Taking Care of the Ocean

Name: Allison Weingarden Theme: Ocean Lesson Topic: Taking Care of the Ocean Background to Lesson: Students should have completed and participated in the previous three lessons. They may also need to know what it means to take care of something or someone. MDE Standards: Science: E.ES.03.52 Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable and non-renewable resources). ELA: RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Content Objectives: Objective 1: The students will describe harmful effects of humans on the ocean environment by listing items that hurt ocean animals in order to make a poster with at least two of these items on it. Objective 2: The students will describe helpful effects of humans on the ocean environment by describing what we should do with garbage and other materials so that their posters will include at least one of these ways. ELPA Standards: L.4.2.a Understand key content area vocabulary supported by visuals and written text provided during classroom instruction. W.2.1.c Use basic grammatical constructions in simple sentences. Language Objectives: Objective 3: The students will understand key content area vocabulary from the book Taking Care of the Ocean by reading the book in guided reading groups and identifying the key vocabulary using pictures and text in order to correctly complete the Lets Take Care of the Ocean! Worksheet. Objective 4: The students will be able to use basic grammatical constructions in simple sentences by finding them in the book with the class and contributing to ideas generated during class discussion in order to write at least three simple sentences on their posters. Learning Strategies: Listening: Students listen to the book read aloud. They must comprehend this in order to complete the other tasks in the lesson. They must also listen to and understand the key vocabulary words that accompany pictures and written text provided by the teacher. The review activity requires students to listen for a word and then go and find that word in the room. Students each give at least one idea to add to the KWL chart at the beginning of the lesson. Grade/Subject: 3rd, Science

Speaking:

Have students present their completed posters to the rest of the class. They must briefly explain what they put on their posters and why. Students volunteer to read aloud a page or part of a page of the book. Each student must read aloud at least once. Students summarize what they have learned from reading the book by completing together the L section of the KWL chart. Students fill in the blanks on the cloze passage with the key vocabulary words. This requires them to write the vocabulary words where they would make sense. Students write at least three simple sentences on their posters. The sentences must be grammatically correct.

Reading:

Writing:

Key Vocabulary: Plastic Garbage Beach Jellyfish

Materials: Teacher: Dale, Jay. Taking Care of the Ocean. North Mankato, MN: Capstone Classroom, 2012. Pencil (one per student) Taking Care of the Ocean Worksheet (one per student) Construction paper (one large sheet per student; smaller sheets available for use if desired) Markers, crayons, or colored pencils (whichever each student prefers) Strategy #27: KWL Chart Scissors Glue Metacognition Student:

Pre-Assessment: Complete a KWL chart with the students as a whole class. Ask them what they already know and would like to learn about taking care of the ocean. Write these ideas in the first two sections of the chart. Motivation: Who has ever been to the ocean? Gone swimming in the ocean? Played on the beach? What if you couldnt do that anymore? How would you feel? Strategy #12: Choral Reading Guided Reading Groups Presentation: Read the book Taking Care of the Ocean with students in guided reading groups. Use choral reading to aid with fluency, pronunciation, and expression. Read the book at least twice using choral reading; then, ask students to read it individually. On the first page, ask students to name a sea animal they see on the page. Identify all the sea animals and write those animal names on the board. After the book is over, look through the picture glossary together. Ask students for examples of plastic and garbage. Ask students to name some things that humans do (from the book) that are bad for the ocean. Ask students to name some things that we can do that are good for the ocean.

