August 2007

Unit Plan Template Subject: Oceans Content area/s: Social Studies, Math, Language Arts, Science, Physical Education, and Visual and Performing Arts Grade level: 3rd Grade Time period: 2 weeks (10 days) State of California K-12 Student Academic Content Standards (K-12 SACS): Math: 3.NS.1.1: Count, read, and write whole numbers to 10,000 3 MG 1.1: Choose the appropriate tools and units (metric and US) and estimate and measure the length, liquid volume, and weight/mass of given objects 3.MG.1.3: Find the perimeter of a polygon with integer sides 3.MG 2.1: Identify, describe, and classify polygons (pentagons, hexagons, and octagons) 3. MG. 2.2 Identify attributes of triangles (e.g. two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle) 3. MG. 2.3: Identify attributes of quadrilaterals (e.g. parallel sides for the parallelogram, right angles for the rectangles, equal sides and right angles for the square) 3. MG. 2.4: Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle 3. MG. 2.5: Identify, describe, and classify common three-dimensional geometric objects (e.g. cube, rectangular solid, sphere, prism, pyramid, cone, cylinder) Social Science: 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. 3.1.1 Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes). 3.2.2 Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools). 3.3.1 Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions. Language Arts:

3.R 1.7 Use a dictionary to learn the meaning and other features of unknown words. 3.R 2.5 Distinguish the main idea and supporting details in expository text.

3.R 2.6 Extract appropriate and significant information from the text, including problems and solutions 3.R 3.4 Determine the underlying theme or author's message in fiction and nonfiction text. 3.W 1.1 Create a single paragraph:

a. Develop a topic sentence. b. Include simple supporting facts and details.

3.W 1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). 3.W 2.1 Write narratives:

a. Provide a context within which an action takes place. b. Include well-chosen details to develop the plot. c. Provide insight into why the selected incident is memorable.

3.W 2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences. 3.W 2.3 Write personal and formal letters, thank-you notes, and invitations:

a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.

b. Include the date, proper salutation, body, closing, and signature. 3.LS 1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read. 3.LS 2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

Science: 3.PS.1.d. Students know energy can be carried from one place to another by waves, such as water waves and sound waves, by electric current, and by moving objects. 3.LS.3. Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept:

a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.

b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. 3.IE.5. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.

b. Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed. Physical Education: 3.1.1 Chase, flee, and move away from others in a constantly changing environment

3.1.14 Foot-dribble a ball continuously while traveling and changing direction. 3.1.2 Perform an inverted balance (tripod) by evenly distributing weight on body parts Visual and Performing Arts: 3.2.1 Explore ideas for art in a personal sketchbook 3.2.2 Mix and apply tempera paints to create tints, shades, and neutral colors 3.2.5 Create an imaginative clay sculpture based on an organic form

Unit learning goals: Math Students will be able to: 1. Recall numbers 1-10,000 2. Understand perimeter and how to measure it 3. Distinguish between various polygonal shapes 4. Label polygons 5. Comprehend various characteristics of 3 different triangles: equilateral, isosceles, and

right 6. Know which system of measurement to use in measuring the sides of different

triangles and use the appropriate ruler (metric or US) 7. Create replicas of those 3 different triangles 8. Recognize different quadrilaterals (square, rectangle, parallelogram) within classroom 9. Know characteristics of quadrilaterals 10. Identify which characteristics make certain shapes the shapes that they are (e.g. why

is a square a square?) 11. Identify right angles 12. Distinguish difference between angles that are greater or less than a right angle 13. Know and find examples of the following geometric objects: cube, rectangular solid,

sphere, prism, cylinder, pyramid and cone 14. Identify and distinguish between polygons, triangles, quadrilaterals, angles, and the

geometric shapes 15. Check for content of a portfolio 16. Use polygons, triangles, and quadrilaterals to create an ocean scene from construction

paper onto butcher paper

Social Science 1. Students will understand the life of the explorer from the guest speaker 2. Students will know all the sea battles that happened in or by the oceans. 3. Students will know where all the oceans are located and will know what major living

things inhabit certain oceans. 4. Students will know jobs for people that work with the ocean environment. 5. Students will understand who Christopher Columbus is and why he came to the New

World. 6. Students will learn about the American Indians and will have a understanding of how

the Pacific Ocean influenced their way of life.

