Under the Sea: Ocean Unit Plan

Overview of Unit:

This unit was designed as a cross-curricular ocean theme for a first grade class. The unit has been designed to teach learners of all grade levels and learning styles. By the end of the unit my students will be experts on a sea creature of their choice and our classroom will be transformed in to an ocean environment.

Fall 2010

Heather Ragan (Svihl)

Under the Sea: Ocean Unit Objectives

Reading:
1.1.4- Comprehend vocabulary using suffixes, synonyms, and antonyms, alphabetical order to locate words using the first letter of each word 1.1.A1- Develop and expand vocabulary (reading, writing, listening, speaking) 2.1.1- Demonstrate concept of print, concept of word, and voice-to-print match; identify author and illustrator 2.1.2- Using during-reading strategies based on text and purpose: make predictions, identify key vocabulary, and make inferences with assistance 2.1.3-Using after-reading strategies based on text and purpose to recall/details facts and restate main ideas orally 3.1.9- Use information to answer specific questions 5.1.2: Draft sentences about a single topic that address audience and purpose with supporting details 5.1.3: Revise drafts for audience, purpose, focused ideas, organizations, relevant details, and voice with assistance 5.1.7: Prepare a legible final draft to display or share 5.1.A.1: Use correct spelling of CVC and high frequency words 6.1.9-Write sentences to formulate and answer a research questions, record information from simple reference materials and technology 7.1.1-Listen for a variety of purposes: gaining information, being entertained, and understanding directions 7.1.2- Listen and respond to oral communication 7.1.3-Expand vocabulary through listening 8.1.2-Use precise language to describe feelings, experience, observations, and ideas 8.1.4-Participate in group discussions following the turn taking process

Math:
2.1.1-Recognize, describe, label, and extend and create simple repeating patterns using symbols, objects and manipulative

Science:
L.2.C.3- Explain that living things are found almost everywhere in the world

Text Set- Books

Rainbow Fish by Marcus Pfister Rainbow Fish to the Rescue by Marcus Pfister Comets Nine Lives by Jan Brett The Magic School Bus Takes a Dive by Joanna Cole The Magic School Bus on the Ocean Floor by Joanna Cole Ocean Seasons by Ron Hirschi Coral Reefs by Gail Gibbons Splash! By Melvin and Gilda Berger Life in an Ocean by Carol K. Lindeen Coral Reefs by Sylvia A. Johnson The Atlantic Ocean by Leighton Taylor The Underwater World of the Coral Reef by Ann McGovern Do Whales Have Belly Buttons? By Melvin and Gilda Berger Seahorse Life by Ellen Doris Down, Down, Down in the Ocean by Sandra Markle Marien Biologist by Jennifer Wendt Oceans, Islands and Polar Regions by World Book Oceans, Seas, and Reefs by Barbara A. Somervill Ocean by Miranda MacQuitty Ocean by Edward Riccuti Eyewitness Ocean by Miranda MacQuitty Bill Nye the Science Guys Big Blue Ocean by Bill Nye Ocean Parade: Fun with Numbers and Words by Patricia MacCarthy Whats under the ocean by Janet Craig?

Text Set-Songs and Poems

The Antarctic Food Chain (to the tune of The Itsy Bitsy Spider) Itsy, bitsy, plankton Floating in the sea. Along comes the krill and eats it easily. Next comes the penguin and the leopard seal, The antarctic killer whale finishes up the meal! Sea Shell Sea shell, sea shell, Sing a song for me; Sing about the ocean, Tell me about the sea. Sea shell, sea shell, When I hold you near, I can hear the ocean Whispering in my ear.

Slippery Sam Slippery Sam was a slippery seal And a slippery seal was he; He slithered and slid to the sandy shore Then he slipped back into the sea.