Strategy #28: Cloze Passage Metacognition Show students the Lets Take Care of the Ocean! Worksheet. This worksheet is a cloze passage. Give directions before passing the worksheet out to students. Give students five to ten minutes to complete the worksheet to the best of their abilities on their own. Then go over it as a class. Have students take turns reading sentences from the bottom part of the worksheet, and have available the answer key for students to correct any errors. Complete the final section of the KWL chart as a whole class (after all groups have read the text). Tell students they are going to make posters to tell others how to take care of the ocean. Ask them what they might put on their posters (information, pictures, etc). Give them examples if they have a hard time coming up with them. Ask students again what humans do that is bad for the ocean. Ask them to find their ideas in the book. Each time a student finds an idea, make it into a simple sentence (if it is not already) and write it on the board. After several examples are on the board, repeat this with what humans do that is good for the ocean. Tell students they need to list on their posters at least two sentences that tell what is bad for the ocean (or what not to do) and at least one sentence that tells what is good for the ocean (or how to take care of the ocean). Give each student a large sheet of construction paper. Tell students where they can locate other materials they may want (scissors, glue, crayons, markers, colored pencils, other construction paper, the book to reference). Give students twenty to thirty minutes to create their posters. Allow students who wish to share their posters with the class to do so. Make sure students names are somewhere on the posters (for assessment purposes) and allow students to display their own posters in a designated area. Strategy #20: Personal Posters Independent Learning Practice and Application: The practice and application in this lesson involves the Lets Take Care of the Ocean! Worksheet, which includes a cloze passage, and the creation of a poster to inform others about taking care of the ocean. Multiple Intelligences: Logical/mathematical: Students must put an X on items that are bad for the ocean (this is part of the worksheet). Visual/spatial: Students complete a KWL chart and create a poster. Body/kinesthetic: The review activity requires students to move to find certain words in the room. Musical/rhythmic: Have students create a short chant or song about how to take care of the ocean. Interpersonal: Students must work together to create example sentences and complete the KWL chart as a class. Intrapersonal: Have students journal about the unit and what they learned and/or what they liked/disliked about the entire unit. Verbal/linguistic: Students construct simple sentences to include on their posters. Naturalist: Have students go outside to find items that would be bad for the ocean or the environment in general and throw them away to encourage taking care of our Earth.

Social/Affective Adjustment Objectives: Students who come from areas which border the ocean may have personal experiences to share. Give those students that opportunity to share their prior knowledge and experiences. Review: I am going to say a word. I want you to find and touch that word somewhere in the classroom. It can be on your worksheet, on somebodys poster, on the board, or anywhere you see the word or a picture of it. After students find each word, ask them to make a simple sentence using that word. Review all of the vocabulary words from the book in this way. In order to leave the classroom, tell the students their ticket out the door is to name one thing that is bad for the ocean and one thing that is good for the ocean.

Post-Assessment: Objectives 1 and 2 will be assessed informally through conversation, discussion, and review. Objective 3 will be assessed upon student completion of the Lets Take Care of the Ocean! Worksheet according to the following rubric: Mastered The worksheet is completed independently with zero to two errors. Developing The worksheet is completed independently with three to five errors or with little help and zero to two errors. Beginning The worksheet is completed independently with six to eight errors or with some help and five or less errors. Intervention Needed The worksheet is completed independently with nine or more errors or cannot be completed independently.

Objective 4 will be assessed after the lesson is over and posters have been turned in according to the following rubric: Mastered (4) The poster has at least two simple sentences describing what is bad for the ocean and at least one simple sentence describing what is good for the ocean. Developing (2-3) The poster is missing one of the three required simple sentences or one sentence has a grammatical error. Beginning (1) The poster is missing two of the three required simple sentences or at least two sentences have grammatical errors. Intervention Needed (0) The poster is missing at least two of the three required simple sentences and all sentences have at least one grammatical error.

Extension: Students will take home their worksheets and read them to their families. They can then discuss with their families how to take care of the ocean and the environment. Adaptations: Students who are lower achieving may choose their sentences to copy directly from the board onto their posters. This allows them to feel successful in writing some English even if they didnt create the sentences themselves. Students who are higher achieving may add more complex sentences and details to their posters. On the back of the worksheet, students who are lower achieving may draw and label pictures of the vocabulary learned in this lesson and throughout the unit. Students who are higher achieving may write their own paragraphs about the ocean and taking care of it.