information literacy collaboration unit and reflection

8/2/2019 Information Literacy Collaboration Unit and Reflection

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OCEAN

Curriculum Unit Plan

With Differentiated Instruction

Subject Area: Science/Language Arts Course/Grade Level: First Grade

Number of Days: 10 Designers: Kim Hollingsworth,Sandi Gaston

Unit Summary: Students willidentify characteristics of an ocean. Students will choose an ocean related

topic, conduct research, and develop a project based on that topic.

DESIRED RESULTS (STAGE 1)

Content Standards:

S1CS6 -Students will be familiar with the character of scientific knowledge and how it is achieved.

Students will recognize that:

a. When a science investigation is done the way it was done before, we expect to get a similarresult

b. Science involves collecting data and testing hypotheses

c. Scientists often repeat experiments multiple times, and subject their ideas to criticism by other

scientists who may disagree with them and do further tests.

d. All different kinds of people can be and are scientists.

ELA1W1 The student begins to demonstrate competency in the writing process.

a. Writes texts of a length appropriate to address a topic

d. Prints with appropriate spacing between words and sentences.

k. Begins to use a variety of resources (pictures dictionaries, the Internet, books) and strategies to

gather information to write about topic.

l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial

words and common proper nouns (e.g., personal names, months).

Standards for the 21st Century Learner:

1.1.8Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

1.2.2Demonstrate confidence and self-direction by making independent choices in the selection of

resources and information.

1.4.4Seek appropriate help when it is needed.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products thatexpress new understandings.

4.3.2 Recognize that resources are created for a variety of purposes.

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Overarching Understanding(s):

Students will understand that

Before resolutions can be made, scientists

clearly identify problems

Thinking Maps help organize information

An informative paragraph has a topic sentence

and supporting details

Non-fiction text, encyclopedias, and the

Internet are resources for research

Topical Understanding(s) Specific to Unit:

Anyone cam be a scientist

Scientists often work to discover resolutions

for problems

The ocean is a habitat

The ocean has zones

Essential Question(s):

To understand, students will need to consider such

questions as....

What do scientists do?

How do scientists resolve problems?

How do we use research resources?

How can we organize our thoughts for writing?

Topical Essential Questions for Unit:

How do scientists improve the quality of our

lives?

What can I do to help solve environmental

problems?

How do oceans affect our lives?

To understand, students will need to know and be able to do the following

know Students will know the following in order

to(e.g., facts, vocabulary, rules, theories,principles)

Vocabulary

Writing process

Internet, encyclopedias, dictionaries, & trade

books are types of research material

Essential new vocabulary:

ocean environmentsea oceanography

tide shore

aquarium currentecosystem ecosystem

pollution aquarium

fish mammal

solution Sunlight ZoneDark Zone Twilight Zone

Abyss Marianas Trench

Gulf Stream

be able to Students will be able to (DOskills,

procedures, processes):

Edit writing piece

Use a thinking map Use a variety of resources to gather research

Locate and identify the oceans on a map.

Identify the layers of the oceans.

Conduct experiments to determine the difference

between fresh water and salt water, as well as thedensity of salt water.

Label tidal patterns and discuss the effects of theGulf Stream.

Create a sequenced flipbook containing the layers

of the ocean, appropriate sea life for each layer,

as well as descriptions of each layer.

Using a map of the world students will determine

which ocean various animals live in.

Create a poster outlining the effects of pollutionand overfishing on ocean life.

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Common misunderstanding(s):

Oceans and seas are the same

All creatures in the ocean are fish

Fish do not need oxygen

Coral reefs are not living things.

Possible considerations to differentiate skills,

including advanced skills for more capable learners

and more concrete and scaffolded skills forstruggling learners. Essential Questions and

Understandings are not differentiated.

ASSESSMENT EVIDENCE (STAGE 2)Diagnostic Assessment(s) (To determine students readiness (based upon required knowledge and skills), interests, and learning profiles):

Mental imagery illustration of ocean

KWL chart - What do you know about the ocean?

What instructional adjustments, groupings or options will be made as a result of the diagnostic evidence:

Small group instruction to build prior knowledge

Interest inventory for project options

Summative Performance Assessment Task(s) for Understandings Using G.R.A.S.P.S.:

Goals: The student will use the writing process as well as research skills to complete a project of their choice about the

ocean as a habitat.

Role(s): The student will be a scientist analyzing and researching a problem.

Audience: Kindergarten students who do not know about the ocean.