Text Set-Websites/Teacher Resources

Websites
http://kids.yahoo.com/directory/Science-and-Nature/Living-Things/Animals/Aquatic-Life http://library.thinkquest.org/J002747/ http://marinebio.org/ http://www.kidskonnect.com/ http://www.ivyjoy.com/rayne/kidssearch.html

Teacher Resources
http://www.kidzone.ws/math/ocean/#WORKSHEETS

http://www.teachingheart.net/oceanworksheets.html http://www.learningpage.com/free_pages/galleries/oceans.html

References
Do I Really Have To Teach Reading, Cris Tovani Stenhouse Teaching Reading In The Content Areas, Billmeyer and Barton, 2nd edition You Gotta Be The Book Jeffrey Wilhelm, 2nd edition Elementary School Curriculum Essentials Framework, Clark County School District. http://www.kinderkorner.com/underthesea.html http://www.canteach.ca/elementary/songspoems21.html http://mathcentral.uregina.ca/RR/database/RR.09.96/allen1.html http://www.eduplace.com/rdg/gen_act/fishy/under.html http://www.suite101.com/content/the-rainbow-fish-lesson-plan-a50790 http://www.eduref.org/Virtual/Lessons/Language_Arts/Literature/Childrens_Literature/CHL 0235.html http://alex.state.al.us/lesson_view.php?id=9574 http://alex.state.al.us/lesson_view.php?id=5522 http://www.learningpage.com/free_pages/galleries/oceans.html

Reading Lesson Day 1

Description of Classroom: A first grade class of 35 students of mixed abilities (special education and ELLs) Background: Day 1 of our ocean unit, students will discuss what they know about sharing and making predictions. Content Objective(s): SWBAT make predictions about The Rainbow Fish using before, during and after reading strategies. Language Objective(s): SWBAT write down and share their predictions about The Rainbow Fish. Standards: 2.1.2: Using during-reading strategies based on text and purpose: make predictions, identify key vocabulary, and make inferences with assistance. 2.1.3: Use after-reading strategies based on text and purpose to recall/details facts and restate main ideas orally. 8.1.4: Participate in group discussions following the turn taking process Key Vocabulary: Sharing, predictions Preparation Scaffolding Grouping Options Adaptation of content Modeling Whole Class Links to background Guided practice Small groups Links to past learning Independent practice Partners Strategies incorporated Verbal scaffolds Independent Procedural scaffolds Integration of Processes Application Assessment Listening Hands-on Individual Speaking Authentic(Meaningful) Group Reading Linked to objectives Written Writing Promotes engagement Oral Teaching Strategies: Learning Logs, Think Time, Metacognition Warm Up Activity: Class discussion that we are starting a new unit about Oceans and that over the course of the unit we will be transforming our classroom into an ocean environment. I will inform students that the book we are starting our unit with is about a fish who doesnt like to share. We will have a brief discussion about sharing. Lesson Sequence: 1) We will complete the Warm Up Activity 2) I will guided the students through a picture walk of the book. I will show the students the pictures and ask them what they think is happening in the story. 3) I will have the students record their predictions in their learning logs and they will be allowed to add to their predictions as we walk through the story. 4) I will read the story aloud to the class stopping to ask questions throughout the story to facilitate comprehension. I will refers to the classs predictions while reading and encourages them to update their predictions as they read we story. 5) At the end of the story, I will finish reading the story and then ask the students to confirm or revise their predictions. I will remind students that predictions that make sense, but end up being incorrect are still good predictions. The students will write their confirmations or changes in their learning logs/writing journals. I will ask students what lead them to those ideas and conclusions, what kinds of things were they thinking when they decided A versus B? Accommodations: I will give 1-2 minute think time before calling on students to answer questions. I will be available to conference with students. Supplementary Materials: Rainbow fish and learning logs. Review/Assessment: I will collect students learning logs at the end of the week to complete the weekly check to see if they have at least attempted the work. Reflection must be completed after lesson delivery.