7. Students will understand who the Vikings are and how the ocean helped and hindered them.

Language Arts 1. Students will remember specific vocabulary words, read them out loud, and list and

define them in a personal journal 2. Students will create a thank you letter to a guest speaker 3. Students will remember information from a story read in class and be able to record

that in a personal journal 4. Students will create a poem about the life of a fish and read it out loud to the class 5. Students will understand how to construct a well-written paragraph about an

experience at the ocean 6. Students will create a one page story about an ocean adventure, applying at least 5

vocabulary words to the story 7. Students will collect information about a given sea creature and research it in an

encyclopedia 8. Students will apply knowledge of given sea creature to a creative and presentable

poster Science 1. The students will be able to name the major life forms of the tide pools 2. The students will be able to label the parts of different ocean life forms and know

their functions 3. The students will be able to describe how the life forms can survive in the tide pools

and how they eat, grow, and reproduce 4. Students will understand that wind is the cause of most waves 5. Students will understand why waves “break” Physical Education 1. Students will be aware of the predators in the ocean 2. Students will understand the life cycle of a sea turtle 3. Students will understand how development and human advances directly affect the

well-being of animals in the ocean 4. Students will be able to use their feet to move a ball continuously while traveling and

changing direction. 5. Students will be able to balance 6. Students will be able to react quickly and accurately to a given command Visual and Performing Arts 1. Students will create their own tide pool creatures in a personal sketchbook. 2. Students will apply what they have learned about shading to paint their favorite tide

pool creature. 3. Students will remember what creatures reside in tide pools and produce a clay

sculpture of an oceanic object of their choice.

Outline of what will be taught: Resources and supplies needed:

Day 1 Math: K-12 SACS: Math 3. NS. 1.1 Unit goals: Math 1 IS and SA for the day • Name pirate groups (5 groups) • As a class travel 10,000 feet, counting each step,

when they reach their destination across “the ocean” they will discover their treasure maps for the unit’s travels (based on what station they will be at for each day)

• BLOOM’S TAXONOMY: o Remember

� Cite numbers 1-10,000 Language Arts: K-12 SACS: Language 3.R.1.7, 3.W.1.3 Unit goals: LA 1 IS and SA for the day • Teacher will read each spelling word one by one

with the student repeating the word. Teacher and Students will spell words out loud to each other. Students will list and define words from a dictionary and record in personal journals. • BLOOM’S TAXONOMY:

o Remember � repeat specific vocabulary, list

and define each word Social Science: K-12 SACS: Social Science 3.3 Unit goals: SS 1 IS and SA for the day • Guest Speaker Science: K-12 SACS: Science 3.LS.3.b, Language 3.W.2.2 Unit goals: S 1

Day 1 Math:

• Treasure maps (5) designed in a different pattern with following stops: Polygon Island, Triangle Cove, Quad. Bay, Angle Alley, Free-shape City, and Fun Country.

• Campus • Folders for each student. To hold

different parts of portfolio items which they will collect throughout the week.

Language Arts:

• spelling list • dictionary • journals

Social Science:

• None required Science:

• Journals for each student • Wild Guide (Book used for tide

IS and SA for the day • Reflecting on what the guest speaker said – conduct

a simulated field trip of an exploration of the tide pools

• Introduce the journal they will be keeping about their tide pool adventure – have the students write about their first “visit” and what they expect to see in through their further investigations. • BLOOM’S TAXONOMY:

o Remember � Recalling the information they

were told from the guest speaker PE: K-12 SACS: Physical Education 3.1.1 Unit goals: PE 1 IS and SA for the day Sharks and Minnows • The teacher will set up the game, designating a few

students to be “sharks” and the rest “minnows”. They will play the game and at the end will discuss how predators are all around in the ocean and how some animals become extinct if there are to many stronger animals higher on the food chain. • BLOOM’S TAXONOMY:

o Apply � Demonstrate how to alternate

speeds Day 2 Math: K-12 SACS: Math 3 MG 1.3, 3. MG 2.1 , 3. MG 1.1 Unit goals: Math 2, 3, and 4 IS and SA for the day • Teacher will introduce polygons, then perimeter by

walking around the room or rug to count the “outside.” Students will then travel to their different station to work on filling in their matching worksheet. They will first label their pocket: polygons. Students will have a list of the different polygons at the top of the page and then have to write which shape is what by the shapes on the page. They will also measure the different perimeters of polygons which are on the tables,

pool Simulation) PE:

• Cones (to make boundaries) Day 2 Math:

• Matching sheet • Cardboard cutouts for the various

polygons of different sizes (for each station, 5 stations)

• Rulers • Class rug • Pockets for that day (made of paper

and tape) • Pencils • Paper • Scissors

working together as a class to measure them. They will collect for their portfolios the worksheet and an example of a polygon and the perimeter they measured of it by tracing one of the cutouts onto paper and cutting it, labeling it and writing the measurement on it.

