Joanna Yuhas Catherine Mitchko Mrs.

Meyer 1st grade Habitat Unit: Day 4 Oceans Title or Topic of Lesson and Grade Level Introduction to Ocean Habitats-1st grade Lesson Essential Questions Where are oceans located? What kinds of animals live in the ocean? What kinds of plants grow in the ocean? What is the climate like in an ocean habitat? Standards NJCCS 5.3.2.A.1 NJCCS 5.3.2.C.1 NJCCS 5.3.2.C.2 Group living and nonliving things according to the characteristics that they share. Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals.

Lesson Objectives and Assessments Objectives Students will be able to name some of the living (plants and animals) and nonliving (water and sand) parts of the ocean habitat.

Assessments Students will correctly answer questions during the discussion and will accurately construct the craft in their science journal.

Materials Letter from Russell Guided imagery paragraph Blue cellophane ocean Pictures of plants and animals in the ocean o Seaweed o Sea grass o Clownfish o Anglerfish o Sea turtle o Crab o Sea gull o Shark o Whale

o Dolphin Flashlight Picture of Plankton from Spongebob Fish and plant cutouts for the ocean craft Crayons for each student Scissors for each student Glue for each student Science journal

Prior Knowledge and/or Pre-Lesson Assignment Students have been learning about habitats for the past few days and have seen the example of the forests and how the living and nonliving parts of the habitat interact. Some students may have gone to the beach and seen the ocean and therefore have seen some of the elements that make up the ocean habitat. Lesson Beginning Message from Russell (5 minutes) Students will be gathered on the rug. Tell students that you have received another message from Russell. The message congratulates students on earning their forest badge and to be prepared to earn their next wilderness explorer badge for the oceans. It reminds them of the rules for exploring new habitats. Open the world map at the front of the room to show students how much of the earth is covered by oceans. Instructional Plan Guided Imagery (10 minutes) Have students close their eyes and be very silent and tell them to create a picture in their mind as you read the imagery to them (see below). Read the paragraph that describes the saltiness of the water, the different kinds of animals that you would see, the different types of plants you would see, the difference in lighting as you dive deeper. Afterwards, start creating a list on the board by asking students the kinds of things they saw as they traveled through the ocean. Ask them what they felt. Ask them what they smelled. Ask them what they tasted. Ask them what they heard. Plants in the Ocean (10 minutes) Put a piece of blue cellophane with tan paper covering parts of it on the board to represent the sand and the water in the ocean. Using a flashlight, show students how the sun affects different parts of the ocean. The shallower parts get the most sunlight and as it gets deeper there is less light. Tell students that this plays an important part in the way the ocean habitat is organized. Show pictures of seaweed to the students. Ask them to think about whether plants could grow deep in the bottom of the ocean where there is no sunlight. They should come to the conclusion that plants have to grow where the water is shallower because that is where there is the most sun. Describe that the part of the ocean where plants grow is called the shelf. Place the seaweed on the continental shelf of the cellophane

