ETE 328
Table of Contents
Introduction 2
Topic/concept Web 5
Daily Schedule 7
Two-Week Schedule 9
Learning Centers 15
Lesson Plans 17
Lesson Date: Week 1 Monday 18
Lesson Date: Week 1 Tuesday 27
Lesson Date: Week 1 Wednesday 36
Lesson Date: Week 1 Thursday 45
Lesson Date: Week 1 Friday 52
Lesson Date: Week 2 Monday 54
Lesson Date: Week 2 Tuesday 60
Lesson Date: Week 2 Wednesday 708
Lesson Date: Week 2 Thursday 786
Lesson Date: Week 2 Friday 84
Parent Newsletter 94
Field Trip Permission Slip 95
Reflections 100
Taylor 100
Hailey 101
Appendix A 102
Appendix B 103
2
Introduction
The theme of this integrated unit revolves around oceans. It’s a topic that
interesting information. Oceans occupy over 70% of the Earth and contain over 95% of
the world’s water. (Protect).Thus, they have an overwhelming presence and impact on
them so they in turn continue to serve as a life source for our planet . In order to better
protect them we must first be knowledgeable about them. If we are ignorant to their
origins, contents, sensitivities and significance then we are less likely to be invested in
basic knowledge into the minds of young children as early as possible. Having
preschoolers learn about oceans when they are three, four and five years old is
advantageous because this expands their mental schemas of nature, regardless of their
literal exposure in real life. Most people in Illinois have limited experiences relevant to
oceans and therefore have a narrow knowledge base and insight about them. This unit
is valuable for learners because they will have a plethora of opportunities to discover
what oceans have to offer. Various species of animals, habitats, plant life and
community conservation efforts will be explored through means of song and movement,
scientific inquiry, art, reading, social contexts, social emotional skills and mathematical
manipulation. Exploring the oceans through these core content areas also addresses
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the cognitive, psychomotor and affective domains that are essential for the development
This unit will incorporate a two week overview of ocean themed lessons and
and a reflection of the work and alignment with standards will be detailed in the project
and presentation.
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multiple aspects that pertain to oceans. Animals, plants, habitats and conservation
efforts are all relevant topics that will be discussed and explored throughout the unit.
This ocean unit will cover two weeks of material that will incorporate integrated lessons
for math and science, math and art, science and art, language arts and social-
emotional, music and movement and language arts and social studies. While the
lessons will all relate and pertain to a topic about oceans, they will also involve another
academic area or skill. For example, a lesson that will be implemented has the students
make discovery bottles where they create their own ocean habitat. This integrates
Some of the essential questions that are addressed in this unit are what is an
ocean, what are your favorite parts about oceans, what lives in an ocean, why are
oceans important, what happens if we don’t take care of our oceans and how can you
help protect oceans? These essential questions are curated to guide the intentions of
the unit. The students should be encouraged to explore, discover and experience an
array of oceanic elements that enrich their schemas about nature and our global
environment.
5
Topic/concept Web
The original topic web that was designed was slightly different than the one above. It
only incorporated the main topics associated with oceans. This final version above includes the
subtopics associated with the main topics. For example, the topic of habitats has subtopics of
locations, animal preferences and water types. These subtopics are things that will either be
formally addressed in the lesson or at least discussed during the activities. These changes were
made because subtopics are a way to make the unit clearer and more organized with
appropriate details.
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7
Daily Schedule
8:00-8:15 Arrival and morning routine
8:50-10:10 Centers
10:45-11:00 Story
12:15-12:45 Lunch
3:00 Dismissal
8
Days of the week: yesterday was... , today is... , tomorrow will be…, days of the
week song
Days in school: Put another straw in for the days and bundle any tens or
Shapes: Go through and point to the shapes to have students say them aloud
Colors: Go through and point to the colors to have students say them aloud
Schedule: Go over the visual schedule of activities for the day, include any
special activities
9
Two-Week Schedule
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11
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The learning environment will need to be slightly rearranged for the unit. The
biggest changes would be in the setup of the dramatic play center. The furniture in the
center will be switched to have shelving units to accommodate the aquarium dramatic
play setup instead of the kitchen, washing machine, shopping cart, farmers market
stand, and housekeeping stand, and doll house. These items will need to be moved to
storage or moved to the edges of room in order to keep them out of the way.
The classroom will be decorated to create the illusion of being under the sea.
This will be done by putting blue cellophane on the windows and using blue fluorescent
covers to give the visual effect of the blue from the water. There will be green crepe
paper on the walls to create the look of seaweed. There will be paper lanterns hanging
from the ceiling with fishing line made to look like fish and jellyfish. The ones that are
made into fish will have eyes and fins attached to them, as seen in figure 1.1. The
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lanterns that are made to look like jellyfish will be cut in half with crepe paper and eyes
attached to them, as shown in figure 1.2. The lanterns can be used to make octopi too,
shown in figure 1.3. Tissue paper pom poms can be used to make sea turtles, seen in
1.4.