• BLOOM’S TAXONOMY: o Understand

� Identify polygons Language Arts: K-12 SACS: Language 3.W.2.3 Unit goals: LA 2 IS and SA for the day Students will get out a piece of paper and write a thank you letter to the guest speaker for coming into the classroom. Letters will include the date, proper salutation, body, closing, and signature. Letters will also include at least three things they learned from the guest speaker.

• BLOOM’S TAXONOMY: o Create

� Compose a thank you letter for the guest speaker

Social Science: K-12 SACS: Social Science 3.3 Unit goals: SS 2 IS and SA for the day • Research all the seas battles which changed the

course of world history and mark their location on a world map. • BLOOM’S TAXONOMY:

o Evaluate � Determine where the battles are

located Science: K-12 SACS: Science 3.LS.3.b, Language 3.W.2.2 Unit goals: S 1,2, and 3

Language Arts:

1. Paper 2. Pencil 3. envelopes 4. stamps

Social Science:

• World map Transparency • Computer Lab • Library

Science:

• Either stuffed or print out critters to hide in the classroom

IS and SA for the day • The teacher will recap the animals they found in the

tide pools the day before. • Teacher will ask the students to describe the animals

they have seen or heard of in the tide pool area, discussing the characteristics of the critter – color, texture, where they are seen, ect.

• Students will go on a scavenger hunt to find the critters in the classroom based on the characteristics they possess.

• Students will write in their journals about one plant that they saw in the tide pools • BLOOM’S TAXONOMY:

o Analyze � Differentiate between the

different critters VAPA: K-12 SACS: Visual Arts 3.2.1 Unit goals: VAPA 1 IS and SA for the day • The teacher will introduce the lesson by giving each

student a personal sketchbook. • The class will go over tide pools: what they are and

what they consist of. • The students will split into groups and rotate around

the centers, learning how to draw all of the different creatures in a tide pool. • BLOOM’S TAXONOMY:

o Create � design creatures from tide pools

Day 3 Math: K-12 SACS: Math 3. MG. 1.1, 3. MG. 2.2 Unit goals: Math 5, 6, and 7 IS and SA for the day • Teacher teaches the characteristics of isosceles,

equilateral, and right triangles • Students measure various triangles on table by

choosing the ruler which will measure evenly and appropriately and determining which triangles are isosceles, equilateral, or right

• Clues for the students to use to find the critters

• Journals for each student VAPA: • Sketchbooks for each student • Parent helpers for the centers

Day 3 Math:

• Cardstock cut outs (some by inches and some by centimeters) of the different triangles (for each station)

• Pockets for each student • Construction paper • Pencils • Crayons • Rulers (both metric and US) • scissors

• Then they are to choose one of each kind to trace onto construction paper, cut out, and label (with their name on the back), and put into their pocket for that day. (If they finish ahead of their group they can use the crayons to decorate their shape with drawings)

• BLOOM’S TAXONOMY: o Apply

� Measure sides and demonstrate which triangle

Language Arts: K-12 SACS: Language 3.R.2.5, 3.R.2.6, 3.R.3.4 Unit goals: LA 3 IS and SA for the day Students will listen to the teacher read the story, Magic School Bus: On the Ocean Floor. After the story, students will write down three pieces of information they learned from the story and record them in their personal journals for the day.

• BLOOM’S TAXONOMY: o Remember

� recall information from the story Social Science: K-12 SACS: Social Science 3.1, 3.2 Unit goals: SS 3 IS and SA for the day

• Have an enlarged picture of the world map posted on a bulletin board. Have students label the five oceans (Atlantic, Pacific, Indian, Arctic, and Antarctic) along with as many seas, gulfs and bays as possible. Have students draw real sea creatures and pin them to the board on the oceans where they are found.

