Lesson Plan - Final Assignment

Victoria Skoog & Madeline Joyal

Unit topic: Oceanography

Grade: 5th Grade

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Lesson topic: Exploring the Deep Blue Sea

Lesson Objectives:

• Students will be able to identify the percentage of the ocean that has been explored so far, as compared to the percentage of the Earth that is covered by oceans.

• Students will be able to characterize specific ocean animals discussed during the lesson.

• Students will be able to choose the non-living object listed with living organisms that are found in the ocean.

• Students will be able to identify the largest living structure in the world, as well as point out where it is located on a map.

Instructional Techniques:

• Group discussions

• Activity sheet

• Computerized test

Instructional Materials:

• Computers (for test)

• Activity sheet

• Pen

• Folder

Theoretical Perspective:

• Oceanography is important because it is essential for life on earth (provides most of the oxygen we breathe, controls climates, etc.)

• It’s important to be aware of the world’s largest living structure (The Great Barrier Reef) because it is dying (coral bleaching). This has an impact on ocean life, Australia’s economy, etc.

• It’s important to identify and understand the characteristics of ocean animals because that’s what make them unique from other animals both in the ocean and on land.

Procedure:

1. INTRODUCTION:

1. The lesson will begin with asking the students what kind of animals they know about that live in the ocean. Next, the students will be asked how much they think the Earth is covered by oceans. The answer will be given after students have raised their hands to guess. Then, the students will be asked how much of the oceans they think have been explored. The answer will be given after the students have raised their hands to guess. There will also be a discussion about how big the coverage percentage is as compared to how small the exploration percentage is.

2. The lesson will continue by showing the students pictures of the ocean, specifically the Great Barrier Reef in Australia. The class will have an information session about what the ocean does for us (climate change and oxygen). They will also earn about how the Great Barrier Reef is made up of coral, sea sponges, and other ocean animals. This will lead into revealing that coral and sea sponges are living creatures, and the reef is dying, affecting the economy and ocean life.

3. The lesson will move into showing the students pictures of ocean animals, specifically an octopus, a seahorse, a sea star, a sea turtle, a jellyfish, a dolphin, a shark, a beluga whale, a blue whale, a walrus, coral, and a sea sponge. There will be a group discussion on characteristics of these ocean animals, and what makes them unique species (ex. an octopus has 3 hearts, a blue whale is the largest living animal known to man, male seahorses give birth, etc.)

4. Lastly, the exam will be on certain facts that were discussed in class to allow the students an opportunity to share their knowledge about oceanography.

2. STEP BY STEP:

1. Activity Sheet - this activity sheet will be handed out to the students before they begin their formal evaluation on the computer. The 3 steps in the directions will be thoroughly explained before the students begin to work independently, and there will be a chance for anyone to ask questions before they begin the exam.

2. Formal Evaluation - this formal evaluation will take place in a computer lab where students will have easy access to the computerized exam. They will have their activity sheet with them, as well as folders to put up and pens to write with (to avoid cheating). The exam will consist of questions regarding percentages, ocean animal characteristics, identification of the largest living structure, and identification of a non-living thing listed with living organisms. The students will go through the exam, completing the activity sheet while they go.

3. CONCLUSION:

1. After everyone finishes the exam, they will turn in their activity sheets and go back to their seats. The lesson will conclude with asking every student about something they learned during the oceanography unit, writing their thoughts on the whiteboard as the discussion continues. The students will also be asked if there was anything they wanted to know more about / wished we covered in class (pertaining to oceanography).

4. ADAPTATIONS:

1. NON-ACTIVE SPEAKERS - students who do not wish to speak during the discussions will be allowed to pass. Their formal evaluation doesn’t involve speaking, so their grade will not be altered.

2. ELL - There are pictures on all question pages, so it makes it easier to understand what the questions are referring to.

Evaluation:

1. Objective one is that students will be able to identify the percentage of the ocean that has been explored so far, as compared to the percentage of the Earth that is covered by oceans. These statistics will be taught in the lesson beforehand and evaluated on the computerized test.

2. Objective two is that students will be able to characterize specific ocean animals discussed during the lesson. During the lesson, the students will discuss and identify the characteristic of ocean creatures and what makes them unique. There will be questions about a unique characteristic that an ocean animals has, and the students will have to identify which animal possesses that certain quality.

3. Objective three is that students will be able to choose the non-living object listed with living organisms that are found in the ocean. The lesson before the exam will go over that the Great Barrier Reef is made up of coral, and it contains other LIVING organisms such as sea sponges, fish, sharks, etc. There will also be a discussion about how the coral reef is DYING, which is something only living organisms are able to do. Out of the list of organisms, the students should identify that a rock is the only object that is not alive.

4. Objective four is that students will be able to identify the largest living structure in the world, as well as point out where it is located on a map. There will be a map of the world on the formal evaluation which students can pinpoint where the largest living structure (Great Barrier Reef) is located.

• A concern that I would have about teaching this lesson is that the website might not be functioning properly or there could be a computer error. If this happened, the students will receive a paper copy of the exam to fill out and turn in at the end of the lesson.