Figure 1.1
Figure 1.2
Figure 1.3
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Figure 1.4
15
Learning Centers
ABC/Writing
materials in every learning center. Integrated into the center materials are ways to learn
the letters of the alphabet as well as ways to practice their writing skills. Students can
work on their hand-eye coordination, creativity, print connection, and fine motor skills.
The materials include journals, writing utensils, dry-erase boards, and dry erase
markers. To incorporate the theme of oceans, the students can play an alphabet fish
matching game, fill in the letter blanks of ocean animal names, write the letters that
Dramatic play
In the dramatic play center, the materials normally include a cash register,
costumes, props, children’s play kitchen set, play money, plastic food, shopping basket,
dish set, and table and chairs. For a child’s development, this center encourages social
students are using their knowledge of real life experiences and imitating them in the
classroom. Acting out hypothetical scenarios and practicing different community roles
are important applications of real world knowledge. To incorporate the ocean them there
will be an aquarium set-up, the interactive bulletin board and different ocean animal
costumes.
Manipulatives/blocks
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center. Manipulatives are an important aspect for developing fine and gross motor skills.
Students can work on their hand-eye coordination, problem solving skills, counting,
patterning, sorting, pre-math concepts, and their creativity. The materials provided
include blocks, a variety of floor toys, table toys, puzzles, bingo, board games, and
cubes. Plastic ocean animals and beanie baby ocean animals will be a great way to tie
Discovery
The Discovery center is a place for scientific inquiry. It allows students to explore
their surroundings, items of interest and think critically about what they see and feel. It
includes scales, a projector, marbles, variety of plastic animal species, sand and water
table, magnifying glasses, microscopes, organism slides, sorting trays, etc. Students
are pushed to examine, sort and categorize items, ask questions and think critically
about characteristics and functions. For the ocean theme, this center can have an
Technology
In the technology center, students are learning how to take turns, problem
solving, math skills, reading skills and hand-and-eye coordination. The materials include
headsets for listening, computers for learning games, ipads that enable mobility and a
projector. The students can play ocean related app’s on the iPads and computers.
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Art
An art center promotes hand-eye coordination, fine motor skills, creativity, self-
construction paper, scissors, glue, crayons, colored pencils, play dough, and rulers.
Each material can be used in a creative way that the students see fit. For the ocean unit
students can make a variety of ocean animals like seahorses, crabs, jellyfish, octopus,
sharks, etc.
Library
The library center teaches print and letter recognition, concepts about books, reading
comprehension, vocabulary, thinking skills, and sequencing. Materials include a library of books,
comfortable seating, and lamps for soft lighting. This center aims to promote print recognition,
concepts about books and reading comprehension, to name a few. There will be books available
that are related to the ocean theme like “Rainbow fish”, “How to Hide an Octopus”, “What the
Sea Saw”, “House for a Hermit Crab”, etc. There will also be nonfiction books about the ocean,
Lesson Plans
Daily Journal Lesson Plan
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Content Standard(s):
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in
own name.
5.A.ECb Use scribbles, letter like forms, or letters/words to represent written language.
5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express
compose informative/explanatory texts in which they name what they are writing about and
Students will be able to compose a journal entry, with teacher assistance, relevant to the journal
prompt.
● Student journals
● Pencils
● Crayons
● Yellow marker
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will write the journal prompt ● Children will get out their journals and
written, then say the whole prompt. ● Children will draw their response and
Modifications:
● For students who are beginning to write letters, the teacher will write their dictation in
● Informal Assessment:
Content Standard(s):
25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and
● Lyrics to song
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will sing the song and ● Students will join in singing and doing
demonstrate the movements once and the movements with the teacher.
Modifications:
If students are having trouble with the movements the teacher can use hand over hand to assist
the student.
● Informal Assessment:
Content Standard(s):
Students will be able to look at the illustrations in the book and tell a story about what is
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will show the students the ● Students will tell the story of what is
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description of the book aloud to ● Students will build off of the story of
Modifications:
● Informal Assessment:
o Teacher will observe students to look at connect between pictures and story they
are telling.
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Content Standard(s):
Students will participate in the song after watching the teacher model.
● Seashells
● Chart paper
● Magnifying Glasses
25
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will place shells at each table. ● Students will explore the shells.
● Teacher will lead the class in a ● Students will talk about what the see
discussion about the shells (use and feel when looking and touching
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student are struggling) ● Students will share with the class what
● Teacher will create a T-chart with the kind of shell they looked it and what it
words students share about what they looked and felt like.
saw and felt with the seashells. ● Students will watch the teacher
movements for the song “Five Little ● Students will do the motions and sing
teacher.
● Informal Assessment:
Content Standard(s):
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in
own name.
5.A.ECb Use scribbles, letter like forms, or letters/words to represent written language.
5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express
compose informative/explanatory texts in which they name what they are writing about and
Students will be able to compose a journal entry, with teacher assistance, relevant to the journal
prompt.
