quest Lesson Plan
Topic/subject: ocean geography, Creature’s adaptations- Science Grade: 4th
Broad Objective: describe the ocean layers, adaptations, plant/ animal life, and ecosystems of
the sea
Behavioral objective(s): Students are to describe the layers of the ocean and recognize examples
of ocean creatures and plant life in an ecosystem. Students will also identify various species’
adaptations to exist in their ocean zone. The students will research the ocean zones on the
internet. Students will collect read, paraphrase, record, and synthesize their information into a
flip book. This new knowledge will answer the question, "What kind of sea creatures are found
in the sea?"
TEKS:
(4.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory
investigations. The student is expected to:
(A) Plan and implement descriptive investigations including asking well-defined questions,
formulating testable hypotheses, and selecting and using equipment and technology;
(B) Collect information by observing
(C) Analyze and interpret information to construct reasonable explanations from direct and
indirect evidence;
(D) Communicate valid conclusions; and
(4.3) Scientific processes. The student knows that information, critical thinking, and scientific
problem solving are used in making decisions. The student is expected to:
(A) Analyze, review, and critique scientific explanations, including hypotheses and theories, as
to their strengths and weaknesses using scientific evidence and information;
(B) Draw inferences based on information related to promotional materials for products and
services;
(C) Represent the natural world using models and identify their limitations;
(D) Evaluate the impact of research on scientific thought, society, and the environment; and
(4.5) Science concepts. The student knows that systems exist in the world. The student is
expected to:
(A) Observe and identify simple systems such as a sprouted seed and a wooden toy car; and
(B) Observe a simple system and describe the role of various parts such as a yo-yo and string.
(4.8) Science concepts. The student knows that living organisms need food, water, light, air, a
way to dispose of waste, and an environment in which to live. The student is expected to:
(A) Observe and describe the habitats of organisms within an ecosystem;
(B) Observe and identify organisms with similar needs that compete with one another for
resources such as oxygen, water, food, or space;
(C) Describe environmental changes in which some organisms would thrive, become ill, or
perish; and
(D) Describe how living organisms modify their physical environment to meet their needs such
as beavers building a dam or humans building a home.
(4.9) Science concepts. The student knows that species have different adaptations that help them
survive and reproduce in their environment. The student is expected to:
(A) Observe and identify characteristics among species that allow each to survive and
reproduce; and
(B) Analyze how adaptive characteristics help individuals within a species to survive and
reproduce.
(4.10) Science concepts. The student knows that many likenesses between offspring and parents
are inherited from the parents. The student is expected to:
(A) Identify some inherited traits of plants; and
(B) Identify some inherited traits of animals.
Materials needed:
The Web Quest ‘50000Under the Sea’, handouts, flip book template, pencil, crayons
A. INTRODUCTION OF THE LESSON
Focus:
Students will work individually for this project. Or if teacher desires, teacher can place students
into group’s four groups. Each group can read passages together and answer the questions
together. For individual practice, students will review together as a class, and spilt into individual
work. The challenge is to answer the question, "What kind of sea creatures live in the sea?”
Students will be able to apply the cognitive strategies to you will be able to write in a swimmers
log while answering questions pertaining to the reading of the topic. Students will take
information and synthesize from handout to flip book.
Objective and its purpose:
Students will engage the in Ocean Life using resources organized through this Web Quest. To
answer the question, students will use the resources organized through this Web Quest, as well as
cognitive strategies that will guide students to the answer. The challenge is to answer the
questions based on the ocean zone. Students will determine-
How fish depend on photosynthesis.
Why some fish are bioluminescent.
Recognize examples of ocean creatures and plant life in an ecosystem.
Explain why pressure builds in the ocean.
Knowledge of adaptations may increase the survival of members of a species.
Tie in prior knowledge:
The class will begin by completing the anticipation guide provided. The anticipation guide
questions are pulled from the deep sea reading. Students will be able to complete the guide
BEFORE the deep sea website. Teacher or student can read questions out, model think aloud,
and answer questions. Students can write out their own questions of the back of the guide it they
want to. Questions from the anticipation guide are:
1. The ocean layer light penetrates the most in the Twilight Zone.
2. Photosynthesis reaches every layer of the ocean. (FALSE)
3. The twilight zone has warm water. ?
4. Some sea creatures can make their own light. (TRUE)
5. Life is very easy in the abyss zone. (FALSE)
B. LESSON PROCEDURE
4. Input:
after student complete the anticipation guide, they will move onto the completion of the web
quest. The web quest has been designed for students to use the information to guide them
through their own learning. Students will use the Swimmer’s Log and the end zone handout to
complete the following links:
Sunlight Zone Sunlight PAGE 1, Sunlight PAGE 1a
Twilight Zone Twilight PAGE 2, Twilight PAGE 2a
Midnight Zone Midnight PAGE 3, Midnight PAGE 3a
Abyssal Zone Abyssal PAGE 4, Abyssal PAGE 4a
Teacher can have these sites already pulled up for students. Students will read through the passages
and record information their handout and swimmer’s log. This will later guide the students in the
production of their flip book.
You will need one computer for every student. OR if not possible, one computer for every
group- there are four zones, there should be four groups then. Plan on at least 30 minute
sessions for students to shift through the resources, and for record keeping. Pre-reading
activities can also be useful for reading electronic text. Consider having students use the
title, subtitles, and divisions within the text to predict content. Look at pictures, maps,
diagrams, or graphs and their captions to enhance understanding. Skim to find the theme
or main idea.