Situation: You are a marine biologist/scientist who has studied the ocean as a habitat. You will decide what part of the

ocean interests you the most: animals, coral reefs, or saving the ocean from pollution. You will prepare a report on your

topic to appeal to kindergarten students who are unaware of the ocean as a habitat

Product or Performance: Students will choose between a written report, artistic diorama, or Readers Theater script.

Standards or Criteria for Evaluation/Traits for Rubrics: All projects must show evidence of proper research and use of

the writing process.

How will the product be differentiated to provide options for students readiness, interest and/or learning profiles?

Students are given three choices for a summative project. Each project appeals to a different readiness level and learning

style. Students can choose the project that best meets their learning needs.

Student Directions for performance task:

Ocean Animal Research Report

The student will choose an ocean animal of his/her choice to report on.

The student will use the Internet and databases to research the animal and its habitat.

(www.enchantedlearning.com is a great place to start)

The student will complete the Research Report Form to organize their information.

The student will use this information to write a report about their ocean animal. The student will also

include a drawing of their animal.

Allow students to share their report with the class.

Assessment/Evaluation: The student will be assessed on their ability to collect information and use that

information to write a report. The report rubric should be used to assess the students work.

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Coral Reef Diorama and Report

The student will create a diorama of a coral reef using the checklist provided.

The student will use the Internet and databases to research the coral reef.

The student will use the information to write a report about the coral reef.Assessment/Evaluation: The student will be assessed on their ability to collect information and use that


Readers Theater The student will write a Readers Theater script concerning the dangers of pollution to the ocean.

The student will use the Internet and databases to research different ways pollution damages the ocean

The student will brainstorm ways to keep the oceans clean.

The student will use the information to write a script for a Readers Theater.


information to write a script. The Readers Theater Rubric will be used to assess the students work.

Other Evidence (Tests, Quizzes, Academic Prompts): Possible Differentiation options

The student should have the world map correctly

labeled with all continents and oceans. small group work

Monitor student responses for understanding whileconducting the experiments Activ Board display

Check the students ocean zone flipbook to evaluate

their understanding.

The student will be able to name the continents and oceans.

They will also be able to place the creature cutout in the Readers Theaterappropriate ocean or oceans.

Ensure that students have correctly traced the Gulf Stream

on their maps

Evaluate the students poster to ensure understanding the

effects of pollution____________________________________________________________________________________________________

Self-Assessment: Journals, Self-Evaluation Rubrics, Peer Review

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Ocean Research Informational Poster

Grading Rubric

Name:________________________ Topic:__________________

Comments:_________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

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Standard/Element 1 2 3

Writes sentence caption foreach picture.

Project does not include asentence caption.

Project includes a sentencecaption for each picture.

Project includes morethan one sentence for

each picture.

Uses appropriate

punctuation and

capitalization in writing

Does not consistently usecorrect punctuation and

capitalization; numerous

errors

Consistently uses correctpunctuation and

capitalization with

minimal errors

Consistently usescorrect punctuation

and capitalization with

no errors

Uses correct spacing

between words

Does not consistently use

correct spacing between

words


between words

consistently throughoutparagraph with minimal

errors


between words

consistentlythroughout paragraph

with no errors

Writes complete sentences

with subject-verb

agreement

Does not consistently write

complete sentences with

subject verb agreement

Consistently uses subject-

verb agreement in writing

with minimal errors

Consistently uses

subject-verb

agreement in writing

with no errors

Prints legibly Paragraph is difficult toread; poor handwriting

Paragraph is easy to read;

satisfactory handwriting

Paragraph is easy to

read; excellent

handwriting

Uses databases, Internet

resources, and books to

locate information

Uses less than two

reference materials to

locate information

Uses two different


locate information

Uses more than two


locate information

Includes interesting facts

about topic

Does not include an

interesting fact.

Includes two interesting

facts.

Includes three or more

interesting facts.

Wrote report in own words

and can read report

independently

Report is not written in

first grade vocabulary and

is not easily read by

student

Report is written in first

grade vocabulary and is

easily read by student

Report is written in

above first grade

vocabulary and is



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Corral Reef Diorama Checklist

Name:___________________________

Corral Reef Diorama

Self Evaluation

I am proud of my work because

__________________________________________________________________

__________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________

.

My favorite part is

__________________________________________________________________

__________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________

.

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YES NO

1. My coral reef has an ocean floor.

2. My coral reef has at least one kind of coral.

3. My coral reef has at least three different ocean

animals.