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● Student journals
● Pencils
● Crayons
● Yellow marker
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will write the journal prompt ● Children will get out their journals and
written, then say the whole prompt. ● Children will draw their response and
ocean. illustration.
Modifications:
● For students who are beginning to write letters, the teacher will write their dictation in
● Informal Assessment:
Content Standard(s):
25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and
● Lyrics to song
And where we do go
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Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will sing the song and ● Students will join in singing and doing
demonstrate the movements once and the movements with the teacher.
Modifications:
If students are having trouble with the movements the teacher can use hand over hand to assist
the student.
● Informal Assessment:
Content Standard(s):
8.A.ECa Sort, order, compare, and describe objects according to characteristics or attribute(s).
10.B.ECa Organize, represent, and analyze information using concrete objects, pictures, and
Students will be able to sort and organize fish crackers based on color.
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will pass out goldfish graph ● Students will sort fish crackers by color
sheets and fish crackers to each and put them in the boxes on the
student. graph.
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Modifications:
● Informal Assessment:
o Teacher will ask students to describe what is on the goldfish graph and how they
Content Standard(s):
2.B.ECb With teacher assistance, retell familiar stories with three or more key events.
Students will be able to listen to the story and retell at least three key events with teacher
assistance.
Students will be able to recall and name the main character of the story after listening to the
story.
● Whiteboard or smartboard
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
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● Teacher will reintroduce the book and ● Students will share events or ideas they
ask what students remember from the remember from the story.
book. ● Students will actively listen to the
● The teacher will then say “This time I story.
want you listen really carefully so that ● Students will say the name of the main
you can tell me about the story after character from the story.
we finish reading it.” ● Students will talk to someone sitting
● Teacher will ask the class to name the next to them and work with that
main character in the story. partner to retell the story.
● Teacher will have students turn to ● Students will share their retelling with
someone sitting on the rug next to someone new.
them and work together to retell the ● Students will share one event each as
story. the teacher calls on them.
● Teacher will ask the class to share their
ideas with someone new.
● Teacher will ask different partner pairs
for one event each and write the events
on the board until the class has come
up with all of the events.
*This could also be done as a small group.
Modifications:
The teacher can provide a visual story sequence as well as do a picture walk to assist students in
recalling what happened just before and just after key events.
● Informal Assessment:
o Note if children were able to recall events and if they could recall events in the
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correct order.
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Content Standard(s):
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in
own name.
5.A.ECb Use scribbles, letter like forms, or letters/words to represent written language.
5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express
compose informative/explanatory texts in which they name what they are writing about and
Students will be able to compose a journal entry, with teacher assistance, relevant to the journal
prompt.
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● Student journals
● Pencils
● Crayons
● Yellow marker
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will write the journal prompt ● Children will get out their journals and
written, then say the whole prompt. ● Children will draw their response and
ocean? illustration.
Modifications:
● For students who are beginning to write letters, the teacher will write their dictation in
● Informal Assessment:
Content Standard(s):
25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and
● Lyrics to song
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will sing the song and ● Students will join in singing and doing
demonstrate the movements once and the movements with the teacher.
Modifications:
If students are having trouble with the movements the teacher can use hand over hand to assist
the student.
● Informal Assessment:
Content Standard(s):
● Student scissors
● Glue sticks
● Stapler
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● Crayons
● Pencils
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will pass out assembled and ● Students will cut on the lines to cut
● Teacher will instruct students to glue picture using letter and sound
the words on, trace the words, then knowledge for the beginning sounds.
color the pictures. ● Students will glue the words in the box
on each page.
page.
Modifications:
Teacher can assist students in cutting and tracing using hand over hand and loop scissors.
Teacher can assist students by reminding the student of the name of the animal.
Teacher can assist students in finding the correct word to match the animal on each page.
● Informal Assessment:
o Teacher will take anecdotal notes on students cutting and tracing to informally
o Teacher will observe and take notes on if students were able to correctly identify
each picture and which word is associated with it based on letter sound
knowledge.
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Content Standard(s):
11.A.ECf Make meaning from experience and information by describing, talking, and thinking
their investigations.
Students will be able to express their ideas on why one type of water makes the egg float.
● Saltwater
● Freshwater
● Egg
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will ask students what they ● Students will share their predictions for
predict will happen when an egg is what will happen when an egg is
● Teacher will write down student’s ● Students will describe what happened.
and ask students what happened. ● Students will discuss the difference in
saltwater.
Modifications:
Teacher can provide visuals for sink and float. Teacher can scaffold the student to create a
prediction.
● Informal Assessment:
o Teacher will observe students to see how they come up with predictions and the
Content Standard(s):
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in
own name.
5.A.ECb Use scribbles, letter like forms, or letters/words to represent written language.
5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express
compose informative/explanatory texts in which they name what they are writing about and
Students will be able to compose a journal entry, with teacher assistance, relevant to the journal
prompt.
