Title of Unit
Ocean Mania
Content Area
Science/Literacy
Developed By
Lauren Checker
Brief Overview
(Summary of
This unit will take place during summer school of 2016.
Unit)
Students will all be oceanographers. Students will engage
in activities in which they will learn and explore our worlds
oceans. Students will gain understandings of the geography,
shores, reefs, and deep sea, including the animals, plants in
each region. We will even dive into human interaction,
focusing on hazardous that can harm the ocean and our
beaches such as oil spills and littering.
grow.
Cross Cutting Concepts
Patterns: Patterns in the natural and human designed world can be
observed and used as evidence.
NGSS. K-ESS3-3. Communicate solutions that will reduce the impact of humans
on the land, water, air, and/or other living things in the local environment
CCSS.SL.1/2/3
Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
b. Build on others talk in conversations by responding to the comments of
others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under
discussion.
CCSS.SL.1.5.
Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings
CCSS.RS.3.1
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers
CCSS.W.2/3.5
With guidance and support from adults, focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen writing
as needed.
Understandings
Students will understand that
Oceans are different from
lakes/ponds ( we cannot see or
visit an ocean near us, the ocean
is made of salt water)
*Salt water vs. Fresh Water
The ocean is a place made up of
many different plants and
animals ( DIVERSITY)
The difference between
mammals and fish ( i.e.
The ocean has many different
layers in which different types
of animals/plants live
We can harm the oceans
creatures if we do not dispose of
trash properly
Knowledge: Students will know
Where the oceans are in the
world
Oceanographers study the ocean
Different types of plants and
animals that live in the oceans
What type of water these
creatures need to survive
The difference between a fish
Essential Questions
How can the ocean impact my
life?
How does the ocean play a role in
animals/plants lives?
How is the ocean diverse?
What can we do to preserve the
ocean and its creatures?
and a mammal
The differing layers of the
ocean
What different harms there are
to the ocean and its creatures
Formative
Assessments
Summative
Assessments
Week 1
Objective:
Students will be able to identify and name the oceans of the world.
Students will understand the difference between fresh water and salt
water
Students will identify the varying layers of the ocean
Students will begin to explore ocean beaches/shores
Possible Activities:
Getting to know you activities (i.e. beach ball toss, name
games)
Name tags/decorate with ocean theme
Paper plate activity
-Students will color and label the oceans
Sinking vs. floating activity with fresh vs. salt water.
Fresh water vs. salt water activity
-freezing activity ( can the ocean freeze as easily as fresh
water?)
Students will create sensory bottles and label the differing
layers
Show and tell of shells or sand?
Multiple read aloud about beaches and discuss what activities
you can do at the beach. Also, what types of animals would
live on beach shores.
-Making of moon sand/beach in a jar/observations of shells
Hermit crab activity
Week 2Objectives:
Students will explore and identify animals on ocean beaches (
i.e. hermit crabs, snails, crabs, turtles)
Students will identify how these animals move, what they eat,
and how they live.
Students will begin to explore shallow waters and coral reefs
Possible Activities
Week 3
Objectives:
Students will distinguish what animals live in shallow ocean
waters and coral reefs ( I. e clown fish, sea horses, eels, sting
rays, turtles)
Students will identify and classify the Great Barrier Reef,
including animals and plants that live there
-What do they need to survive?
Possible Activities
Week activity- students will work in groups to create their own
coral reef on large construction paper. They will identify the
plants and animals that live in coral reefs.
Students will write through the eyes of an animal of why they
live in the coral reef
*Note, differentiation will be applied for all writing activities.
Drawing and explaining via picture is a possibility.
*If time, we will explore jelly fish and octopus
Week 4
Objectives:
Students will categorize animals into fish and mammals
Students will name and identify sharks, whales, and dolphins
-beluga and humpback, bottlenose dolphin, and great whites
vs. nurse sharks, and seals/sea lions
Students will learn how these animals move through the water
Students will recognize what these animals eat, how they live,
( i.e. whales and dolphins live in pods and are very social and
some sharks live in isolation)
Compare and contrast the differences between sharks and
dolphins
Possible Activities:
Week 5
Objectives:
Students will tell the importance of sunlight to plant and
animals
Students will identify the effects humans have on the ocean as
a food chain/ecosystem
Students will tell ways to help the ocean and its ecosystems
Students will recall why we rely on the ocean ( food)
Possible Activities:
Students will review/ learn how plants and animals are
dependent on sunlight and each other (I will explain how
plants and animals rely on each other and how humans
sometimes disrupt that balance).
Students will explore water vs. vegetable oil
Students will write about how they can help the ocean ( i.e. no
polluting)