Dive Into the Deep, Clays Mill Elementary School, Fayette County Public Schools, Lexington, Kentucky

"Dive Into the Deep"

Grades 1-2
Clays Mill Elementary School
Developed by: Wendy Montgomery and Heather Smith

Organizer

How am I like the creatures of the oceans?

Academic Expectations and Demonstrators

1.2 Students make sense of the variety of materials they read.

Select and use appropriate print materials for a variety of purposes.

Demonstrate an understanding of print materials read in and out of school.

2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.

Classify objects according to one property or attribute.

Use senses to observe items; communicate similarities and/or differences.

Recognize, describe, and create patterns of objects or events.

2.3 Students identify and analyze systems and the ways their components work together or affect each other.

Analyze how the properties of the components of a system affect their function within the system.

Essential Questions

What do I need to survive? (food, water, shelter/protection)
What do ocean animals need to survive?
How do living things depend on each other for food/nutrition? (Food Chain)
How do living things depend on water? (Water Cycle, Salt/fresh water, etc.)
How do living things protect themselves? (Shelter, adaptations)

Culminating activity

Sea-Creature Fair: In groups of 2 or 3, students will create a brochure comparing themselves and their sea creature. The groups will present their brochure at a sea-creature fair. The sea creature fair will also involve students dressing as their creature, sharing food representing their creature, and sharing with parents and other 1/2 classes (costumes and food not assessed).

Rubric

	Score
Criteria	4	3	2	1
Brochure	At least 2 comparison facts for similar food, water, and shelter/adaptations. At least 4 correct, general facts about the sea creature are evident. All sentences complete with correct punctuation and capitalization. Spelling errors do not detract from meaning. Graphic(s) add to the effectiveness of the brochure. Does not detract from design/layout.	At least 1 comparison fact for similar food, water, and shelter/adaptations. At least 3 correct, general facts about the sea creature are evident. Most sentences complete with correct punctuation and capitalization. Spelling errors do not detract from meaning. Graphic(s) add to the effectiveness of the brochure. Does not detract from design/layout.	At least 1 comparison fact for 2 of similar food, water, or shelter/adaptations. At least 2 correct, general facts about the sea creature are evident. Some sentences complete with correct punctuation and capitalization. Spelling errors begin to detract from meaning. Graphic appropriate to topic. Begins to detract from design/layout.	At least 1 comparison fact for 1 of similar food, water, or shelter/adaptations. At least 1 correct, general fact about the sea creature is evident. Few sentences complete with correct punctuation and capitalization. Spelling errors detract from meaning. Graphic may not be appropriate to topic. Detracts from design/layout.
Presentation	Each group member participates in the presentation. Appropriate eye contact, voice and timing. The visual aid is appropriate and adds to presentation. Student listens appropriately to other presentations.	Most group members participate in the presentation. Appropriate 2 of 3 eye contact, voice and timing. An appropriate visual aid is present. Student listens appropriately to other presentations.	Some group members participate in the presentation. Appropriate 1 of 3 eye contact, voice and timing. A visual aid is present. Student listens appropriately to other presentations.	One or few group members participate in the presentation. Students present information to audience. The visual aid doesn’t add to the presentation. Student listens appropriately to other presentations.

Knowledge (Core Content)

Grade Two: Structures & Functions
SC-E3.1.3 – Each plant or animal has different structures that serve different functions in growth, survival, and reproduction.

Grade One: Relationships Among Producers, Consumers, and Decomposers SC-E-3.3.1 – Plants make their own food. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.

IR2.2 – Apply knowledge of organization of piece: cause and effect, comparison, contrast, and/or sequence.

IR2.5 – Summarize information from what is read.

IR2.6 – Connect the content of the passage, to real life and/or current events.

Technology Standards

T4.4 Locate information using the Internet

T4.4.2 Access and navigate web sites

T4.4.4 Use various web browsers

T4.5 Navigate within an operating system or software

T5.1 Use proper keyboarding with speed and accuracy relative to the task.

T5.3 Evaluate information from the Internet

T5.6 Enter and edit word processing information

T6 Use or Present Information/Technological Skills

T6.5 Create a presentation or product using application software.