46
● Student journals
● Pencils
● Crayons
● Yellow marker
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will write the journal prompt ● Children will get out their journals and
written, then say the whole prompt. ● Children will draw their response and
Modifications:
● For students who are beginning to write letters, the teacher will write their dictation in
● Informal Assessment:
Content Standard(s):
25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and
● Lyrics to song
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will sing the song and ● Students will join in singing and doing
demonstrate the movements once and the movements with the teacher.
Modifications:
If students are having trouble with the movements the teacher can use hand over hand to assist
the student.
● Informal Assessment:
6.A.ECd Connect numbers to quantities they represent using physical models and
informal representations.
25.A.ECd Visual Arts: Investigate and participate in activities using visual arts materials.
Students will be able to look at the art they created and use it as a manipulative to count in
numerical order.
● Glue
● Markers
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will show students the ● Students will glue the strips of paper to
● Teacher will pass out glue, a half oval, the shape of an octopus.
and eight strips of construction paper ● Students will glue as many loop cereal
middle.
● Informal Assessment:
o Teacher will ask students to count the number of cereal pieces on each “leg” of the
octopus. The teacher will write the number for students to trace at the top of each
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▪ the teacher could help by starting the counting and encouraging children
▪ the teacher can say the number and have children repeat it.
If children are experiencing difficulty with the fine motor aspect of writing the number, the
teacher can provide hand over hand support. The teacher can also assist in putting the glue on
on the paper.
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Content Standard(s):
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in
own name.
5.A.ECb Use scribbles, letter like forms, or letters/words to represent written language.
5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express
compose informative/explanatory texts in which they name what they are writing about and
Students will be able to compose a journal entry, with teacher assistance, relevant to the journal
prompt.
● Student journals
● Pencils
● Crayons
● Yellow marker
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will write the journal prompt ● Children will get out their journals and
written, then say the whole prompt. ● Children will draw their response and
today?
Modifications:
● For students who are beginning to write letters, the teacher will write their dictation in
● Informal Assessment:
Content Standard(s):
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in
own name.
5.A.ECb Use scribbles, letter like forms, or letters/words to represent written language.
5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express
compose informative/explanatory texts in which they name what they are writing about and
Students will be able to compose a journal entry, with teacher assistance, relevant to the journal
prompt.
● Student journals
● Pencils
● Crayons
● Yellow marker
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will write the journal prompt ● Children will get out their journals and
written, then say the whole prompt. ● Children will draw their response and
Modifications:
● For students who are beginning to write letters, the teacher will write their dictation in
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● Informal Assessment:
Content Standard(s):
25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and
● Lyrics to song
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will sing the song and ● Students will join in singing and doing
demonstrate the movements once and the movements with the teacher.
Modifications:
If students are having trouble with the movements the teacher can use hand over hand to assist
the student.
● Informal Assessment:
Week 2
Monday
1. Language Arts and Social Emotional
Title: Rainbow Fish
Rationale: To enable the students to learn about the ocean, empathy and the act of
giving through reading and puppetry.
Objectives:
The students will be able to participate in the reading and group discussions about
The Rainbow Fish.
The students will be able to demonstrate their knowledge of empathy and giving
through a social puppet role play.
Standards:
31.A. ECa. Show empathy, sympathy and caring for others
31.A.ECb. Recognize the feelings and perspectives of others
2.A.ECa. Engage in book-sharing experiences with purpose and understanding
2.B.ECa. With teacher assistance, ask and answer questions about books read
aloud.
26.B.ECa. Use creative arts as an avenue for self-expression
Materials:
● Book: “Rainbow Fish” by Marcus Pfister
● Pre-cut out fish
● Small shiny stickers
Procedures:
● The teacher will read the story “Rainbow Fish” to the students.
● The teacher will engage the students in group discussions about the
book that pertain to the characters, storyline, illustrations, problems
and solutions.
● The students will participate in group discussions by responding to
questions and vocalizing observations
● After the story is read, the teacher will hand out the fish and some of
them have shiny scales.
● The students will re-enact the story with their fish so they understand
how it feels to give.
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Assessment:
The students will be assessed through means of observations and anecdotal
notes based off of their participation during group discussions, responses to
questions and interactions and comments during the social role play.
Accommodations:
Students may need help facilitating the social role play. Provide them
with assistance and reminders of what happened in the story.
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Week 2
Monday
Standards:
11.A.ECb. Develop and use models to represent their ideas, observations
and explanations through approaches such as drawing, building or
modeling with clay
12.B.ECa. Describe and compare basic needs of living things
12.E.ECa. Observe and describe the characteristic of earth, water and air
25.A.ECd. Visual Arts: Investigate and participate in activities using visual
arts materials
Materials:
● Plastic water bottles
● Water
● Blue/green food dye
● Plastic aquarium plant life
● Seashells
● Small plastic ocean animals/fish
● Sand
● Paint
● Ocean related stickers
Procedures:
● At the art center, the teacher will hand each student a plastic water
bottle
● Each student will get to choose their habitat contents amongst the
various displayed materials
● The students will also decorate the outside of their plastic bottle for
added creativity
● After all of the ocean habitats are created, each student will present
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Assessment:
The teacher will observe the students choices of materials and their
basic understanding of habitats. Anecdotal notes of discussions and
presentations of habitats will be written to record comprehension. The
water bottles will be used as work samples and some pictures should be
taken to put in their portfolios.
