Lesson Plans for Unit Plan by 6Ur1IpP

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									            Unit Plan Lesson Plans- “Under the Sea”
                            Sea Creature Research Project
                              (Technology and Discovery)

Lesson Objectives: The objective is for students to research an animal from the ocean
and learn about their characteristics and habits. They will be expected to create a
PowerPoint presentation about the information they learned.

TEKS:
15) Writing/composition. The student composes original texts. The student is expected
to:(A) Dictate messages such as news and stories for others to write (K-1);(B) Write
labels, notes, and captions for illustrations, possessions, and charts, centers (K-
1);(C) Write to record ideas and reflections (K-3);(D) Generate ideas before writing on
self-selected topics (K-1);(E) Generate ideas before writing on assigned tasks (K-1);
and(F) Use available technology to compose text (K-3).

8) Science concepts. The student knows that adaptations may increase the survival of
members of a species. The student is expected to:(A) identify characteristics that allow
members within a species to survive and reproduce;(B) compare adaptive characteristics
of various species; and(C) identify the kinds of species that lived in the past and compare
them to existing species.

(9) Science concepts. The student knows that many likenesses between offspring and
parents are inherited or learned. The student is expected to:(A) distinguish between
inherited traits and learned characteristics; and(B) identify and provide examples of
inherited traits and learned characteristics.

Technology

(4) Information acquisition. The student uses a variety of strategies to acquire
information from electronic resources, with appropriate supervision. The student is
expected to:(A) apply appropriate electronic search strategies in the acquisition of
information including keyword and Boolean search strategies

(7) Solving problems. The student uses appropriate computer-based productivity tools to
create and modify solutions to problems. The student is expected to:(A) use software
programs with audio, video, and graphics to enhance learning experiences;(B) use
appropriate software to express ideas and solve problems including the use of word
processing, graphics, databases, spreadsheets, simulations, and multimedia

(10) Communication. The student formats digital information for appropriate and
effective communication. The student is expected to:(A) use font attributes, color, white
space, and graphics to ensure that products are appropriate for the defined
audience;(B) use font attributes, color, white space, and graphics to ensure that products
are appropriate for the communication media including multimedia screen displays,
Internet documents, and printed materials; and(C) use appropriate applications including,
but not limited to, spreadsheets and databases to develop charts and graphs by using data
from various sources

Focus: Show student’s pictures of interesting and unique sea creatures that will
encourage them to want to now more about that animal.

Lesson Description (Presentation, Modeling, Example, Problem Solving, Examples,
Sample Questions):
The activity will allow students to learn about the characteristics of animals under the
sea. Students will be introduced to sea creatures and making PowerPoint presentations.
The teacher will begin the lesson by introducing sea creatures. Students will then be
given a specific amount of time to research their sea animal working in pairs and create a
PowerPoint displaying the information the learned.

Materials (Terms/Vocabulary, Supplementary Resources):
PowerPoint- Students learn how to create a PowerPoint and create a PowerPoint for their
activity.
Books- Students will chose books that will be helpful in their exploration to sea creatures.
Pamphlets- pamphlets may be ordered from zoo or sea world if needed.
Internet- Students will use the Internet to research their sea animal.

Guided Practice: The teacher will guide the students into researching their animals and
how to create a PowerPoint presentation.

Independent Practice: Students will conduct their research and create their PowerPoint.

Closure: Students will present their presentations.

Assessment: Students will be assessed based on the accuracy of the information
presented on their PowerPoint presentation.
                        Learning About Extinct Sea Creatures
                                   (Technology)

Lesson Objectives: The objective of this activity is for students to learn about animals
that are extinct and circumstances that caused them to become extinct. Students will be
expect to create trading card in Word depicting information about their extinct animals.

TEKS:
24) Social studies skills. The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings. The student is expected
to:(A) Use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution; and(B) Use a decision-making
process to identify a situation that requires a decision, gather information, identify
options, predict consequences, and take action to implement a decision.

(8) Science concepts. The student knows that adaptations may increase the survival of
members of a species. The student is expected to:(A) Identify characteristics that allow
members within a species to survive and reproduce;(B) Compare adaptive characteristics
of various species; and(C) Identify the kinds of species that lived in the past and compare
them to existing species.