Skills and Procedures

Analyze, organize and interpret information
Recognize, describe, and create patterns
Investigate relationships between real objects
Classify objects
Draw inferences
Select and summarize key point from a message
Listen for information
Express ideas verbally and symbolically
Practice formal presentation for specific audience/purpose
Practice appropriate verbal and non-verbal behaviors
Becoming a responsible group member
Demonstrate relationships among patterns

Instructional Activities

Timeline for Unit

	Mon	Tues	Wed	Thurs	Fri
Week 1 4/15 – 4/19	Introduce Unit KWL Chart Online Book (Drippy the Raindrop-TALK)	How do living things depend on water (Water Cycle)? Science Lab Video	How do living things depend on water (Salt & Fresh Water Comparison)?	How do living things depend on each other for food/nutrition? (Food Chain)	How do living things depend on each other for food/nutrition? (Food Chain)
Week 2 4/22-4/26	How do living things depend on each other for food/nutrition? (Food Chain)	How do living things protect themselves? (Shelter) A House for Hermit Crab, Eric Carle	How do living things protect themselves (hiding/camouflage)? Swimmy Big Book	How do living things protect themselves (body parts-spines, poisons, etc.)? Jellyfish Craft	How do living things protect themselves (other animals/each other)?
Week 3 4/29-5/3 Guest Speaker	What do I need to survive? Kidspiration Graphic Organizer	What do ocean animals need to survive? Kidspiration Graphic Organizer	How am I similar to ocean animals? Kidspiration Graphic Organizer	How do ocean animals and humans affect each other?	Introduction to culminating activity Assign groups and animals Rubric
Week 4 5/6-5/10	Begin research (print & electronic)	Research	Groups begin to use Publisher and create visual aid	Groups create Publisher/visual aid	Groups create Publisher/visual aid Finish the KWL Chart
Week 5 5/13-5/17	Sea Creature Fair Dress Rehearsal Both Classes Model Presentation Skills	Sea Creature Fair Culminating Activity

Lesson Goals

Lesson 1: Introduction to Unit

Objective: Students will understand an overview of the unit.

Description: Group discussion about unit. Students will fill out K and W portions of chart.

Assessment: KWL Chart

Lesson 2: The Water Cycle

Objective: Students understand how living things depend on water.

Description: Drippy the Raindrop (online book) and Science video will be used to review the water cycle.

Assessment: Draw the water cycle.

Lesson 3: Salt and Fresh-water comparison

Objective: Students will learn how different organisms depend on different types of water.

Lesson 4: The Food Chain

Objective: Students will learn how living things depend on each other for food.

Lesson 5: Organism Protection

Objective: Students will understand how organisms protect themselves.

Description: Shelter – A House for Hermit Crab by Eric Carle
Hiding/Camouflage – Swimmy by Eric Carle

Body Parts – A jellyfish craft

Other Animals/Each Other -

Assessment: Open Response Question – Name one animal and describe how it protects itself.

Lesson 6: How am I like an ocean animal?

Objective: Students will understand how they are similar to ocean animals.

Description: Students will use previous information to create a graphic organizer using Kidspiration to compare themselves with ocean animals. A guest speaker will also come to share information about the ocean.

Assessment: Completed graphic organizer

Lesson 7: Introduction to Culminating Activity

Objective: Students will understand how to complete the culminating activity.

Description: Go over rubric; assign groups and animals for each group. Display a sample brochure and discuss Sea-Creature Fair (costumes, food, presentation, etc.)

Lesson 8: Sea Creature Research

Objective: Students will gather information about their assigned animal.

Description: Using print and web-based resources, students will gather information about their creature. They will complete research WKST/checklist in order to guide their researching.

Assessment: WKST/checklist

Lesson 9: Creating Brochure and Visual Aids

Objective: Students will use their gathered information to create a feature article in brochure form and a visual aid for their presentation.

Description: Using pre-designed template, students will create a brochure using MS Publisher either in the lab or classroom.

Assessment: Culminating Performance

Lesson 10: Dress Rehearsal

Objective: Students will practice their presentation skills.

Description: Groups will practice the presentation. They will share their visual aid and brochure with the rest of class. They will also describe their costumes and food for their animal.

Assessment: Sea-Creature Fair

Critical Resources

Water Cycle video from science lab

TALK – Drippy the Raindrop http://www.fayette.k12.ky.us/instructtech/talk/activities/water_cycle/water_cycle_files/frame.htm

Ocean Animal Printouts http://www.enchantedlearning.com/subjects/ocean/Oceanlife.shtml

Creature Feature: http://www.nationalgeographic.com/kids/creature_feature/archive/

Ocean Pictures:
http://www.seasky.org/seagallery/seapic.html

Life in the Sea:
http://www.kidport.com/gradeK/science/sealife.htm

Discovery Kids Cam Page:
http://www.kids.discovery.com/cams/cams.html

A House for Hermit Crab by Eric Carle

Swimmy by Eric Carle

Guest Speaker

Kidspiration

MS Publisher & Template

Oceans Unit

Pre-Test

Name: Date:

Mark True (T) or False (F) for each statement.

Jellyfish have tentacles to help them swim.

All living things need fresh-water to live.

Large fish eat smaller fish.

Oceans are a big part of the water cycle.

When water evaporates, it is gone forever.

People share similarities with ocean creatures.

I am not a part of the food chain.

All creatures have adaptations to survive.

A shell is like a house.

A group of fish is called a herd.

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