Reading Lesson Day 2

Description of Classroom: A first grade class of 35 students of mixed abilities (special education and ELLs) Background: Day 2 of our ocean unit, students will discuss what they know about sharing and friendship and reading comprehending what we read Content Objective(s): SWBAT demonstrate comprehension knowledge and ability to character map of qualities of a friend Language Objective(s): SWBAT fill in the answers to the comprehension worksheet, write a statement about the qualities of a friend. Nevada Standards: 2.1.2: Using during-reading strategies based on text and purpose: make predictions, identify key vocabulary, and make inferences with assistance. 2.1.3: Use after-reading strategies based on text and purpose to recall/details facts and restate main ideas orally. 3.1.9: Use information to answer specific questions 5.1.2: Draft sentences about a single topic that address audience and purpose with supporting details 5.1.3: Revise drafts for audience, purpose, focused ideas, organizations, relevant details, and voice with assistance 5.1.7: Prepare a legible final draft to display or share 5.1.A1: Use correct spelling of CVC and high frequency words 8.1.4: Participate in group discussions following the turn taking process Key Vocabulary: Sharing, friendship, scale Preparation Scaffolding Grouping Options Adaptation of content Modeling Whole Class Links to background Guided practice Small groups Links to past learning Independent practice Partners Strategies incorporated Verbal scaffolds Independent Procedural scaffolds Integration of Processes Application Assessment Listening Hands-on Individual Speaking Authentic (Meaningful) Group Reading Linked to objectives Written Writing Promotes engagement Oral Teaching Strategies: Reading comprehension, high level questioning, think time, character map Warm Up Activity: Class discussion that we are continuing our unit about Oceans. I will ask

students what they remember about the Rainbow Fish story from yesterday. I will ask the students Have you ever had something that you didnt want to share with a friend? What was it?
Lesson Sequence:

1) We will complete the Warm Up Activity. I will reread the story and stopping at the end of each page to summarize and to answer why questions about the characters and actions. 2) At the end of the story, we will go over the importance of friendship and complete a character map of qualities that friends have or should have. 3) I will show the students a poster of the scale-less fish and explain that they are going to work together to create our classs very own friendship fish. Students will write a quality that they would like a friend to have, or something they do for a friend. It can be a sentence or a word. They will first write it on a piece of lined paper and I will check it and then they will give it to me to check. 4) Students will write it on their scale and then will decorate their scale. After they have finished they will turn it in and begin to work on the comprehension page. Accommodations: I will give 1-2 minute think time before calling on students to answer questions. I will be available to help students when needed. Supplementary Materials: Rainbow fish, crayons, markers, glitter glue, paint, scale-less fish poster, character map, comprehension worksheets, student scales Review/Assessment: I will check students sentences before they copy it on to their fish scales.
Reflection must be completed after lesson delivery.