Accommodations:
Some students may need some assistance handling certain
materials, like filling the bottles with water, fitting objects into the
mouthpiece or manipulating certain materials for decoration.
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Content Standard(s):
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in
own name.
5.A.ECb Use scribbles, letter like forms, or letters/words to represent written language.
5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express
compose informative/explanatory texts in which they name what they are writing about and
Students will be able to compose a journal entry, with teacher assistance, relevant to the journal
prompt.
63
● Student journals
● Pencils
● Crayons
● Yellow marker
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will write the journal prompt ● Children will get out their journals and
written, then say the whole prompt. ● Children will draw their response and
seashell. illustration.
Modifications:
● For students who are beginning to write letters, the teacher will write their dictation in
● Informal Assessment:
Content Standard(s):
25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and
● Lyrics to song
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will sing the song and ● Students will join in singing and doing
demonstrate the movements once and the movements with the teacher.
Modifications:
If students are having trouble with the movements the teacher can use hand over hand to assist
the student.
● Informal Assessment:
Week 2
Tuesday
Standards:
6.A.ECa. Count with understanding and recognize “how many” in small
sets up to 5”
6.A.ECd. Connect numbers to quantities they represent using physical
models and informal representations.
6.D.ECa. Compare two collections to see if they are equal or determine
which is more, using a procedure of the child’s choice.
1. A.ECa. Sort, order, compare and describe objects according to
characteristics or attributes
12.AECa. Observe, investigate, describe and categorize living things
Materials:
● Beanie baby ocean animals (whale, turtle, dolphin, jellyfish, octopus,
stingray, fish, shark, crab, seahorse, etc.)
Procedures
● During small group time, the teacher will place all of the beanie
babies in a line in front of the students
● The teacher will ask the students to organize the animals by certain
criteria and characteristics. (Color, size, fins, limbs, tails, etc)
● After the students have grouped the animals, the teacher will ask
them to count the number of animals in each group.
● The teacher will then ask “which group is bigger, smaller, the same
size, etc.
● The teacher will then ask the students to describe the animals, using
their appropriate names, in each group
● Have the students come up with a different way to group the animals
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Assessment:
I will be observing the students ability to correctly organize the
animals by the determined characteristics, as well as their counting
accuracy. Their participation during group discussions will also be noted.
Accommodations:
Students may need reminders of animal names and numbers while
counting, so helping them along the way by providing them with names and
numbers as a way to scaffold them when things are difficult. Also giving
them examples of different ways to group them may help.
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Week 2
Tuesday
2, Language Arts and Social Studies
Objective: The students will be able to recognize ways that humans impact the
ocean and strategies to protect them.
Standards:
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.
2.A.ECa. Engage in book-sharing experiences with purpose and understanding
14.A.ECb. Contribute to the well-being of one’s early childhood environment,
school and community
Materials:
● Book: “I Can Save The Ocean!”
Procedures:
● The teacher will engage the students in the reading of the book “I Can
Save The Ocean”
● The teacher will ask questions that pertain to the characters,
illustrations, storyline and strategies described in the book
● Students will participating in group discussions, respond to questions
asked by the teacher and vocalize observations from the book
● At the end, as a group, the teacher and students will review and
discuss other strategies to protect our oceans.
Assessment:
The students will be assessed through means of observation and anecdotal
notes based on their participation during the story, responses vocalized and
strategies discussed at the end.
Accommodations:
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Content Standard(s):
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in
own name.
5.A.ECb Use scribbles, letter like forms, or letters/words to represent written language.
5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express
compose informative/explanatory texts in which they name what they are writing about and
Students will be able to compose a journal entry, with teacher assistance, relevant to the journal
prompt.
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● Student journals
● Pencils
● Crayons
● Yellow marker
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will write the journal prompt ● Children will get out their journals and
written, then say the whole prompt. ● Children will draw their response and
Modifications:
● For students who are beginning to write letters, the teacher will write their dictation in
● Informal Assessment:
Content Standard(s):
25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and
● Lyrics to song
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will sing the song and ● Students will join in singing and doing
demonstrate the movements once and the movements with the teacher.
Modifications:
If students are having trouble with the movements the teacher can use hand over hand to assist
the student.
● Informal Assessment:
Week 2
Wednesday
Objectives:
Students will be able to engage in the reading of the story and participate in
group discussions.
Students will be able to create their idea of a home for an ocean creature.
Standards:
2.A.ECa. Engage in book-sharing experiences with purpose and
understanding
2.B.ECa. With teacher assistance, ask and answer questions about books
read aloud.