• BLOOM’S TAXONOMY: o Create

� Construct a world map Science: K-12 SACS: Science 3.LS.3.b, 3.LS.3.b, Language 3.W.2.2 Unit goals: S 1,2, and 3 IS and SA for the day • The teacher will recap the animals they found in the

tide pools the day before.

Language Arts:

• The magic school bus on the ocean floor / by Joanna Cole ; illustrated by Bruce Degen

• Journals

Social Science:

• enlarged picture of the world map • Bulletin board • Construction paper • Glue • Tape • Crayons/markers

Science:

• Shells of different tide pool animals and preserved forms of real barnacles (pictures if real things aren’t available)

• Journals for each student

• Teacher will introduce shellfish and barnacles found in tide pools. Showing the students some shells and engaging the students in a discussion of their characteristics

• The class will learn what the shells are for, how these animals move, grow, eat, and reproduce.

• Students will write in their journals about a crabs and mussels and draw a diagram of the parts they learned about.

• Students will use their diagrams to construct an accurate clay hermit crab and muscle. • BLOOM’S TAXONOMY:

o Understand and apply � classify two of the ocean critters,

replicate models of critters PE: K-12 SACS: Physical Education 3.1.1, 3, Science 3.LS.3.a, 3.LS.3.b, 3.LS.3.c, 3.LS.3.d, 3.LS.3.e, Unit goals: PE 2, 3 IS and SA for the day • The teacher will facilitate a discussion about the life

cycle of the sea turtle and review how there are several “limiting factors that harm the turtles. After the discussion he/she will split the kids up into groups, (limiting factors, turtles) and explain the rules of the activity, After the game has been played the class will gather in a group and share what they have learned about the life cycle of the turtle, limiting factors, and what they could do to help save the turtles. • BLOOM’S TAXONOMY:

o Understand � explain the life cycle of a sea

turtle Day 4 Math: K-12 SACS: Math 3. MG. 2.3 Unit goals: Math 8, 9 and 10 IS and SA for the day • Teacher will instruct about quadrilaterals

(parallelogram, square, and rectangle) • Students will be given a page of white paper which

has been folded into six semi-square divisions and at the bottom of each division the following:

• Clay to build critters PE:

• 40-60 ft of Rope or string, • two jump ropes or hula hoops, • one paper or plastic bag per student, • identity cards for each predator or

limiting factor, • wooden cloths pins, poker chips, or

beans. Day 4 Math:

• Paper divided into 6 divisions for each student and labeled with the correct format at the bottom of each division (see SA)

• Crayons • Pencils • Pockets for the day • Examples in the room of the various

Quadrilateral: ________________ Why?: ________________________________ ________________________________

• Students will then search around the room and draw and label 2 examples of each quadrilateral (one in each division)

• The paper will illustrate the different quadrilaterals and indicate why each is the quadrilateral they chose

• BLOOM’S TAXONOMY: o Apply

� Illustrate quadrilaterals and indicate characteristics

Language Arts: K-12 SACS: Language 3.W.2.2, 3.LS.1.9, 3.LS.2.3 Unit goals: LA 4 IS and SA for the day Teacher will help the students create a poem about the life of a fish by constructing one with them on the board. The students will create a poem about the life of a fish using details and illustrative words. The students then present their poems to the rest of the class using pronunciation of words, and clear, loud voices.

• BLOOM’S TAXONOMY: o Create

� Compose a poem about life cycle Social Science: K-12 SACS: Social Science 3.1 Unit goals: SS 4 IS and SA for the day

• Have students find out more about one of the following ocean related occupations and report their findings to the class or write a short report titled 'A Week in the Life of a ________.'

• BLOOM’S TAXONOMY: o Evaluate

� Evaluate jobs that rely on the ocean

quadrilaterals Language Arts:

• paper • pencil

Social Science:

• Computers • books from Library • paper • pencils

Science: K-12 SACS: Science 3.LS.3.b, 3.LS.3.b, Language3.W.2.2 Unit goals: S 1,2, and 3 IS and SA for the day • The teacher will recap the animals they found in the

tide pools the day before. • Teacher will introduce sea urchins and star fish

found in tide pools. Showing the students some preserved sea urchins and star fish and engaging the students in a discussion of their characteristics

• The class will learn what the shells are for, how these animals move, grow, eat, and reproduce.