Reading Lesson Day 3 Description of Classroom: A first grade class of 35 students of mixed abilities (special education and ELLs) Background: Day 3 of our ocean unit and day 3 of our mini unit on The Rainbow Fish Content Objective(s): SWBAT 1. Summarize story details and relate them to the character trait of generosity 2. Describe characters in a story 3. Make simple character comparisons Language Objective(s): SWBAT answer questions, write sentences about being generous and will be able to share their sentences with the class. Nevada Standards: 1.1.A1- Develop and expand vocabulary (reading, writing, listening, speaking) 2.1.1- Demonstrate concept of print, concept of word, and voice-to-print match; identify author and illustrator 2.1.2- Using during-reading strategies based on text and purpose: make predictions, identify key vocabulary, and make inferences with assistance 2.1.3-Using after-reading strategies based on text and purpose to recall/details facts and restate main ideas orally 7.1.1-Listen for a variety of purposes: gaining information, being entertained, and understanding directions 7.1.2- Listen and respond to oral communication 7.1.3-Expand vocabulary through listening 8.1.2-Use precise language to describe feelings, experience, observations, and ideas 8.1.4-Participate in group discussions following the turn taking process Key Vocabulary: generosity, sharing and any words they dont know Preparation Scaffolding Grouping Options Adaptation of content Modeling Whole Class Links to background Guided practice Small groups Links to past learning Independent practice Partners Strategies incorporated Verbal/ Procedural scaffolds Independent Integration of Processes Application Assessment Listening Hands-on Individual Speaking Authentic (Meaningful) Group Reading Linked to objectives Written Writing Promotes engagement Oral Teaching Strategies: Think time, Journals, graphic organizer Warm Up Activity: For the last two days we have been talking about sharing and reading The Rainbow Fish. Today, we are going to read the story for the last time and finish are mini sharing unit. I will ask students Have you ever had something you had to give away? I will encourage each student to share an experience. Lesson Sequence: 1) We will complete the warm up activity. I will have students write about their experience in there journals. 2) I will read the first page description of Rainbow Fish. We will use a graphic organizer to have students brainstorm words or ideas that describe Rainbow Fish. 3) I will continue reading and will stop after I read the part about starfish telling Rainbow to go see the octopus. At this point we will use a graphic organizer to describe the cause and effect of Rainbow Fish refusing to share his scales. 4) I will then continue reading the story and I will stop after Rainbow Fish gives Little Blue Fish a scale. I will have the students use a graphic organizer to describe this event, to write a sentence and/or draw a picture to depict the event, and then to write a sentence and/or draw a picture making a prediction about what they think will happen next in the story. 5) I will read remainder of story while students are working on their pictures. I will ask questions every now and then to make sure that students are paying attention. 6) At the end of the story we will use a graphic organizer to describe Rainbow Fish at the beginning of the story and at the end of the story and what caused him to change. Discuss real life application (generosity). 7) For our writing assignment I will give each student a sentence strips complete the sentence: I am generous because I..." When everyone is finished I will allow students to share completed projects with the class. Accommodations: I will give students think time and I will walk around the room helping students out Supplementary Materials: Rainbow Fish, Graphic organizers, sentence strips, journals and crayons, markers and colored pencils. Review/Assessment: I will give them participation points for their sentence strips. Reflection must be completed after lesson delivery.

Reading Lesson Plan Day 4

Description of Classroom: A first grade class of 35 students of mixed abilities (special education and ELLs) Background: Day 4 of our ocean unit, students have been exposed to Ocean vocabulary and have had the opportunity to explore the creatures of the sea. Students will need to understand adjectives. Content Objective(s): SWBAT 1. Understand the difference between a poor word choice and a good word choice. 2. Modify part of a story using descriptive words. 3. Create a word web with the help of a thesaurus Language Objective(s): SWBAT write a list of descriptive words while listening to the story, they will write a word web in the journal. Nevada Standards: 1.1.4 : Comprehend vocabulary using suffixes, synonyms, and antonyms, alphabetical order to locate words using the first letter of each word 1.1.A1: Develop and expand vocabulary (reading, writing, listening, speaking) Key Vocabulary: adjectives, thesaurus Preparation Scaffolding Grouping Options Adaptation of content Modeling Whole Class Links to background Guided practice Small groups Links to past learning Independent practice Partners Strategies incorporated Verbal/Procedural Scaffolds Independent Integration of Processes Application Assessment Listening Hands-on Individual Speaking Authentic (Meaningful) Group Reading Linked to objectives Written Writing Promotes engagement Oral Teaching Strategies: Think time, journals, word web Warm Up Activity: I will display the first page of A House for Hermit Crab with the adjectives covered up. I will explain to the students that good writers use descriptive words in their writing to create a mental picture for the reader. I will give them a few minutes to attempt to fill in the blanks in their journals. Lesson Sequence: 1) We will complete the warm up activity. When everyone is finished we will go over what adjectives they think fits into the blanks. 2) I will read the book and I will instruct students to listen for all the descriptive words and I will have them make a list of descriptive words in their journal as I read. I will stop after the first page to discuss the correct adjectives that went in the blanks. 3) After reading the book we will discuss some of the words from the students lists and remind children that the purpose of using descriptive words is to paint a mental picture in the reader's mind. 4) I will explain that words such as good, bad, ugly, and sad are not the most effective word choices to use when writing. I will tell students that they are going to make a word web to help them use better words in their writing. 5) I will demonstrate a word web on the board using the word 'good.' I will write 'good' in the middle and draw a circle around it. 6) With the class help we will generate words they could use instead of 'good' and write them around the word. 7) I will then put give each student a different word to use in order to create a 'word web'. They may be allowed to use a thesaurus for help. We will have time for the students to share their word web. Accommodations: Students will be able to use the thesaurus if they are stuck. I will be around to help students. Supplementary Materials: A House for Hermit Crab, Thesaurus, journals, sticky notes Review/Assessment: I will collect students journals to make copies of their word web to make a reference book for students. Reflection must be completed after lesson delivery.