25.A.ECd. Visual Arts: Investigate and participate in activities using visual
arts materials
Materials:
● Book: “A House for Hermit Crab” by Eric Carle
● Construction paper
● Cardboard
● Tissue paper
● Scissors
● Glue
● Popsicle sticks
Procedures:
● The teacher will engage the students in the reading of the story
“A house for hermit crab”
● The teacher will ask questions about the characters, story line
and illustrations to encourage students to vocalize observations
and participate in group discussions.
● After the story has been read, the students will break off into
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centers and those at the art center will create a home for an
ocean creature or animal.
● They will have a table of materials to work with and when they
have finished their home, they will present it to the group
● The teacher will ask questions about the materials used, what
animal would live in their home and why they decided to make
it.
Assessment:
Through observations and anecdotal notes the students will be
assessed on their fine motor skills during the manipulation of materials,
their application of knowledge from the story to their creations and their
ability to explain and communicate their decisions and product.
Accommodations:
If a student has difficulty or is unable to build their own home, offer to
help build and switch roles with the student. Instead, the teacher will be the
construction worker and the student will be the director telling the teacher
where to put certain materials. This way it is still inspired by the student and
they still have a product to present. Offer them examples of ways to put
together certain materials if they’re stuck or can’t think of ideas.
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Week 2
Wednesday
1. Science and Art
Title: Why Are Oceans Salty? https://eduref.org/lessons/science/glg0030
Rationale:
For students to observe how, in water, salt concentration increases and
that after water evaporates the salt remains.
Standards:
12.C.ECa. Identify, describe and compare the physical properties of objects
12.C.ECb. Experiment with changes in matter when combined with other
substances
12.E.ECa. Observe and describe characterstics of earth, water and air
25.A.ECd. Visual Arts: Investigate and participate in activities using visual arts
materials
Materials:
● Rock
● Salt
● Water
● Containers
● Strainers
● Paper
● paint
● Food coloring
Assessment:
The students will be assessed through means of observation and
anecdotal notes based on their ability to follow directions throughout the
experiment, responses made to demonstrate comprehension and fine
motor skills during their painting process.
Accommodations:
This may be a difficult concept for students to understand, so
reiterating explanations, processes and slowly going through steps of the
experiment will likely be required. If students choose not to drink the water,
that’s fine but have them ask a friend to describe the taste.
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Content Standard(s):
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in
own name.
5.A.ECb Use scribbles, letter like forms, or letters/words to represent written language.
5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express
compose informative/explanatory texts in which they name what they are writing about and
Students will be able to compose a journal entry, with teacher assistance, relevant to the journal
prompt.
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● Student journals
● Pencils
● Crayons
● Yellow marker
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will write the journal prompt ● Children will get out their journals and
on the aisle, saying each word as it is sit at the tables.
written, then say the whole prompt. ● Children will draw their response and
a. Prompt: Draw a picture of what dictate or write words to describe their
you can do in the ocean? illustration.
● Teacher will go around to each child
and write their dictated response.
Modifications:
● For students who are beginning to write letters, the teacher will write their dictation in
● Informal Assessment:
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Content Standard(s):
25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and
● Lyrics to song
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will sing the song and ● Students will join in singing and doing
demonstrate the movements once and the movements with the teacher.
Modifications:
If students are having trouble with the movements the teacher can use hand over hand to assist
the student.
● Informal Assessment:
Week 2
Thursday
1. Math and Science:
Title: Fishing
Objectives:
The students will be able to communicate the identification of ocean animals.
The students will be able to use fine motor skills to “fish” for the animals.
The students will be able to identify basic geometric shapes.
The students will be able to identify numbers 1-10.
Standards:
6.A.ECe. Differentiate numerals from letters and recognize some single digit
written numerals
9.A.ECa. Recognize and name common two- and three-dimensional shapes
and describe some of their attributes
12.AECa. Observe, investigate, describe and categorize living things
Materials:
● Pre-cut printouts of ocean animals that are inside of a shape (circle,
triangle, square, etc.) and that have a number 1-10 on them.
● Straws
● Yarn
● Tape
Procedures:
● The students will go to their small groups
● The teacher will randomly disperse the geometric animal randomly
on the floor at the floor toys group
● The teacher will place a piece of tape on each cutout
● The teacher will give each student their “fishing rod” that’s a straw
with string tied at the end, with a piece of tape at the end of the string
● The students will then try to get the tape on the end of their fishing
pole to stick onto an animal cutout
● When the student catches an animal, they must say the name of the
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animal, the shape they are inside of and the number on the cutout.
● After, that they must put their animal back and catch a new one
Assessment:
The students will be assessed by means of observation and anecdotal notes
based on their ability to identify the animals, shapes and numbers on the cutouts
they catch. Their fine motor skills will also be noted by their ability to manipulate
and maneuver their fishing poles.
Accommodations:
If students are not able to successfully use their fishing poles they can catch
their animals with their hands instead. Some may need help with names, shapes
and numbers which is where some prompting and scaffolding could be beneficial.