Focus: Watch a clip from a video about extinct sea creatures.

Lesson Description (Presentation, Modeling, Example, Problem Solving, Examples,
Sample Questions):
This activity will allow students to learn about extinct animals. Students will be
introduced to extinct sea creatures and creating trading cards from Word. Each student
will research at least five different extinct sea creatures, and display their findings on
treading cards made from Word. Information they should research are facts about the
animal, how long its been extinct, what ocean it lived in and etc.

Materials (Terms/Vocabulary, Supplementary Resources):
Word (Trading Cards)- Students will be taught how to create trading cards using word
and create them to display information about their extinct animals.
Books- Books will be used n the research of the extinct animals.

Guided Practice: The teacher will guide the students into research and teach them how
to create trading cards using Word.

Independent Practice: Students will conduct their research and create trading cards.

Closure: Students will interact with other students and share the information they learned
that is displayed on their cards.
Assessment: Students will be assessed based on the accuracy and creativity of ther
trading cards.
                                 The Growth Of Algae
                               (Technology and Discovery)

Lesson Objectives: The objective of this activity is for students to learn about algae and
how it contributes to ocean life.

TEKS:
(1) Scientific processes. The student conducts field and laboratory investigations
following home and school safety procedures and environmentally appropriate and
ethical practices. The student is expected to:(A) Demonstrate safe practices during field
and laboratory investigations; and(B) Make wise choices in the use and conservation of
resources and the disposal or recycling of materials.

(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
and measuring;(C) Analyze and interpret information to construct reasonable
explanations from direct and indirect evidence;(D) Communicate valid conclusions;
and(E) Construct simple graphs, tables, maps, and charts to organize, examine, and
evaluate information.

(4) Scientific processes. The student knows how to use a variety of tools and methods to
conduct science inquiry. The student is expected to:(A) Collect and analyze information
using tools including calculators, safety goggles, microscopes, cameras, sound recorders,
computers, hand lenses, rulers, thermometers, meter sticks, timing devices, balances, and
compasses; and(B) Demonstrate that repeated investigations may increase the reliability
of results.

Focus:
Bring algae in the classroom in a jar and ask students to predict what they will be doing
with the algae.

Lesson Description (Presentation, Modeling, Example, Problem Solving, Examples,
Sample Questions):
This activity will allow students to learn about algae and its effect on ocean life. The
algae will need to be ordered forma science materials book. The teacher will be the main
person in charge of handling the algae in the science lab and students will be responsible
for taking running records how the algae changes over time.

Materials (Terms/Vocabulary, Supplementary Resources):
Science Lab- the science lab will be used to grow the algae
Algae- Algae that is used for science experiment will be ordered to complete this activity.
Algae growth manual- a manual will be vital to ensure the safety of the students for
growing the algae.
Guided Practice: The teacher will conduct experiments with the algae daily.

Independent Practice: Students will create running records as to the changes of the
algae and its effects on the water.

Closure: Students will turn in their running record for an assessment grade.

Assessment: Students will be assessed based on their running records of the growth of
the algae.
                                   Comparing Oceans
                               (Technology and Discovery)

Lesson Objectives: The objective of this activity is for students to become familiar with
the different oceans and different environment each ocean possesses. Students will be
expected to create a Venn Diagram in using Inspiration comparing and contrasting the
oceans.

TEKS:
(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
and measuring;(C) analyze and interpret information to construct reasonable
explanations from direct and indirect evidence;(D) communicate valid conclusions;
and(E) construct simple graphs, tables, maps, and charts to organize, examine, and
evaluate information.

6) Science concepts. The student knows that change can create recognizable patterns.
The student is expected to:(A) identify patterns of change such as in weather,
metamorphosis, and objects in the sky;

8) Science concepts. The student knows that adaptations may increase the survival of
members of a species. The student is expected to:(A) identify characteristics that allow
members within a species to survive and reproduce;(B) compare adaptive characteristics
of various species; and(C) identify the kinds of species that lived in the past and compare
them to existing species.

(10) Science concepts. The student knows that certain past events affect present and
future events. The student is expected to:(A) identify and observe effects of events that
require time for changes to be noticeable including growth, erosion, dissolving,
weathering, and flow; and(B) draw conclusions about "what happened before" using
fossils or charts and tables.