Math Lesson Day 1

Description of Classroom: A first grade class of 35 students of mixed abilities (special education and ELLs) Background: Day 1 of our ocean unit, students will discuss patterns. We are finishing up learning about patterns. Content Objective(s): SWBAT complete a colored pattern using manipulatives while demonstrating the sharing concept from the book. Language Objective(s): SWBAT converse with their group and other groups to complete a colored pattern. Standards: 2.1.1: Recognize, describe, label, extend and create simple repeating patterns using symbols, objects and manipulatives. Key Vocabulary: patterns, manipulatives Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic(Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent

Integration of Processes Assessment Listening Individual Speaking Group Reading Written Writing Oral Teaching Strategies: Hands-on, Co-op learning Warm Up Activity: I will remind the students that we have been learning about patterns and today is our final day in our patterns math unit, but we are in the first day of our ocean unit. I will ask the students if they remember the main character in story during reading time. I will tell students that we are going to create a pattern using colors and fish. I will ask students what they remember about patterns. Lesson Sequence: 1) We will complete the Warm Up Activity 2) I will tape colored construction paper fish onto the board in a repeating pattern. 3) I will place the students into cooperative learning groups and reviews the pattern with the class. The class uses paper fish to continue the color pattern on the board. I will give each group an index card with a colored fish pattern drawn on it. 4) I will pass out small cups of rainbow colored Goldfish crackers. Each group receives different colored fish. 5) I will ask the class how they complete the pattern when every group has a different color. I will guide the students to recall The Rainbow Fish and how important to share. 6) I will then ask each group to complete the pattern. When every group has used the crackers to make the given pattern, the students glue the crackers to a piece of paper. I will require that all group members put their name on the paper. 7) After every group finishes their pattern they will share them with the class. Accommodations: I will give 1-2 minute think time before calling on students to answer questions. I will walk around the classroom helping groups Supplementary Materials: Rainbow Goldfish, Index Cards with a pattern started on it glue, construction paper fish the same color as the goldfish, markers, small cups, tape Review/Assessment: As each group works to finish the pattern I will take notes and keep track of the students that need a little extra assistance with patterns. As each group presents their pattern to the class I will assess how well the groups worked together to create the pattern. Reflection must be completed after lesson delivery.

Description of Classroom: A first grade class of 35 students of mixed abilities (special education and ELLs) Background: Day 2 of our ocean unit, and day 1 of our counting by numbers unit. Content Objective(s): SWBAT 1. Learn to count by 2s to 100 using base 10 blocks Language Objective(s): SWBAT 1. Count by 2s to 100 2. Complete the worksheet given in class Nevada Standards: 1.1.4: Use number patterns and models to count by 2s. 5s and 10s to 100. Key Vocabulary: number patterns, base ten blocks Preparation Scaffolding Grouping Options Adaptation of content Modeling Whole Class Links to background Guided practice Small groups Links to past learning Independent practice Partners Strategies incorporated Verbal/Procedural Scaffolds Independent Integration of Processes Application Assessment Listening Hands-on Individual Speaking Authentic (Meaningful) Group Reading Linked to objectives Written Writing Promotes engagement Oral Teaching Strategies: Hands-On Warm Up Activity: I will have students complete the 100s chart as a review of how we count by 1s to 100. Lesson Sequence: 1) Students will complete the warm up activity. 2) After students have time to complete the warm up, I will display the finished chart and have students check their work. After I will inform them that now that they know how to count by 1s to 100 there are other number patterns we can count by. 3) I will give each student 50 pairs of base ten blocks I will have them show them that they know that two objects together is 2 and they know that 2+2=4. I will then continue to show them the pattern. 4) After teaching students the pattern I will give them the guided practice worksheet and I will have them complete the guided practice worksheet to show that they know how to count by 2s to 20. 5) When the students are finished with the guided practice worksheet I will pass out their homework worksheet and explain how to complete the assignment. Accommodations: I will walk around the classroom as well as giving students think time and allowing them to work with their peers. Supplementary Materials: Worksheets, cube blocks, overhead projector Review/Assessment: I will use the homework worksheet as assessment and I will also use my in-class observations to assess students. Reflection must be completed after lesson delivery.