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Week 2
Thursday
1. Social Studies and Language Arts
Title: What the Sea Saw
Rationale: To reiterate to the students that it’s important to keep our oceans clean!
Objectives:
The students will be able to engage with the reading of the story and participate in
group discussions.
The students will be able to, as a group with the teacher, construct a list of ways to
help keep oceans clean.
Standards:
2.A.ECa. Engage in book-sharing experiences with purpose and understanding
1.A.ECc. Provide comments relevant to the context
14.A.ECb. Contribute to the well-being of one’s early childhood environment,
school and community
Materials:
● Book: “What the Sea Saw” by Stephanie St. Pierre
● 1 piece of poster paper
● Marker
Procedures:
● The teacher will engage the students in the reading of the book “What
the Sea Saw”.
● The teacher will ask questions during the reading that pertain to the
characters, settings, illustrations and storyline to encourage the
students to participate in group discussions, make comments and
vocalize observations and knowledge.
● At the end of the story, the teacher will ask the students for strategies
to keep the oceans and environment clean
● The responses will be compiled into a list written on a piece of poster
paper as the students makes suggestions
Assessment:
The students will be assessed by means of observations and anecdotal notes
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based on their participation and responses during the reading of the story. The
responses dictated on the list of ways to keep our oceans clean will also be used as
a class work sample to assess the student’s retention and comprehension.
Accommodations:
If students have a difficult time compiling a list of conservation strategies,
perhaps it would be best to quickly review the book and provide extra examples for
them to base their responses. This could also indicate the need for an extension
lesson on conservation strategies that are more explicitly displayed.
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Content Standard(s):
1.A.ECc Provide comments relevant to the context.
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in
own name.
5.A.ECa Experiment with writing tools and materials.
5.A.ECb Use scribbles, letter like forms, or letters/words to represent written language.
5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express
an opinion about a book or topic.
5.B.ECb With teacher assistance, use a combination of drawing, dictating, or writing to
compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic.
Students will be able to compose a journal entry, with teacher assistance, relevant to the journal
prompt.
● Crayons
● Yellow marker
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will write the journal prompt ● Children will get out their journals and
written, then say the whole prompt. ● Children will draw their response and
Modifications:
● For students who are beginning to write letters, the teacher will write their dictation in
● Informal Assessment:
● Formal Assessment:
o Compare the response from Week 1 Monday and look for more details to show
evidence of learning.
88
89
Content Standard(s):
25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and
● Lyrics to song
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
● Teacher will sing the song and ● Students will join in singing and doing
demonstrate the movements once and the movements with the teacher.
Modifications:
If students are having trouble with the movements the teacher can use hand over hand to assist
the student.
● Informal Assessment:
Week 2
Friday
1. Language Arts, Science and Movement
Title: Ocean Hunt
Rationale: To enable to students to identify ocean animal through reading and
active engagement.
Objectives:
Students will be able to engage in group discussions about the book.
Students will be able to search for and identify ocean animals around the room.
Standards:
2.A.ECa. Engage in book-sharing experiences with purpose and
understanding
2.B.ECa. With teacher assistance, ask and answer questions about books
read aloud.
12.AECa. Observe, investigate, describe and categorize living things
19.A.ECa. Engage in active play using gross and fine motor skills
Materials:
● Book: “How to Hide an Octopus” by Ruth Heller
● Pre-cut print outs of ocean animals (some from the book: octopus, crab,
jellyfish, tropical fish, etc)
Procedures:
● Before students arrive for class, hide printable cutouts of ocean
creatures around the room. This will enable them to go on a scavenger
hunt after the book is read.
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● The teacher will read the story and encourage students to locate the
sea creatures that are hiding in the book.
● The teacher will engage the students in group discussions about the
creatures found, what’s in the illustrations, the story line, etc.
● After the story has been read, the teacher will tell the students that
some of the ocean animals from the book are hiding in the classroom.
● The students have to go around the room, on a scavenger hunt, to find
the hiding animals.
Assessment:
The students will be assessed through means of observation and anecdotal
notes on their participation during the reading of the story. Comments made,
responses to questions and vocalized observations will be noted. During the
scavenger hunt, the teacher will observe student’s abilities to problem solve,
collaborate with peers, and identify the animals they find.
Accommodations:
Students may need hints toward locations if they exhibit a significant amount of
difficulty in finding the animals around the room. It should also be advised that animals
should be placed lower to the ground so they are accessible to the students.
Week 2
Friday
Objectives:
The students will be able to make predictions what samples will allow
objects to sink or float.
The students will be able to test the densities of different water samples.
Standards:
5.B.ECb. With teacher assistance, use a combination of drawing,
dictating or writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the
topic.