• Students will write in their journals about a sea urchins and star fish and draw a diagram of the parts they learned about.

• Students will use their diagrams to construct an accurate clay sea urchin and star fish. • BLOOM’S TAXONOMY:

o Understand and apply � classify two of the ocean critters,

replicate models of critters VAPA: K-12 SACS: Visual Arts 3.2.2 Unit goals: VAPA 2 IS and SA for the day • The teacher will instruct the class on what tempera

paints are and how they are made. • The students will get a chance to mix their own

tempera paints. • The students will create the colors they desire to

decorate the tide pool creatures in their sketchbooks. • BLOOM’S TAXONOMY:

o Create � prepare paint and apply it to

sketches Day 5 FIELD TRIP

Science:

• Preserved sea urchins and star fish (pictures if real things aren’t available)

• Journals for each student • Clay to build critters

VAPA: • Tempera Paints • Paint brushes • Plastic covers for the tables

Day 5 Nothing needed

Day 6 Math: K-12 SACS: Math 3. MG. 2.4 Unit goals: Math 11 and 12 IS and SA for the day • Teacher will instruct about: different angles (right

angles, greater and less than right angles) • Students will decorate each pocket (3 for each child)

and label for each classification (right, less than, greater than)

• Using each page of 15 different examples of the geometric shapes they’ve been learning about, they will analyze the different angles of the shapes, then highlight a particular angle of the shape and then label it as the correct angle (greater than, less than, or right)

• They will then cut out the different shapes they’ve highlighted and labeled and place them in the appropriate pockets, then placing each of those pockets within the pocket for that day

• BLOOM’S TAXONOMY: o Analyze

� Analyze angles and organize by classification

Language Arts: K-12 SACS: Language 3.W.1.1 Unit goals: LA 5 IS and SA for the day • Teacher will ask students to think about a time they

went to the ocean and what they saw and experienced when they were there. Students will then construct a well-written paragraph about that experience. • BLOOM’S TAXONOMY:

o Understand � Summarize a memory of a time

they visited the ocean Social Science:

Day 6 Math:

• Scissors • Pencils • Markers • 3 small pockets for each student • 1 large pocket for each student

Language Arts:

• Paper • Pencil

Social Science:

K-12 SACS: Social Science 3.3 Unit goals: SS 5 IS and SA for the day • People Dependent on the Sea: Many cultures, such

as the Aleuts or Hawaiians, are dependent upon the sea. This dependency is reflected in their foods, fashions, folklore. Have students, in groups, study a culture highly dependent upon the ocean and report their findings. • BLOOM’S TAXONOMY:

o Analyze � Compare the different ocean

cultures Science: K-12 SACS: Science 3.LS.3.b, 3.LS.3.b, Language 3.W.2.2 Unit goals: S 1,2, and 3 IS and SA for the day • The teacher will recap the animals they found in the

tide pools the day before. • Teacher will introduce slugs and snails found in tide

pools. Showing the students some snail shells and pictures of slugs and engaging the students in a discussion of their characteristics

• The class will learn what the shells are for, how these animals move, grow, eat, and reproduce.

• Students will write in their journals about a slugs and snails and draw a diagram of the parts they learned about.

• Students will use their diagrams to construct an accurate clay slug and snail • BLOOM’S TAXONOMY:

o Understand and apply � classify two of the ocean critters,

replicate models of critters VAPA: K-12 SACS: Visual Arts 3.2.5 Unit goals: VAPA 3 IS and SA for the day • The teacher will bring out the clay blocks and

distribute it among the students. • The students will pick their favorite tide pool

creature from their sketchbook and create it out of

• World Map • paper • pencils • research material-library/computers • envelopes

Science:

• Snail shells and pictures of different sea slugs and snails

• Journals for each student • Clay to build critters

VAPA: • Clay • Clay tools

clay. • BLOOM’S TAXONOMY:

o Create • Create a tide pool critter out of

clay Day 7 Math: K-12 SACS: Math 3. MG. 2.5 Unit goals: Math 13 IS and SA for the day • Teacher presents different examples of the

following objects: cube, rectangular solid, cube, sphere, prism, pyramid, cone, and cylinder; to see if students can identify (label), if not then s/he’ll describe them for the students

• Students will work in groups to discover examples for each of the objects in real life (can use computers to find examples and report via sheet of paper with seven labels and space to write examples of (at least two each).