IDZONE - Pre-K Numbers Worksheets Bottom Frame

http://www.kidzone.ws/math/ocean/gr1-series100.htm

____ ____ ____ 31 ____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____ 62 ____ 82 ____

____ ____ ____ 33 ____ 53 ____ ____ ____ ____

____ ____ 24 34 44 ____ ____ ____ ____ 94

5 15 ____ ____ ____ 55 65 ____ ____ ____

____ ____ ____ ____ 46 ____ ____ 76 ____ ____

7 ____ ____ ____ ____ 57 ____ 77 ____ ____

8 18 28 ____ ____ ____ 68 ____ ____ 98

____ 19 29 ____ 49 ____ ____ ____ 89 99

____ ____ ____ ____ ____ ____ ____ 80 90 ____

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Name:

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Counting by 2s
What do you call a ghost's mistake? A boo-boo.

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A to Z Teacher Stuff, LLC * www.atozteacherstuff.com

Name:

Date:

Counting by 2s
What do you call a ghost's mistake? A boo-boo.

Count by 2 from 2 to 20
1

10

12

14

16

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Count by 2 from 22 to 40
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Count by 2 from 82 to 100

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A to Z Teacher Stuff, LLC * www.atozteacherstuff.com

Description of Classroom: A first grade class of 35 students of mixed abilities (special education and ELLs) Background: Day 3 of our ocean unit, and day 2 of our counting by numbers unit. Content Objective(s): SWBAT 1. Learn to count by 5s to 100 using base 10 blocks Language Objective(s): SWBAT 1. Count by 5s to 100 2. Complete the worksheet given in class Nevada Standards: 1.1.4: Use number patterns and models to count by 2s. 5s and 10s to 100. Key Vocabulary: number patterns, Preparation Scaffolding Grouping Options Adaptation of content Modeling Whole Class Links to background Guided practice Small groups Links to past learning Independent practice Partners Strategies incorporated Verbal/Procedural Scaffolds Independent Integration of Processes Application Assessment Listening Hands-on Individual Speaking Authentic (Meaningful) Group Reading Linked to objectives Written Writing Promotes engagement Oral Teaching Strategies: Hands-On, learning logs. Warm Up Activity: In their learning logs, I will have students count to 60 by 2s. Lesson Sequence: 1) Students will complete the warm up activity. 2) After students have time to complete the warm up, I will inform them that now that they know how to count by 1s and 2s to 100 there are other number patterns we can count by. 3) I will give each student 20 pairs of pairs of base 10 blocks. I will have them show them that they know that five objects together are 5 and they know that 5+5=10. I will then continue to show them the pattern. 4) After teaching students the pattern I will give them the guided practice worksheet and I will have them complete the guided practice worksheet to show that they know how to count by 5s to 60. 5) When the students are finished with the guided practice worksheet I will pass out their homework worksheet and explain how to complete the assignment. Accommodations: I will walk around the classroom as well as giving students think time and allowing them to work with their peers. Supplementary Materials: Worksheets, cube blocks, learning logs Review/Assessment: I will use the homework worksheet as assessment and I will also use my in-class observations to assess students. Reflection must be completed after lesson delivery.

