Lesson Plan Guide

Teacher Candidate: Kristen Rice Date: 6/6/2014

Grade and Topic: 3
rd
Grade Science- Oceans Length of Lesson: 1 hour for two days
Mentor Teacher: Dr. Carmen Weaver School: Isaac Lane Technology Magnet Elementary

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
This lesson is part of an overall unit on land masses and correlating bodies of water. As noted in
the TN State Science standards, the student must be able to use information and illustrations to
identify Earths major landforms and bodies of water. By using the technology presented in the
classroom, the student will be able to see, understand, and recite the land masses and bodies of
water of our world. The student will also be able to visualize the different habitats of an ocean,
noting its place, characteristics, and animals that live there.

LESSON OBJECTIVE:
Given a world map, the student will be able to point out, recite, and list specific details on the 4
oceans of the world with 100 % accuracy.
Given a certain ocean, the student will construct a PowerPoint presentation with 7 slides with
accurate information and images with 95% accuracy.
Given information on the different parts of the ocean, the student will construct a flow chart with
the correct names, characteristics, and different types of animals present in each habitat with
95% accuracy.
Given different pieces of technology for research purposes, the student will accurately follow
and use the 6 ITSE standards of technology with 100% accuracy.

Student Participation
The goal of this lesson is for the students to demonstrate a clear understanding of the Earths Oceans, why they
are important to our environment, and what is important or unique about each different ocean. Students will
present a PowerPoint (visual demonstration) to demonstrate their understanding of oceans, and how technology
can have a key part in comprehension.

STANDARDS ADDRESSED:

SPI 0307.7.1- Classify landforms and bodies of water according to their geological features and identify them
on a map.
In this lesson plan, the students will address all 6 of the ITSE Standards, including:
Creativity and Innovation (PowerPoints and Habitat Projects)
Communication and Collaboration (Group Work)
Research and Information Fluency (Research on the Laptops and iPads)
Critical Thinking, Decision Making, and Problem Solving (PowerPoint material)
Digital Citizenship (Being responsible on the internet while conducting research)
Technology Operations and Concepts (How to work a laptop and an iPad)

MATERIALS:
Video Clip for an introduction to oceans http://video.nationalgeographic.com/video/oceans-
narrated-by-sylvia-earle/oceans-overview
Smart Board to view the video clip
Laptops for Research
Microsoft PowerPoint
Poster Board
Crayons and Markers
Scissors
World Map for Ocean Identification Game
Questions for Ocean Identification Game
Colorful Sticky Notes for Ocean Identification Game
Popsicle sticks
http://www.wonderville.com/gallery/animal-kingdom/ocean-life/ocean-habitats

Technology Integration
Students will watch the link from the website above for a quick introduction to oceans and what
they are. Students will also use Microsoft PowerPoint on their laptops in order to construct a
presentation on 1 of the 4 oceans. Students will use the iPads in order to find an app that
correlates to our lesson. The Smart Board will be used for our Ocean Identification Game.
Students, upon completing their Power Point Presentation will submit them to a drop box using
their laptop in order to receive a grade.

BACKGROUND and RATIONALE:
Students will understand that oceans are a major contribution to the world. Students will also understand
that an ocean has many different habitats that share characteristics, but are also very different from each
other. Students will demonstrate their understanding by submitting a PowerPoint, creating a flow chart
of the different habitats of an ocean, and sharing an app from the iPad that lets them further understand
our lesson on oceans.
Critical and Academic Language is not addressed in IDT 3600.
This lesson is a continuation of a unit on land masses and bodies of water.
We will refer back to this lesson when discussing smaller bodies of water, such as rivers and lakes, in
order to understand why oceans are so different and special from other bodies of water. Our flow charts
will also be used in subsequent lessons in order to understand the different habitats that are unique to
each body of water.
I am aware that the lesson will need to be differentiated for students who did not master the objective
and for those ready for enrichment in order to be effective for future use, but as of right now,
modifications are not covered in this course.

PROCEDURES AND TIMELINE:
Day 1 Introduction: (5 minutes)
Students will be seated at the desks waiting for further instruction. I will have a globe on my desk, and I will
begin the lesson by asking the students a few questions in order to open the lesson:

When you look at a globe, what two colors do you see?
What do you think the color blue represents?
What is an ocean?

I will then ask the students to gather around on the carpeted area of the classroom in order to view a video on
the Smart Board.


Day 1 Procedures

Video, Questions and Response: 15 minutes

We will watch a video entitled Oceans from the National Geographic Kids website listed here:
http://video.nationalgeographic.com/video/oceans-narrated-by-sylvia-earle/oceans-overview . During the video,
I will ask the students some questions in order to assess comprehension.

These questions will include:
Light from the Sea generates about 70% of the oxygen of the atmosphere. Why is it important that we
have oxygen?

The ocean drives and determines weather. It also stabilizes our climate and temperature. When you live
by an ocean, what is the weather usually like? What about the weather around the north and south poles?
Why is it colder around the poles, even when there is an ocean present?

How much of the Earths surface does the ocean cover?

What do you think lives at the bottom of the ocean?

Where are most of the Earths volcanoes located?