• BLOOM’S TAXONOMY: o Analyze

� Discover geometric shapes in life and inventory them

Language Arts: K-12 SACS: Language 3.W.2.1, 3.W.2.2 Unit goals: LA 6 IS and SA for the day • Teacher will put prompts up on the board that will

help students begin to write a short narrative about an ocean adventure. Students will choose from the three prompts on the board and create their stories. Their stories should be illustrated once they are completely done writing the story.

• BLOOM’S TAXONOMY: o Apply and Create

� create a story on an ocean

Day 7 Math:

• Paper with seven divisions (may go front and back)

• Space for pirate group name at top • Pencils • Access to computer lab

Language Arts:

• Story paper • paper with story prompts on the

board

adventure using vocabulary words

Social Science: K-12 SACS: Social Science 3.2 Unit goals: SS 6 IS and SA for the day • Teacher will talk about the American Indians and

will have a lesson about how the Pacific Ocean influenced them.

• Teacher will show a movie about The American Indians and students will watch the movie while filling in a handout that the teacher provided about the movie. • BLOOM’S TAXONOMY:

o Analyze � analyze American Indians and

the ocean’s influence on them Science: K-12 SACS: Science 3.PS.1.d, 3.I.5.a, 3.I.5.b Language 3.W.2.2 Unit goals: S 4 and 5 IS and SA for the day • The teacher will ask the student questions to find

out their prior knowledge of waves • Teacher will instruct the class on what makes waves

and the characteristics of waves • Students will demonstrate how waves work with an

experiment. • Students will record their findings in their journals

• BLOOM’S TAXONOMY: o Apply

� Implement what they learned about waves by making their own

PE: K-12 SACS: Physical science 3.1.14 Unit goals: PE 4

Social Science:

• American History movie • Fill in the blank handout • pencils

Science:

• 1 shallow pan (pie tin, baking pan, paint tray, or? ... maybe with sand in it?)

• 1 or 2 straws • 1 clear large ketchup or other bottle

with a long tapered neck and cap • Corn syrup and vegetable oil (the

amount will depend on the bottle size)

• Blue food coloring • Recommended: plastic tape for

taping the cap on the bottle • Alternative to straws: battery

operated or electric fan • Journals for each student

PE:

• Cones to mark off boundaries and create a goal

IS and SA for the day Crab Soccer • The teacher will split the teams into two and place

them on opposing sides. Next they will explain that the must stay in “crab position” at all times in order to participate. The object is to kick the ball into the goal on the other side. The team with the most points at the end wins. • BLOOM’S TAXONOMY:

o Apply � Practice kicking a ball while

movng Day 8 Math: K-12 SACS: 3. MG. 2.1, 3. MG. 2.2, 3. MG. 2.3, 3. MG. 2.4, 3. MG. 2.5 Unit goals: Math 14 and 15 IS and SA for the day • Teacher will create a treasure hunt, giving clues to

each group of students that say: find the square. When the find the colored square cut out, the next clue will be to find _______ (another shape or object they’ve been working with). Then the last clue will lead back to a central location, where the teacher will be with the treasure (candy). (The treasure hunt will be better outside, but if it is raining, they can just do it in the classroom.)

• Students will all gather together to share within their pirate groups the folders from the unit and to check for completion of their portfolios, making sure all requirements are there (teacher will provide a checklist for the group to share).

• Students are to choose their favorite activity to share with the whole class (on day 10).

• BLOOM’S TAXONOMY: o Evaluate

� Check their portfolios and choose an activity to share

Language Arts: K-12 SACS: Language 3.W.1.3

Day 8 Math:

• Treasure map (for teacher to know where she’ll be hiding her clues)

• Clues for each group using different shapes, objects, etc…Inside each clue will be the next clue and then the pirate team’s name, just to make sure they’re all on the right track.

• A list (for the teacher’s use) of each team’s shapes they should’ve collected, so when they get to the treasure, the teacher can check to make sure they got all the shapes.