6) Geography. The student uses geographic tools to collect, analyze, and interpret data.
The student is expected to:(A) apply geographic tools, including grid systems, legends,
symbols, scales, and compass roses, to construct and interpret maps; and(B)translate
geographic data into a variety of formats such as raw data to graphs and maps.

14) Underlying processes and mathematical tools. The student applies Grade 4
mathematics to solve problems connected to everyday experiences and activities in and
outside of school. The student is expected to:(A) identify the mathematics in everyday
situations;(B) use a problem-solving model that incorporates understanding the problem,
making a plan, carrying out the plan, and evaluating the solution for
reasonableness;(C) select or develop an appropriate problem-solving strategy, including
drawing a picture, looking for a pattern, systematic guessing and checking, acting it out,
making a table, working a simpler problem, or working backwards to solve a problem;
and

(D) use tools such as real objects, manipulatives, and technology to solve
problems.(15) Underlying processes and mathematical tools. The student communicates
about Grade 4 mathematics using informal language. The student is expected
to:(A) explain and record observations using objects, words, pictures, numbers, and
technology; and(B) relate informal language to mathematical language and symbols.

Focus: Allow students to share their experience in different sea, oceans or lakes.

Lesson Description (Presentation, Modeling, Example, Problem Solving, Examples,
Sample Questions):
This activity will allow students to compare and contrast oceans. Students will also be
introduced to creating Venn Diagrams in Inspiration. Students will be given a certain
amount of time to research two different oceans and create a Venn Diagram comparing
and castrating the oceans, ocean life and habitats of the oceans, climate of the oceans, etc.

Materials (Terms/Vocabulary, Supplementary Resources):
Software: Inspiration- Students will need access to inspiration form the computer lab to
create their Venn Diagram.

Guided Practice: The teacher will help students with their research and teach students
how to create a Venn Diagram using Inspiration.

Independent Practice: Students will research the oceans and create a Venn Diagram
depicting their information.

Closure: Students will show their Venn Diagram in a class presentation.

Assessment: Students will be assessed based on the accuracy of their Venn Diagram.
                                Creating a Sea Creature

Lesson Objectives: The objective of this activity is for students to apply the knowledge
they have gained from this unit plan and create their own sea creature using all the
information they have learned to make a creature as realistic as possible, including its
characteristics, habit and ocean it may live in.

TEKS:
(2) Creative expression/performance. The student expresses ideas through original
artworks, using a variety of media with appropriate skill. The student is expected
to:(A) integrate a variety of ideas about self, life events, family, and community in
original artworks;(B) design original artworks; and(C) invent ways to produce artworks
and to explore photographic imagery, using a variety of art media and materials.

(9) Science concepts. The student knows that many likenesses between offspring and
parents are inherited or learned. The student is expected to:(A) distinguish between
inherited traits and learned characteristics; and (B) identify and provide examples of
inherited traits and learned characteristics.

8) Science concepts. The student knows that adaptations may increase the survival of
members of a species. The student is expected to:(A) identify characteristics that allow
members within a species to survive and reproduce;(B) compare adaptive characteristics
of various species; and(C) identify the kinds of species that lived in the past and compare
them to existing species.


Focus: Show students a picture of my created sea creature.

Lesson Description (Presentation, Modeling, Example, Problem Solving, Examples,
Sample Questions):
This activity will allow students to use all the knowledge they gained form the previous
activities to create their own realistic sea creature. They need to include information such
as the animal’s characteristics, it’s habitat, which ocean it would live in etc.

Materials (Terms/Vocabulary, Supplementary Resources):
All previous knowledge and materials- this activity is a comprehensive activity that
utilizes all the previous knowledge gained from the activities. Students will be required
to create a sea creature using all the information the learned to create a realist sea
creature.

Guided Practice: The teacher will show students how to create their sea creature using
all the characteristics they have learned thus far and apply it to their creation.

Independent Practice: Students will create their sea creature.

Closure: Students will share with classmate their sea creature.
Assessment: Students will be assessed based on the creativity and accuracy of their
created sea creature based on what they learned in previous activities.

								
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