Who is endangering our oceans? What is being taken away from our oceans? What is being put into our
oceans?

What has led to a loss of coral reefs around the shores of oceans?

What can we do to reverse the damage done already to our oceans?



Ocean Identification Game (15 Minutes):

After we finish watching the video, I will instruct the students to stay seated at the carpeted area. I will then
switch over to another tab on the SmartBoard screen and have a projection of a World Map. The Oceans will all
be specially marked so that the students can see which landmark is the most important for this lesson. We will
be playing the Ocean Identification Game. I will have 4 different colored sticky notes on my table. I will ask the
students a series of questions about the 4 oceans on Earth. If the student knows the answer to my question, I will
call on the student and allow the student to place a sticky note on the ocean that the question corresponds to.

Red- Atlantic
Blue-Pacific
Green-Indian
Yellow- Arctic

The Questions will be as followed:

1. I border the United States on the East.
2. I border the United States from the West.
3. My waters are very chilly.
4. I am the largest ocean.
5. I am the smallest ocean.
6. I have a place called the Bermuda Triangle.
7. I have an island called Hawaii.
8. I am the warmest ocean in the world.
9. I am located near the South Pole.
10. I am named after a country.

After we finish our game, the students will return to their desks. I will pass out a piece of paper with both
the questions and answers from our game on it. I will tell the student to put that piece of paper in their Take
Home folder, sit quietly, and await further instruction.

Flow Chart Art Time (15 minutes)

Once the students return to their desk, I will pass out baskets of art supplies to each cluster. I will then give
each student a piece of poster board. The students will be in charge of drawing their flow chart of the
different ocean habitats.

We will once again be on the Smart Board as I project another website
http://www.wonderville.com/gallery/animal-kingdom/ocean-life/ocean-habitats for the students to see.

This website lists the different types of ocean habitats from top to bottom, from Tidal Pools to the deepest
part of the ocean. While I go over each ocean habitat, the students will be drawing their representation of
what they think the habitat looks like. I will ask that each student draw at least 2 animals and two types of
plants that are present in each habitat.

Once we are finished, I will ask the students to straighten up their work area, place their drawings inside
their Take Home folders, and await further instruction quietly.


PowerPoint Instructions: 5 minutes

I will explain to the students the instructions for their PowerPoint presentations on oceans. I will have the
instructions for the students printed out on a piece of paper that they are in charge of for taking home and
showing their parents. I will then proceed to go over the instructions for the last ten minutes of class. There will
be 4 groups; one for each ocean. I will assign the groups and the oceans using Popsicle sticks with the students
name on it. I will draw 5 names and assign and ocean, and repeat that step 3 more times. Students will go home
that night and start researching their ocean on their own. The students will return the next day to class to
combine all of their information with their other group members and create a PowerPoint.

Information needs to include:
Name of the ocean
Ocean Location
Continents that are near the Ocean
How big the ocean is
The oceans temperature (is it warm, cool, or cold?)
How deep the ocean is
Any fun facts that the student can find on their ocean.

I will remind the students that they already have some information on their oceans from what we did today in
class (The video questions and their habitat drawings). The students should be smart and remember to take that
home with them in their take home folder. I will explain to the students that the PowerPoint must have at least 7
slides, with at least one image for each slide. Students are encouraged to be as creative and expansive on this
project as possible.

I will then let the students get together in their groups so they can begin assigning positions, who will research
what, and come up with a theme for their PowerPoint.

Closure: 5 minutes

To close out our lesson, I will let the students line up at the door, and on their way out, the student must tell me
something that they learned from todays video or from our discussion during our Ocean Identification Game.

Teacher Procedures Student Procedures

1. I will begin by projecting the video on the
SmartBoard screen for the students to
watch
1. Students will remain silent as the video
begins
2. I will ask questions throughout the video in
order to assess the students for comprehension
2. Students will be responsible for being alert and
active while the video plays, answering questions
and contributing to discussions.
3. I will pull up another tab and bring up a world
map on the SmartBoard.
3. Students will remain seated at the carpeted area.
4. I will explain to the students the game we are
playing, and how I will let the students come up to
the SmartBoard if they have the correct answer.
4. Students will sit quietly and listen to my
instructions.

5. I will place the sticky notes on my desk and
start asking questions, pausing between questions
to give a little more detail to the correct answer.
5. Students will raise their hand if they know the
answer to the question, and will walk to the front
of the room if they get the question right to place
the corresponding sticky note on the right ocean.
The student will then return to their seat quietly.
6. I will pass out a sheet with both the questions
and the answers for our PowerPoint game.
6. Students will be instructed to place this sheet of
paper in their Take Home folder.
7. I will pass out art supplies to each cluster of
desks. I will also pass out a piece of poster board
to each student.
7. The student will sit quietly while art supplies are
being passed out.
8. I will bring up the website on the Smart Board. I
will go through each habitat, listing the main facts
and characteristics of each.
8. As I go through each habitat, students will be in
charge of drawing their representation of the
habitat, including two plants and two animals from
each habitat.
9. Once we are through, I will instruct the students
to clean up their work area and place their
drawings in their Take Home folder.
9. The student will clean up their area and place
their drawing in their Take Home folder, sit
quietly, and await further instruction.
10. I will pass out instruction sheets for our
PowerPoint presentation on oceans.
10. Students will sit quietly at their desks while I
pass out papers.
11. I will go over the instructions for the students,
noting what all will need to go into the
PowerPoint, that creativity needs to be included,
and what group the student will be in.
11. The students will listen for their name when I
am announcing groups. The student will then get
together with their group and start assigning
positions.
12. I will ask the students to line up at the door. 12. Students will line up in a quiet, orderly fashion.
13. Before the student can walk out of the door,
they must tell me one fact that they learned today
from either the video that we watched, or the
Ocean Identification game that we played.
13. The student will answer a question that I ask
them before leaving the room for their next period.