• A checklist of what is supposed to be in each portfolio (for each team)

• Candy (treasure)

Language Arts:

• popsicle sticks with students’ names

Unit goals: LA 7 IS and SA for the day • Teacher will put the students in groups of 3 by

pulling popsicle sticks with their names on it. The teacher will then pass around a hat full of pieces of paper that have sea creatures’ names on it. The students will choose a piece of paper in their groups and research the animal using an encyclopedia. Students will record their information. • BLOOM’S TAXONOMY:

o Remember � collect information on a creature

Social Science: K-12 SACS: Social Science 3.3 Unit goals: SS 7 IS and SA for the day • Lesson Plan about the Vikings. • Students will work in groups writing down on a

large sheet of paper all the questions they have about where the Vikings.

• The teacher will describe where the Vikings came from and where they lived and will answer the questions that the student have written on the construction paper. • BLOOM’S TAXONOMY:

o Evaluate � Evaluate the Vikings and their

lifestyles Science: K-12 SACS: Science 3.PS.1.d, 3.I.5.a, 3.I.5.b, Language 3.W.2.2 Unit goals: S 3 IS and SA for the day • The teacher will recap hat they learned about waves

the day before using a Hollywood Squares power point game.

• Teacher will introduce tide pools and share with the students how waves cause erosion and their effect on tide pools

on them • Encyclopedias • hat • pieces of paper with sea animals’

names on them Social Science:

• Large sheet of paper • Notebooks/ pencils • List of questions

Science:

• Basin – bowl or pan • Rocks and pebbles • Black or brown paint • Sand • Blue gravel • Water • Spray bottle • Journals for each student • Hollywood Squares power point

• Students will demonstrate how the tide effects the critters in the tide pools

• Students will write in their journals about what they saw in the tide pool experiment • BLOOM’S TAXONOMY:

o Evaluate � summarize what tide pools are,

how they work, and their effects VAPA: K-12 SACS: Visual Arts 3.2.2 Unit goals: VAPA 2 IS and SA for the day • The teacher will bring back the already fired clay

creatures and distribute them back to the students. • Once each child has their creature, they will paint it

appropriately, using what they remember about shading and tints. • BLOOM’S TAXONOMY:

o Create � design the critters by painting

them Day 9 Math: K-12 SACS: Math 3. MG. 2.1, 3. MG. 2.2, 3. MG. 2.3, 3. MG. 2.4, 3. MG. 2.5 Unit goals: Math 16 IS and SA for the day • Teacher will provide the materials and then students

are to work together to create a huge ocean mural to fill the bottom of a designated classroom wall using different shapes we’ve learned about to create each creature, objects, etc… top will be blue butcher paper creating the backdrop for the

• BLOOM’S TAXONOMY: o Create

� Design and construct an ocean mural

game. o http://teach.fcps.net/trt4/

FETC03/fun2.htm VAPA:

• Pre-fired clay creatures • Clay paint • Paint trays • Paint brushes • Sponges • Water cups

Day 9 Math:

• Blue Butcher paper • Construction paper • Crayons • Pencils • Markers • Scissors • Glue • Rulers • Tape

Language Arts: K-12 SACS: Language 3.R.2.6 Unit goals: LA 8 IS and SA for the day • Teacher will give each group a large sheet of

butcher paper. Students will gather all of their information they researched from the previous day. They will display their information in a creative way on the butcher paper. The poster needs to include facts, at least one picture, and anything else they would like to add. • BLOOM’S TAXONOMY:

o Apply � display knowledge of the sea

creatures through a poster Social Science: K-12 SACS: Any Unit goals: Any IS and SA for the day • Students will make a book a picture book about

what they learned about the history of the ocean. Could be anything they want-some examples may include: Vikings, people dependent on the sea, American Indians, or ocean jobs.

• Any content standards could be address from the list above depending on what subject the students choose.

• Any goal could be addressed depending on what subject they chose. • BLOOM’S TAXONOMY:

o Understand � Summarize the information

learned about the oceans’ history in a picture book

Science: K-12 SACS:

Language Arts:

• Large butcher paper for each group • markers • crayons

Social Science:

• White construction paper-folded into a small book.

• crayons/ markers • pencils • Notes or informational handouts

that they received about oceans. Science:

• Shoe boxes for each student

Unit goals: IS and SA for the day • The students start the day by playing a game of who

wants to be a millionaire to review all that they have learned

• Students will create a tide pool in a box using shoe boxes, sand and any other material they choose for scenery to make the box look like a tide pool. They will place their critters in the box in the appropriate places.