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Day 5 Lesson Plan Description of Classroom: A first grade class of 35 students of mixed abilities (special education and ELLs) Background: Day 5 of our ocean unit, students have been exposed to Ocean vocabulary and have had the opportunity to explore the creatures of the sea. Content Objective(s): SWBAT 1. Review and celebrate what they have learned about the ocean 2. Present their findings to the class 3. Explore the Shark Reef at Mandalay Bay Language Objective(s): SWBAT 1. Tour and ask questions at the Shark Reef 2. Present their findings to the class orally as well as give a written report to teacher 3. Orally answer questions asked by teacher Nevada Standards: L.2.C.3- Explain that living things are found almost everywhere in the world 5.1.7: Prepare a legible final draft to display or share 7.1.2- Listen and respond to oral communication 7.1.3-Expand vocabulary through listening 8.1.2-Use precise language to describe feelings, experience, observations, and ideas 8.1.4-Participate in group discussions following the turn taking process Key Vocabulary: All vocabulary that we have learned all week and any they dont know Preparation Scaffolding Grouping Options Adaptation of content Modeling Whole Class Links to background Guided practice Small groups Links to past learning Independent practice Partners Strategies incorporated Verbal/Procedural Scaffolds Independent Integration of Processes Application Assessment Listening Hands-on Individual Speaking Authentic (Meaningful) Group Reading Linked to objectives Written Writing Promotes engagement Oral Teaching Strategies: hands-on, visual, think time Warm Up Activity: Since we will be taking a two hour field trip to the Shark Reef to take part in their educational program I will go over the field trips rules and procedures. Lesson Sequence: 1. We will have a classroom discussion about field trips rules and procedures. 2. We will load up on the buses and take our field trip to the Shark Reef 3. After returning to our classroom, we will have a class discussion about what we learned on the field trip 4. We will transition into our research project presentations. 5. After all presentations are done, we will have our beach party. Accommodations: Shark reef will accommodate special needs. I will have parent volunteers to assist me. Supplementary Materials: Permission slips filled out by parents, beach party supplies and snacks Review/Assessment: I will use the rubric to assess presentations and do informal assessments during our discussions. Reflection must be completed after lesson delivery.

Description of Classroom: A first grade class of 35 students of mixed abilities (special education and ELLs) Background: Day 4 of our ocean unit, and day 4 of our counting by numbers unit. Content Objective(s): SWBAT 1. Demonstrate their level of understanding of number patterns. Language Objective(s): SWBAT 1. Count by 2s, 5s and 10s to 100 2. Complete the worksheet given in class Nevada Standards: 1.1.4: Use number patterns and models to count by 2s. 5s and 10s to 100. Key Vocabulary: number patterns, Preparation Scaffolding Grouping Options Adaptation of content Modeling Whole Class Links to background Guided practice Small groups Links to past learning Independent practice Partners Strategies incorporated Verbal/Procedural Scaffolds Independent Integration of Processes Application Assessment Listening Hands-on Individual Speaking Authentic (Meaningful) Group Reading Linked to objectives Written Writing Promotes engagement Oral Teaching Strategies: Hands-On Warm Up Activity: We will review what we have been learning the last 3 days. I will check for at understanding & I answer any questions and re-teach anything if needed Lesson Sequence: 1) Students will complete the warm up activity. 2) After students have time to complete the warm up, I will inform them that now that they know how to count by 1s, 2s, 5s, and 10s to 100. 3) I will give each student a mini quiz to bring closure to our numbers pattern unit. 4) Once students are finished with the quiz they may choose a math center to complete. Accommodations: I will walk around the classroom as well as giving students think time and I will also allow the students that I need accommodations base 10 blocks if needed. Supplementary Materials: quizzes, base 10 blocks, math centers Review/Assessment: I will use the quiz as assessment Reflection must be completed after lesson delivery.