4. My coral reef has at least one kind of plant.


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Readers Theater Script

Grading Rubric

Name:________________________

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Comments:_________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Stage 3: Learning Activities and Experiences___________________________________________________________________________________

Teaching-Learning Activities Based upon W.H.E.R.E.T.O.: (WHERETO represents the purpose of

lessons, not the sequence)

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Standard/Element 1 2 3Writes text of appropriate

length to address a topic

Writes less than five

sentences about topic and

has less than two

characters

Writes five sentences

about topic and has at least

two characters

Writes more than five

sentences about topic

and has more than two

characters

Uses appropriate

punctuation andcapitalization in writing

Does not consistently use

correct punctuation and

capitalization; numerouserrors

Consistently uses correct

punctuation and

capitalization withminimal errors

Consistently uses

correct punctuation

and capitalization withno errors


between words

Does not consistently usecorrect spacing between

words

Uses correct spacingbetween words

consistently throughout

paragraph with minimal

errors

Uses correct spacingbetween words

consistently

throughout paragraph

with no errors

Writes complete sentences

with subject-verb

agreement

Does not consistently write

complete sentences with

subject verb agreement

Consistently uses subject-

verb agreement in writing

with minimal errors

Consistently uses

subject-verb

agreement in writing

with no errors

Prints legibly Paragraph is difficult toread; poor handwriting

Paragraph is easy to read;satisfactory handwriting

Paragraph is easy toread; excellent

handwriting

Uses databases, Internet

resources, and books to

locate information

Uses less than two


locate information

Uses two different


locate information

Uses more than two


locate information

Identifies a problem and

solution related to oceans

Does not identify a

problem/solution related to

oceans

Identifies a problem and a

possible solution related to

oceans (animal, plant life,

ecosystem, pollution)

Identifies a problem

related to oceans

(animal, plant life,

ecosystems, pollution)

and also describesmore than one possible

solution

Wrote script in own words

and can read report

independently

Script is not written in first


not easily read by student

Script is written in first



Script is written in

above first grade

vocabulary and is



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Where are we (students point of view) headed? How will the unit be introduced?

The ocean is a habitat.

Students will be introduced to the unit by drawing on their prior knowledge of the ocean. Priorknowledge will be discussed and expanded upon by using a KWL chart.

How will I hookstudents to engage their interests?

Students will enter the classroom where a CD of oceans sounds (surf, whales, etc.) is playing.

Classroom ceiling lights will be covered with bluecellophane or tissue paper to give the students theappearance of the ocean and the sensation of being underwater.

Equip and Explore: All lessons will include a variety of learning styles. Each day will focus on a new

skill and process. Students who do not understand will be given an opportunity to work in a small group

or one on one with the teacher to further their understanding.

Revise/Rethink/ Reflect/ Revisit: Students will keep a Reflection Journal throughout the unit to record

their observations, knowledge, and feelings concerning the unit.

Evaluation/self/evaluation/: Self Assessment and Evaluation will happen daily. Students will record

their understandings in their Reflection Journal and also be provided with opportunities to complete SelfChecklists or rubrics. Students will also be assessed by the teacher on specific tasks to check for

understanding.

Tailoring: Summative project will be chosen by the student allowing the student to choose a project thatbest represents their learning style and demonstrates their understanding.

Organized: 10 days of instruction with activities outlined below:

Day 1:

Students will enter the classroom where a CD of oceans sounds (surf, whales, etc.) is playing.

Classroom ceiling lights will be covered with bluecellophane or tissue paper to give the students the

appearance of the ocean and the sensation of being underwater.

Students will use mental imagery to create an illustration of the ocean.

Show National Geographic Kids: Creatures of the Deep9


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Day 2: Where in the World are the Oceans?

Read Commotion in the Ocean by Giles Andrea to create enthusiasm among students

Discuss what the students know about the ocean. During discussion fill in the K section of the KWL

chart

Brainstorm what the students want to know about the ocean and fill in the W section of the KWL chart

Using a large clear water bottle, explain to the students that the bottle represents the earth. Fill the bottle

full with sand, which represents land. Fill the bottle full with colored water to represent the ocean.

Explain to the students that the earth is covered mostly with water. Locate the oceans: Pacific, Atlantic, Indian, and Arctic on a world map. Discuss their location in relation

to the continents

Hand out the world map and have students label the continent and oceans.

Assessment/Evaluation: The student should have the world map correctly labeled with all continents and

oceans. Retain this map for use in lesson three.

Day 3: How Salty is the Ocean?

Mix a pitcher of water with 3 to 4 spoons of salt before beginning lesson.

Explain to students that oceans differ from lakes, rivers, and streams. Oceans are made of salt water,

while lakes, rivers, and streams are filled with fresh water.