Day 2 Introduction: 5 minutes
Once the student arrives in class, they will be instructed to get together with their group and then sit quietly to
await further instruction.

I will then pass out the classroom laptops for the students to conduct their research on. Students should have
already brought some research to class with them from studying their ocean on their own at their house.

I will let the students know that they have 30 minutes to finish conducting their research and putting their
PowerPoint together.

Student Research/Construction of PowerPoint: 30 Minutes

As mentioned before, students will spend 30 minutes researching and putting their PowerPoints together. I will
walk around the room and offer guidance and help for any group that needs it.

Presentations: 25 minutes

I will get the students attention by clapping my hands three times. Students should realize from our classroom
procedures that this means Our talking is through, our eyes on you. I will let the students decide which group
goes first for group presentations. The other groups are expected to have the utmost respect for the group that is
presenting by staying quiet and focused.

For grading, I will be looking at professionalism, content, creativity, number of slides, number of images, and
how well the group seems to be working together, and responsibilities of each group member.

Closure: 5 minutes

Once all four groups have gone, I will ask the group member in charge of putting their PowerPoint in the
classroom dropbox to go ahead and do so. Each group members name should be on the PowerPoint with their
assigned position. Once the group member has placed the PowerPoint in the dropbox, I will ask the students to
line up at the classroom door for their next class.

Teacher Procedure Student Procedure
1. I will instruct the students that they only have 30
minutes to finish researching their ocean and put their
PowerPoint together.
1. The student will work in a timely manner in order to
finish researching and putting together their
PowerPoint.
2. I will walk around the room, lending guidance and
help if any of the groups need me.
2. If the student needs help or guidance, they will be
instructed to raise their hand to ask for the teachers
help.
3. I will then announce to the class that it is time for
presentations, and instruct the other students who are
not presenting to be quiet and respectful.
3. Students will present.

4. After all of the presentations are finished, I expect
the dropbox student of the group will place the groups
4. Drop Box student will place the PowerPoint in the
teachers dropbox.
PowerPoint in the dropbox for me to grade.


ASSESSMENT EVIDENCE:

Rubric for PowerPoint:

Criteria: 1 2 3
Content Student had
little content, or
content that was
unrelated to
their ocean
Student had
content, but
failed to
elaborate on
crucial points
Student had
sufficient and
interesting
content; their
ocean was
covered with the
correct
information
Images Student had 1-2
images
throughout the
PowerPoint;
images poorly
reflected the
groups ocean.
Student had 3-5
images
throughout the
PowerPoint;
images
represented the
ocean, but there
could have been
more.
Student had an
image for each
slide, and even
went above and
beyond with
additional
images that
clearly
represented the
ocean.
Spelling and
Grammar
Multiple
misspellings and
misuse of
grammar
throughout
Some
misspellings and
grammar errors
Spelling and
grammar errors
were few to
none.
Number of slides 5 slides or less. 6-7 slides. 7 slides and
more.
Creativity The PowerPoint
was very plain;
no effort was
put in to make it
stand out.
The PowerPoint
was somewhat
creative, but still
lacked qualities
that could have
made it stand
out.
The PowerPoint
demonstrated
creativity and
went above and
beyond.

Professionalism Other students
in the group
were talking
when the group
speaker was
presenting.
Students were
lost when it
came time for
them to speak.
Students were
respectful while
others were
speaking,
however, they
did not know
when it was
time for their
portion of the
PowerPoint to
be presented.
Students were
well behaved
and knew when
it was their turn
to speak and
present their part
of the
PowerPoint.
Responsibilities No positions
were assigned;
presentation was
chaotic, with no
Positions were
assigned;
presentation was
still sloppy, with
Positions were
assigned and
enforced;
presentation was
structure. pauses now and
then.
effective and
smooth.



MODIFICATIONS:

I am aware that the lesson will need to be differentiated for students who did not master the objective
and for those ready for enrichment in order to be effective for future use, but as of right now,
modifications are not covered in this course.


References:
http://www.state.tn.us/education/standards/science/SCI_Grade_3.pdf

http://video.nationalgeographic.com/video/oceans-narrated-by-sylvia-earle/oceans-monterey-
bay?source=relatedvideo

http://www.wonderville.com/gallery/animal-kingdom/ocean-life/ocean-habitats

http://www.sciencekids.co.nz/sciencefacts/earth/oceans.html