ocean. Do the same thing with sea grass (bolded words are vocab for word wall) and tell students that it also grows on the shelf for the same reasons as the seaweed. Animals in the Ocean (5 minutes before special 10 minutes after special) Ask students to think back to the imagery. What kinds of animals did they see in the ocean? Students will probably talk about the fish and the sharks and the whales. Tell students that there are many, many types of fish that swim in the ocean. Tell them that most of the fish live in the ocean live in the part that is closest to the sun. They eat the different plants and even the other fish that live there. Ask students if they have seen plankton from Spongebob. Show a picture of Plankton and tell them that planktons in real life are really small and most fish eat them. Describe that some bigger fish will eat smaller fish, too. Show pictures of various kinds of fish that are in the ocean (vocab: clownfish). (Break for special) When students return to the classroom tell them that you are not finished showing them the animals that live in the ocean. Show them a picture of an Anglerfish and describe why the Anglerfish is a special kind of fish. Explain that they have lights built into their bodies because they live in the some of the deepest and darkest parts of the ocean. Place the anglerfish on the ocean. Then move on to talk about the other animals in the ocean. Talk about crabs, turtles, seagulls, and dolphins, adding the pictures as you go. Ocean Craft (15-20 minutes) Before sending students back to their desks, tell them the directions for the craft. They will be coloring their animals and plants first. When they are finished coloring, they will cut the animals and plants. Then they will glue them into their science journals on the page for oceans day 4. The pictures should be in the appropriate places that they would actually be in the ocean. Closure Clean Up Add new vocabulary words to word wall. Have students throw away any scraps of paper that is still on their desks. Remind them to close the glue sticks. Tell them that before they put their journals away they should write the appropriate smiley face indicating whether they understood the information, need more help, or did not understand the information. Then have students put all journals into the journal bin and to get ready to go home for the day. Differentiation: Have students who have been to the beach before describe what the beach is like to students who might never have seen the ocean. If students need help during the craft, have students who are further along in the project, help the slower students to finish their work. Help students who might be having trouble cutting their pictures. Questions: What did you see in your mind as I read to you? (fish, sharks, turtles, whales) What did you feel while you were swimming in the ocean? (water, fish swimming again my legs) What did you smell? (salt, fish) What did you taste? (Salt) What did you hear? (Waves, seagulls, splashing) Which part of the ocean would get the most sun? (The top) What is something you know about plants? (They need sun to grow) Do you think plants can grow in the deep part of the ocean where there is no sun? (no)

Classroom Management: Remind students that if they behave they are trying to earn their wilderness explorer badges but those only go to good listeners. Walk around as students are working to keep class calm. Play ocean sounds while students are working so that they have to listen to it while they work. Keep students on the rug during the main instruction time. Transitions: Explain all instructions to students before having them move. Use the 123 move system if they seem to be having difficulty listening during the day.

Guided Imagery:

Close your eyes and get prepared to see a movie in your head. Imagine that you are about to explore the ocean. You are dressed in all of your diving gear. You are standing on the beach wiggling your toes in the warm, smooth sand. You hear seagulls squawking in the distance. You can hear the waves crashing against the sand. You begin to walk towards to water and then you dive in. The water is warm when you first dive in. The saltiness makes you wish you had a drink of fresh water but you keep swimming. The first things you see are the strands of green, slimy seaweed that are floating around in the water. As you swim you pass by a school of fish. You notice a bright orange fish with white stripes. You know that it must be a clownfish! As you get closer to the bottom of the continental shelf you see a red crab with its legs and claws. They look sharp so you decide to swim away. You are swimming along when all of a sudden you see a big, green sea turtle. You are amazed by the size of his shell and his flippers. You wave goodbye to him and keep swimming. Uh oh! The next thing you see is a big, blue, shark with large, sharp teeth. You decide that it might be dangerous to get too close so you swim in the opposite direction. You are swimming away from the shark, when you see an even bigger animal! Its a big, black and white killer whale with shiny blubber and an opening on top of his head where he breathes. He is so big compared to how little you are! When you finally say goodbye to the whale, you decide you want to swim much deeper. You leave the continental shelf and begin to go down to the deepest depths of the ocean. It starts to get darker and darker as you get farther away from the surface and the sun. You no longer see any seaweed or tall, green sea grass. It begins to get much colder, too. You can no longer even see your hand in front of your face and you are shivering from the cold water. You look to see any light and suddenly you can see a faint glow in the distance. It looks like a fishing rod that glows in the dark. Suddenly, you realize that it is an anglerfish. It has tiny eyes but a big hook on its head that attracts other fish that live in the deep parts of the ocean. The anglerfish is kind of ugly looking, so you decided that it might be time to end your adventure in the deep ocean and you start to swim back towards the surface. You can start to see some light again and the water gets warmer the closer you get to the top. Finally, you have reached the surface of the water and you stick your head out and feel the warm wind on your face and the heat from the sun. You look in the distance and see a family of dolphins jumping in and out of the water. You swim back to the beach and land on the sand breathing heavy from the long, hard swim. You sit happily in the sand and think to yourself, that was the best adventure ever!