Give each student a cup with a taste of salt water and a cup with fresh water. Have students observe the

water and discuss any differences they see. Tell students to taste the fresh water and then taste the salt

water. Discuss the differences in the taste.

Explain to students that the following experiment involves a comparison between the density of salt

water and fresh water. Explain to students that density is how heavy the water is.

Fill one of the glasses with 1 cup of water. Gently drop one of the eggs into the water and watch whathappens. Record observations on the board.

Fill the second glass with 1 cup of water, cup of salt, and a few drops of food coloring and allow it to

sit for five minutes. Carefully and slowly add fresh water using the eyedropper, being careful not to

disturb the settled colored salt water. Drop the second egg into the glass and watch what happens.

Record the results on the board.

Have a class discussion using the following questions:

1. Compare the way the two eggs float and describe the differences.

2. Why do you think the eggs float differently in the separate glasses?

3. What does this experiment tell you about the differences in the water?

After the students have shared their thoughts, explain that the egg sank in the fresh water because it had

greater density. The egg floated in the salt water because when salt is added to water its density becomes

greater than that of the egg. That makes the egg float.

Assessment/Evaluation: Monitor student responses for understanding while conducting the experiments.

Day 4: In the Deep Blue SeaKey Vocabulary

1. Sunlight Zone This is the shallowest zone and is home to almost ninety percent

of all ocean life. It is the only zone fully lit by the sun. Plants and animals thrive here.2. Twilight Zone Very little sunlight reaches this zone. No plants grow here.

Some sea creatures living in this dark zone have special organs that glow in the dark.

3. Dark Zone This zone receives no sunlight and is pitch-dark. Ocean life is very scarce. Some animals living

here are skillful hunters. Others are scavengers.

4. Abyss Very few animals live in this deep and dark zone. The water is extremely cold, and food is very

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scarce.

5. Marianas Trench The Marianas Trench is a deep valley in the floor of the Pacific Ocean. It is the deepest

place on the earths surface.

Read Wish For a Fish: All About Sea Creaturesby Bonnie Worth. Draw a diagram on the board

illustrating the ocean zones. Introduce each zone and give details about the water temperature, sunlight

that reaches the zone, and the plants and animals that reside in each zone. Discuss the Marianas Trench

located in the Pacific Ocean.

Display a model of the ocean zone flipbook for students to reference.

Students glue a sheet of black construction paper to the bottom page. Instruct students to glue a sheet ofdark blue construction paper above the black. Instruct students to trim the top of the light blue sheet to

resemble waves, and then have them glue it to the top section of the paper. Have the students cut or tear

the brown strip to resemble the ocean floor and glue it to the bottom black layer.

Discuss the different characteristics of the ocean animals on handout and decide which zone they reside

in.

Instruct students to color, cut out and place the animals in the appropriate zone.

On the left side of the inside instruct students to glue the names of the ocean zones in the appropriate

order.

Have the students write the description for each zone

Assessment/Evaluation: Check the students ocean zone flipbook to evaluate their understanding.

Day 5: Where in the World Do the Animals Live?

Read Ocean Animals Unfold and Learn

The students will work as a class to label a map of the world.

The students will work as a class to identify where ocean animals live.

Have students label the ocean and continents on the map.

Distribute the ocean map animal cutouts and discuss the characteristics of each ocean animal. Then, have

students color and cut out the cards.

Have students place each animal in the appropriate ocean on the map.Assessment/Evaluation: The student will be able to name the continents and oceans. They will also be able to

place the creature cutout in the appropriate ocean or oceans.

Day 6: The Highs and Lows of the OceanKey Vocabulary

1. Gulf Stream The Gulf Stream is a warm current that runs from the Gulf of Mexico, up the coast of Florida,and then north up the coast of the United States as far as North Carolina before it crosses the Atlantic Ocean.

2. Ocean currents Ocean currents are moving streams that are similar to rivers flowing through the ocean.

3. Shore The place where the ocean meets the land.

4. Tides Tides are regular changes in the height of the ocean: two high tides and two low tides occur each day.The level of the ocean rises and falls as it meets the shore.

5. High tide At high tide, the edge of the ocean comes way up, covering the beach so that all you see is a littlestretch of land.

6. Low tide At low tide, the water level drops and the edge of the ocean moves farther away, leaving a broadsandy beach.

Display vocabulary words on the board or chart paper. Draw a diagram of a shoreline and explain that

the place where the ocean meets the land is the shore.

Display and enlarge the picture of the tides found on page 282 ofWhat Your First Grader Needs to Know

by E. D. Hirsch Jr.