5. Modeling/guided practice:
The teacher will activate prior knowledge with questions to get students thinking. Then teacher
will demonstrate think aloud, letting students hear the teacher’s thoughts as they discuss the
anticipation guide. As a class, you will view the web site featuring all four ocean zones AFTER
the anticipation guide. From there student will move on to work alone. The web quest is
designed for students to apply their cognitive strategies and move through out the quest with out
much assistance. Students may have trouble transferring information from the passages to their
swimmer’s log or handout. Encourage students to answer the swimmer’s log before completing
the end zone handout.
6. Independent practice:
Step 1: (1-2 days)
Together you will visit the site the deep sea. There you will gain a better understanding of the 4
ocean zones. This is where students will be able to connect to the Ocean Life.
Each person will complete the Swimmer’s Log to write down how you think sea life survives in
each ocean layer. At the same time, students will complete their handout end of the zone as they
navigate through the web.
This step can be done in the classroom on a projector. Then students can complete steps 2-
4 on the computer.
You will need one computer for every student. OR if not possible, one computer for every
group- there are four zones, there should be four groups. Plan on at least two 45 minute
sessions for students to shift through web links. The shifting of resources can be done in the
computer lab. And the students answer the handout in the classroom if time does not
permit in the computer lab. If time does not permit, teacher can print the pages linked
below.
Sunlight PAGE 1, Twilight PAGE 2, Midnight PAGE 3, Abyssal PAGE 4,
These pages carry the primary information students need to complete their tasks.
Step 2: (1 day)
First Zone-
Your first task in becoming a junior oceanographer is to visit the first ocean zone known as the
Sunlight Zone.
You will identify the sea creatures and plants that could exist in the ocean zones. Follow the
links. Sunlight PAGE 1,
The light is bright in this ocean zone. Did you wear your sunglasses? Can sea creatures use
this light for anything? Each person will write in their Sunlight Swimmer’s Log the answer to
these questions by clicking on the links. This will allow for students to gather important details
and features, and paraphrase the information collected.
Step 3: (1 day)
Second Zone-
Twilight PAGE 2, Twilight PAGE 2a
Students will visit this next zone. By using the prompts that are attached to the students Twilight
Swimmer’s Log, students will record their answers. Prompts include- Can you still see the sun?
Why are the fish’s mouths so big? I think one can eat me.
Encourage students to skin and scan through the passage to locate the relative information
needed to answer the questions.
The students, who finish their activities, can come back to this link. This link is an additional
resource to the food chain.
Students will read the material, apply what they gathered, and answer a four question summary.
The prompt for the food chain is s as follows:
It took some time, but we were able to come back up by night fall. We noticed that the sea
creatures come up at night to eat. What zone are they coming up from? This must be the
way sea creatures in the sea survive- by the food chain. Using my information, create a food
chain summary of how the food chain affects all species.
Step 4: (1 day)
Third Zone-
Midnight PAGE 3, Midnight PAGE 3a
Students should have back ground knowledge of pressure before reading the lesson.
Students are still using the information from the web page to read passages and answer the
handout. These prompts encourage student to apply their critical literacy skills, apply prior
knowledge, and infer why the pressure is building.
Teacher can read aloud, or students can read the prompts aloud. I think my ears are going to
pop. Why would that happen? Is there pressure building? Your ears have to get accustom
to the pressure building.
You and your team mates pause at this third site to eat some gum. While you are chewing,
you notice fish with lights. Why do fish have lights on them? Write in your Midnight
Swimmer’s Log what you think.
Step 5: (1 day)
Fourth Zone-
Abyssal PAGE 4, Abyssal PAGE 4a
My eyes are open, but I don’t see a thing! I can’t believe the sea creatures in the water. Is that a
pig?
How in the world do sea creatures in this zone survive? Are there any? Answer the questions in
you Abyssal Swimmer’s Log.
Students read this last passage and write out the answer to the prompt from above.
Step 6: (1 day)
Congratulations!! The Texas Institute of Oceans scientists are pleased with your work. Using
your materials from the previous steps, create the ocean zone booklet to classify sea creatures in
their natural ecosystem. Your flip book should include the following information for each zone.
Click something is fishy for a guide of what to follow.
For the flip book, teacher can print use paper larger than 8 x 11. Students can re create the flip
book by the template. The large paper is for the recording of information, and would be most
ideal for this process. Take large paper and fold vertical. Then fold into fours vertically across.
When you fold back, the booklet should lie horizontally with four creases. The creases are to be
cut with scissors. Cut the crease until it reaches the folded portion of the booklet. Do not cut all
the way through, or you will end up with four strips of paper.
Evaluation-
The impact of ocean creatures and plant life in an ecosystem
How various species have adaptations to exist in their ocean zone?
Knowledge of adaptations may increase the survival of members of a species.
Identify characteristics that allow members within a species to survive and reproduce;
Compare adaptive characteristics of various species
Distinguish between inherited traits and learned characteristics
Identify and provide examples of inherited traits and learned characteristics.
See rubric in the resource tab for more details.
8. Conclusion:
This step requires the re-visitation of the anticipation guide to complete the final column.
Answers can be retrieved at the first website the class visited together. Click the link the deep
sea. Students can skim and scan the section for textual evidence to make their statement true or
false.
1. The ocean layer light penetrates the most in the Twilight Zone. (FALSE)
2. Photosynthesis reaches every layer of the ocean. (FALSE)
3. The twilight zone has warm water. ?
4. Some sea creatures can make their own light. (TRUE)
5. Life is very easy in the abyss zone. (FALSE)
It is important to understand that all sea and plant life revolve around a system. Without a
complete system, it is very hard for sea life to eat, grow, and survive. By understanding how the
ocean works we understand the roles of sea life in the ocean. We understand that creature adapt
to their environment. Perhaps the next time you are out on a boat, you can determine what
creature lives in what zone just based on the way it looks!