FC: Oceans of Fun | Ms. Anderson's 6th grade class. Skaith Accelerated Elementary School May 2009
1: Welcome to my Mixbok Technology Curriculum Project! This particular lesson plan integrates Science and Technology to bring the knowledge of our Oceans of Fun Lesson together with a different tecchnology to interest the student with creativity and fun!!! This gives the student an opportunity to be original and the integration of the knowledge to their own mixbook makes a lasting impression. This Mixbook can be shared with family, friends and classmates. There is a sense of satisfaction for the student to see their work being published. There is also the opportunity to have a hard copy of this finished work and have it become part of their future memories and creations. Theresa Anderson
3: Although sometimes the terms ocean and sea are used interchangeably they are not the same. The sea is usually a body of water that flows into the ocean. There are over 80 seas and there are 5 oceans. Each ocean has it's own set of seas that flow into it. The Pacific has the most with more than 30 seas flowing to it. The amount of life on earth that is under the ocean surface is 50-80%. While 99% of the of the Earth's living space is in the ocean. The speed of sound iin the water is 5 times as fast as that in the air. The pressure in the deepest part of the sea is equivalent to a person trying to lift the equivalent weight of 50 jets.
5: Conch can be found from Florida to Brazil. They are a common large snail. They can grow to be 12 to 13 inches and live as long as 25 years. The conch that is vastly sought is the Queen Pinklipped Conch. It is pronounced 'konk'. The Conch is an endangered species in the United States so most are taken from the Carribean. They are becoming endangered there as well and in 2001 the price had gone up to $11 per pound. | There does not appear to be a sensitivity to the ecosystem where Conch is concerned. Discard of tissue and shells may cause problems or enhance habitat as artificial reefs. It is unlikely there will be siginificant impact.
7: Pufferfish have a slow, clumsy style that makes it difficult to escape predators. Scientists believe this is why they are able to inflate and become prickly for defense. They are also known as blowfish. Tetrodotoxin is deadly and there is enough in 1 pufferfish to kill 30 humans. It is 1,200 times as deadly as cyanide and there is no known antidote.Their size can range from 1 inch to 2 feet. Some can able to camoflauge themselves and blend with the environment. Their are others that are bold colored and marked wildly to let it be known they are toxic. Over fishing has removed pufferfishes which are the predator of sea urchins. Kelp is then consumed by the sea urchins. Which effects theecosystem.
9: A shark does not have one bone in it's body. It's skeleton is made of cartilage like the skin that shapes our ears. A pair of shoes made with shark leather will last up to four times as long as those made from cowhide. Sharks have very good senses and can hear from thousands of feet away. Sharks cannot eat puffer fish. They are known to swim on average 20-40 mph. The whale shark is the biggest fish in the world. A whale shark weighs approx. 90,000 pounds. A wasp or a bee is more dangerous than a shark. There are about 100 deaths per year from bees and 6 from sharks. | Overfishing large sharks effects the entire marine ecosystem and affects shellfish. The rays are in abundance due to decrease in the shark population. Rays feast on the scallop and other shellfish population. The shark also prey on dying and dead marine life. Seals, sea lions and other smaller shark species will explode as well.
10: Oceans of Fun A Web-based Curriculum Lesson SECTION ONE Author: Theresa Anderson Email Address: email@example.com Semester Created: Summer 2009 LESSON OVERVIEW Title: Oceans of Fun Brief Description: The study of ocean life and marine life. Details and information about each one in the mixbook and the effects they have on the ecosystem. ESSENTIAL QUESTIONS/GENERALIZATIONS The student will finish this project understanding that every living species in the ocean has a direct effect on the ecosystem. Although every species of ocean and marine life have vast differences there is a connection to the entire chain of life in the ecosystem. While this is a subject that covers a vast area learning about specific species enlightens, surprises and brings a sense of understanding that without the study of science and the use of technology the world is and will be affected and in some cases destroyed. ENGAGING QUESTION/SCENARIO: What if you could create and publish your very own book that you can share with your family and friends. Experience a new technology that can be used in your future not only in school but also at home and for fun. We will complete as a class a book that will be published in duplicate. One of our books will be for our school library and the other for the entire school and future classes to see and read. And another for our classroom to help future classes get a hands on idea of how to bring this lesson to life. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math _X Science _X Reading _X Writing ___ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE _X Information and Technology Literacy GRADE LEVEL : 4TH DETAILED LESSON DESCRIPTION Strand 4 Ecology, Grade 4- Scope and Sequence, Knowledge and understanding of the interactions among organisms and their environment and the effect each have on the ecosystem. Understand the changes in ecosystems and interactions of organisms with their environments. Understand how organisms are interdependent with one another and with their environment. Concept A All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem. GLE #1: TSWBAT identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism) and identify and describe different environments (i.e. pond, forest, prairie) support the life of different types of plants and animals (GLE Science, Strand 4 Ecology, Concept A, Grade 4) (Show-Me Performance Goals 1.4, 2.2, 2.3, 2.7, 4.3) STUDENT ASSESSMENT will be performed by self assessments, group assessments and checklists. PERFORMANCE ASSESSMENT CRITERIA (based on selected content standards and benchmarks; create and link to rubric scoring guide/s.) Below is a scoring guide that . . . COLLABORATION (Describe any collaboration components of the unit. How are other teachers, LMC Specialist, Instructional Technology Specialists involved in your lesson?) LESSON IMPLEMENTATION Length of Unit: 1 month during Science and Computer Lab period Prerequisite Skills: Students must be able to use Microsoft Word, Search Engines, Internet, and ACCOMMODATION OPTIONS ELL/IEP Students: Tutoring available on Tuesdays and Thursdays and Para Professional help during class. Assistive Technology Needs: If needed we will use the technology accommodations included in Window XP MANAGEMENT/ORGANIZATION TIPS (What suggestions could you provide others that would help them implement this successfully in the classroom?) MATERIALS AND RESOURCES REQUIRED FOR UNIT: Computer for each student a copy of the lesson plan which includes the rubric. TECHNOLOGY Web-based resources: UNIT PLAN FLOW CHART/TIMELINE Identify and explain the activities, materials, resources, technology integration strategies, collaboration, and timeline for your lesson. A clear and easy way to complete this section is to identify what you’ll be doing for each step of the process. Day 1 and Day 2: Separate class by numbering off in groups of 4; 8 groups will be put into place; go over responsibility of each member and go over rubric and lesson plan. Day 3 and Day 4: prepare a checklist for each person in group according to lesson plan and rubric which they will be responsible for and will be turned in with assignment. Day 5: Choose theme and organize and complete cover Day 6 and Day 7: Introduction Page Day 8 and Day 9: Choose photos by determining coordination of subject to photo Day 10 and Day 11: Tie the effect each ocean or marine life chosen into the ecosystem Day 11 and Day 12: Prepare page for each ocean and or marine life chosen Days 13-16: Go over rubric and checklist against mixbook thus far Days 14-20: Work with each group finalizing details, answering questions, checking their own checklist, and analyze rubric.