Explain that every day, twice a day in a regular pattern, the level of the ocean rises and falls as it meets

the shore. These changes are called the oceans tides. As you show the pictures to the students explain

that if they were to spend the day at the beach they would see changes in the tides. At high tide, the edge

of the ocean comes way up covering the beach. At low tide, the water level drops and the edge of the

ocean moves farther away, leaving a broad sandy beach.

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Divide the class into small groups. Give each group a pie plate. Fill the plate to the inner rim with water.Sprinkle a teaspoon of oregano over the surface. Using a straw, have students blow across the middle of

the surface from one side of the pan. Discuss what was observed. Students should observe that the water

is rippled by the artificial wind they created and that the currents on the surface circulated around the

edges of the pan.

Explain to students that the water in the ocean moves all the time. The wind moves it and forms the

oceans surface into waves. In some parts of the ocean the water moves in great streams, almost like

rivers flowing though the ocean. We call these moving streams ocean currents. Ships in the Atlantic

Ocean often travel on a current called the Gulf Stream. The Gulf Stream is a warm current that runs fromthe Gulf of Mexico, up the coast of Florida, and then north up the coast of the United States as far as

North Carolina before it crosses the Atlantic Ocean.

Model the path of the Gulf Stream with your finger on the world map. Next, have students trace this path

with their finger on their world map Then, have students use crayons to draw the Gulf Stream.

Assessment/Evaluation: Ensure that students have correctly traced the Gulf Stream on their maps.

Day 7: What is Happening to Our Oceans?Key Vocabulary

1. Pollution Pollution is caused when substances that are harmful to life are released into the air or water or onto

land.

Read pages 20-23 inLife in the Oceansby Lucy Baker. Discuss the effects of pollution on the oceans and

the animals that reside in it. Discuss the dangers of overfishing to ocean life. As a class brainstorm ways to keep our oceans clean, stop pollution, and eliminate overfishing. Have

students work in partners or individually to create a poster that illustrates a way to save the oceans.

When the posters are complete have students share their posters with the class.

Assessment/Evaluation: Evaluate the students poster to ensure understanding the effects of pollution.

Day 8: Review and Project Explanation

Students will review concepts learned throughout unit by completing the L section of the KWL chart.

Teacher will explain the three choices for the project.

The class will visit the media center to work with the media specialists to conduct their research.

Ocean Animal Research Report

The student will choose an ocean animal of his/her choice to report on. The student will use the Internet and other reference materials to research the animal and its habitat.

(www.enchantedlearning.com is a great place to start)

The student will complete the Research Report Form to organize their information.

The student will use this information to write a report about their ocean animal. The student will also

include a drawing of their animal.

Allow students to share their report with the class.



Coral Reef Diorama and Report

The student will create a diorama of a coral reef using the checklist provided.

The student will use the Internet and other reference materials to research the coral reef. The student will use the information to write a report about the coral reef.



Readers Theater

The student will write a Readers Theater script concerning the dangers of pollution to the ocean.

The student will use the Internet and other reference materials to research different ways pollution

damages the ocean

The student will brainstorm ways to keep the oceans clean.

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The student will use the information to write a script for a Readers Theater.


information to write a script. The Readers Theater Rubric will be used to assess the students work.

Day 9: Project Work Time

Students will continue to work with the media specialist and research projects in the media center,

Readers Theatre, or diorama

Day 10: Students will continue to work with the media specialist and research projects in the media center,

Readers Theatre, or diorama

Day 11:

Students share informative paragraph, Readers Theatre, or diorama with class.

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Collaboration Unit Reflection:

To create and teach this unit, I collaborated with a first grade teacher. After discussing some of the

different information literacy skills that are beneficial to first graders, we decided to address the skills associated

with locating and using appropriate resource materials. First grade students are still learning how to read. This is

a huge hurdle to overcome when trying to conduct research on a topic. Students need to have a good

understanding of how to pick resources they can use while obtaining the information needed to gain a better

understanding of the topic.

In this unit, students were given the opportunity to select their topic related to the ocean. The students

were also allowed to choose the type of project that interested them the most. They were able to choose between

completing a diorama, writing a readers theater script, or writing a research report on an ocean animal. This

helped to ensure that learning styles and student interests were included in the unit.

Students were introduced to several resource databases that provided readers with an option to have the

material read to them. The unit went a step further to teach students how to identify reliable resources and

information. They were introduced to a variety of non-fiction resources such as videos, magazines, books,

websites that could be used to locate the necessary information. Students did very well and demonstrated a good

understanding of the research process. They also did a wonderful job with the required project. It was evident

that they were able to locate the information they needed.

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information literacy collaboration unit and reflection

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