• Student will make any finishing entries in their journals to show during the open house. • BLOOM’S TAXONOMY:

o Analyze � organizing their tide pools and

combining their journal entries PE: K-12 SACS: Physical science 3.1.1, 3.1.2 Unit goals: PE 5 and 6 IS and SA for the day Octopus • The teacher will call out commands, such as 5 all of

the kids have to create a 5 person pyramid, or 8, the students would then create an 8 person octopus (holding hands in the middle and wiggling their arms on the outside) The teacher would continue to call out commands such as these each using a specific number of people. Whenever there is an odd man out they have to take a seat. This continues until there is only one student remaining. • BLOOM’S TAXONOMY:

o Apply � demonstrate how they can

follow directions

Day 10 – Open House

• Sand • Clay • Other materials found to use as a

scenery in the shoe boxes • Critters from previous lessons • Journals for each student • Who wants to be a millionaire

power point game. o http://teach.fcps.net/trt4/

FETC03/fun2.htm PE:

• No supplies needed Day 10

• All of the projects made through out the unit

Unit assessment plan (be sure to connect the learning goals and K-12 SACS to the assessment plan): Math: • The assessment will be summative and be in the form of a portfolio, since each student

will have gathered and demonstrated mastery over each learning goal and K-12 standard mentioned through the unit’s activities.

Language Arts: • This is a formative assessment. Throughout each day, students are doing activities

where they have to apply their knowledge of information that has been taught. Students do this through letters, stories, and posters. They will be graded on sentence structure and knowledge of core curriculum.

Social Science: • This is a summative assessment. At the end of the unit on the history of the oceans the

teacher would have a quiz about all the concepts that cover the history of oceans. This quiz would cover all the major concepts that the teacher went over in detail during class. The quiz information would also come from handouts that the teacher passed out during the unit. Most of the questions on the quiz will be multiple choice with a few short answer questions.

Science: • The students will be assessed through out the lessons with informal summative

assessments. The teacher will see that the students have a firm understanding of the sea creatures and their parts by evaluating the clay critters that they make at the end of each of the critter lessons. This will show the teacher that the students understand the concepts well enough to take the pictures and turn them into 3D models.

• The students will also be assessed through their journals. Although this is not a graded exercise the teacher will be able to see that the students understand the concept and have not just regurgitated the teacher’s words. The students are forced to word the concepts in their own words so that the teacher can see that they understand clearly.

• There are also review games through out the unit to refresh the student memory of pervious lessons as well as let the teacher know what they need to go over again before moving on if the students don’t get a concept.

Physical Education: • Sharks and Minnows and Turtle Hurdle: because the skill being learned is simply

“chase and flee” the teacher will easily be able to assess their understanding and performance by watching the students as they participate in the activity.

• Crab Soccer: This skill of kicking a ball while stationary can be easily observed while the game is in progress. Therefore the teacher will watch each student during the game to ensure that they are executing this skill correctly.

• Octopus: This will be a formative assessment done while the children are playing the game. The teacher will watch closely to make sure they are correctly performing each command given.

Visual and Performing Arts: • The assessment will be a continual process. Grades will not be given for the creations,

but they will be evaluated based on how well they listen to and follow instruction. Class Description: This third grade class has a total of 30 students. Five of them are EL learners and have trouble writing. Out of those five EL students, three of them are fluent in the English language; they can speak it just fine. However, the other two are able to communicate, but have incredibly small vocabularies, so it is difficult for them to understand others. Listening to and following group instruction is quite a challenge. Other than the five English Language Learners, there are also five special needs students. Two of which are below the collective learning level of the rest of the class and three are learning at a much higher rate. The majority of the students come from middle class families, with the exception of three, which live below the poverty line. Occasionally, these children do not have a lunch or any money to buy it, and have poor hygiene. Overall, despite the discrepancies with income and home life, the students get along well and work cooperatively in teams. Community Description: The school is located in the center of town, which is primarily a middle class area. Some of the families live at poverty level and some are upper class, but the average student lives in a middle class home. The community itself is small, and on the outskirts of a huge city. Because of its size, the community has very little racial diversity, but enough for the students to learn to accept people’s differences. It is a very close nit community, where everyone knows their neighbor and encourages them to succeed. There are several after school programs for the students to participate in. Examples of which are: sports, arts, musicals, etc. The city funds these activities, creating a sense of unity among those that may not have been able to participate otherwise.