Science Lesson Day 1

Description of Classroom: A first grade class of 35 students of mixed abilities (special education and ELLs) Background: Day 1 of our new Ocean unit. Students are being introduced to the vocabulary. Content Objective(s): SWBAT: 1. Research oceans and different sea creatures 2. Share their findings with the class Language Objective(s): SWBAT: 1. Record their findings in their learning logs 2. Compile and present their findings with the class. Nevada Standards: L.2.C.3: Explain that living things are fond almost everywhere in the world. Key Vocabulary: Ocean, Sea Creatures, and any and all words students dont know or understand Scaffolding Grouping Options Modeling Whole Class Guided practice Small groups Independent practice Partners Verbal scaffolds Independent Procedural scaffolds Integration of Processes Application Assessment Listening Hands-on Individual Speaking Authentic (Meaningful) Group Reading Linked to objectives Written Writing Promotes engagement Oral Teaching Strategies: Learning Logs/journals, bubble map Lesson Sequence: 1) I will tell my students that they will all work together to turn the classroom into an undersea environment and teach each other more about the creatures that live in the sea. As a class, we will discuss the different kinds of sea creatures they know of. We will create a bubble map chart. 2) I will explain that during the next week they are to find out as much as they can about a sea creature they find exciting so they can tell the class about it at the end of the unit. I will suggest to that each student write interesting facts about their sea creature in their science learning logs/journals. 3) I will explain the requirements for the presentation. Students to the rest of the time to get to work on their research projects. Accommodations: I am available to help students if needed. I will have books at all different reading levels for students to look at and read. Students will be allowed to ask their peers for help if they need any and there will be ample time for students to finish the research project. Students will also be able to continue this project at home with the help of their parents /guardians or siblings. Supplementary Materials: Index cards, Learning Logs, Books or magazines about oceans and sea creatures, computers with a list of student friendly website to research. Review/Assessment: By conferencing with students I will understand if they are on track. I will also have a rubric for the presentation and written report that students will be assessed on. My main concern with this assignment is that students have fun and learn about sea creatures. Reflection must be completed after lesson delivery. Preparation Adaptation of content Links to background Links to past learning Strategies incorporated

Name

Color the animals that live in the ocean.

SCIENCE 2000 learningpage.com

http://www.learningpage.com

SKILL: CLASSIFY OCEAN ANIMALS

GRADE ONE

OCEANS

001

Science Lesson Day 2-4

Description of Classroom: A first grade class of 35 students of mixed abilities (special education and ELLs) Background: Day 1 of our new Ocean unit. Students are being introduced to the vocabulary. Content Objective(s): SWBAT: 1. Research oceans and different sea creatures 2. Share their findings with the class Language Objective(s): SWBAT: 1. Record their findings in their learning logs 2. Compile and present their findings with the class. Nevada Standards: L.2.C.3: Explain that living things are fond almost everywhere in the world. Key Vocabulary: Ocean, Sea Creatures, and any and all words students dont know or understand Scaffolding Grouping Options Modeling Whole Class Guided practice Small groups Independent practice Partners Verbal scaffolds Independent Procedural scaffolds Integration of Processes Application Assessment Listening Hands-on Individual Speaking Authentic (Meaningful) Group Reading Linked to objectives Written Writing Promotes engagement Oral Teaching Strategies: Learning Logs/journals, bubble map Lesson Sequence: 1) Students will continue to work on their research projects utilizing the resources available to them. Accommodations: I am available to help students if needed. I will have books at all different reading levels for students to look at and read. Students will also be allowed to use the internet to find information as well. Students will be allowed to ask their peers for help if they need any and there will be ample time for students to finish the research project. Students will also be able to continue this project at home with the help of their parents /guardians or siblings. Supplementary Materials: Index cards, Learning Logs, Books or magazines about oceans and sea creatures, computers with a list of student friendly website to research. Review/Assessment: By conferencing with students I will understand if they are on track. I will also have a rubric for the presentation and written report that students will be assessed on. My main concern with this assignment is that students have fun and learn about sea creatures. Reflection must be completed after lesson delivery. Preparation Adaptation of content Links to background Links to past learning Strategies incorporated