11.A.ECd. Collect, describe, compare and record information from
observations and investigations
12.C.ECa. Identify, describe and compare the physical properties of
objects
12.C.ECb. Experiment with changes in matter when combined with
other substances
12.E.ECa. Observe and describe characteristics of earth, water and
air
Materials:
● 4 plastic or glass cups
● water to fill each cup about 75%
● 2 tablespoons of salt
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● 2 tablespoons of sugar
● 2 tablespoons of baking soda
● Several small plastic jewels
● Paper
● Pencil
Procedures:
● Put water into each cup
● Put 1 ingredient in each cup, leaving one with just water
● Label each cup with ingredient used
● Pass out paper and pencil to each student at science center
● Have them write down numbers 1,2,3 and 4 in a row. Ask them to
guess which cups the jewels will sink or float and write down their
answers. (Model the writing for them.)
● Put some jewels in each cup and see if they sink or float!
● Have the students check to see if their predictions were correct.
Assessment:
The students will be informally assessed based on observations of
whether they participated, made predictions, utilized their basic writing/fine-
motor skills and engaged in group discussions about the experiment and
its’ findings.
Accommodations:
Have a visual with a picture of objects sinking and floating with
captions that say “Sink” and Float” beneath them. This will allow students to
conceptualize their options as well as develop print recognition and they
can use it as a writing model. Students can also practice writing ‘S’ for sink
and ‘F’ for float if writing the entire word is too difficult.
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Parent Involvement
Parents play an important role in the education of their child. Parent and teacher
communication is the key to having successful relationships and building trust. A class
newsletter will be sent home at the start of the unit so that parents can stay up to date
and informed with what is happening in the classroom. The newsletter will be
accompanied by a field trip permission slip so that parents have all of the details for the
Parents will be vital in making sure our field trip is a success. Parents who
volunteer will have the option of riding the bus with us and will have their admission into
the aquarium paid for. These parents will be assigned a small group of students to be
with throughout the day. The responsibilities would include counting to ensure all
children are present and accounted for before, during, and after transitioning from one
area of the aquarium to the other and communicating any needs of the students, such
as needing a restroom, with the teacher. Since students are all bringing a sack lunch,
parents will help students set up their lunch by opening drinks or packages.
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Parent Newsletter
98
Field
Trip
Perm
issio
n Slip
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The interactive bulletin board will be in the dramatic play center and feature
student created art work. The students will create their favorite ocean animal and will
place it on the visual display board. They will be encouraged to write their name on
their animal. They’re applying their knowledge of oceans and animals, using their
creative skills and exhibiting their ability to write their name. It’s a great activity that can
be done at the beginning or end of the unit. It could look something like this:
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Professional Resources
Aquarium Theme in the Dramatic Play Center. (2015, June 06). Retrieved May 03,
dramatic-play-center.html?m=1
Hutchens, M. (2017, March 18). Surfing to Success. Retrieved May 03, 2017, from
http://surfingtosuccess.org/
Levin, V. (2016, August 28). Ocean Picture Books for Preschoolers. Retrieved May
preschoolers/
J. (2014, May 05). Ocean Animals Books, Songs, and Rhymes for Preschool and
-and-resource/ocean-animals-books-songs-and-rhymes-for-preschool-and-kind
ergarten
Ocean Life Theme for Preschool. (n.d.). Retrieved May 03, 2017, from http://www.pre
school-plan-it.com/ocean-life.html
Ocean Week at Preschool. (2016, July 07). Retrieved May 03, 2017, from
http://www.lessonsfromourlife.com/preschool/letterreview/ocean-week-at-
preschool/
http://www.protectplanetocean.org/collections/introduction/introbox/oceans/intr
duction-item.html
D. (2016, February 27). Pretend Play Fishing Alphabet Activity. Retrieved May 03,
Says, E. C., & Says, S. (2017, February 13). Alphabet Fish Matching Game.
alphabet-fish-matching-game/
The Great 8 Octopus - Counting and Fine-Motor Skill Activity for Preschool &
2014/06/the-great-8-octopus-counting-and-fine.html
https://eduref.org/lessons/science/glg0030
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Student Resources
Peck, J., & Petrone, V. (2007). Way down deep in the deep blue sea. New York:
Scholastic.
Carle, E. (2013). A house for Hermit Crab. New York: Little Simon.
Diesen, D., & Hanna, D. (2013). The pout-pout fish. New York: Farrar Straus Giroux.
James, J. A., & Pfister, M. (2006). The rainbow fish. New York: NorthSouth.
https://www.teacherspayteachers.com/Product/My-Goldfish-Graph-198644
Ocean Animals Interactive Reader. (2016, August 13). Retrieved May 03, 2017, from
http://www.adabofgluewilldo.com/see-ocean-animals-interactive-reader/
Pratt-Serafini, K. J. (2006). A swim through the sea. Nevada City, CA.: Dawn
Publications.
Sherry, K. (2010). I'm the biggest thing in the ocean. New York: Dial Books for Young
Readers.
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Reflections
Taylor
I feel that in planning this unit all of the Illinois Professional Teaching Standards were
addressed. The teaching of diverse students and their needs were taken into account when
designing the scope and sequence as well as the lesson plans. The content area and
pedagogical knowledge is evident in my daily schedule, two week plan, and the lesson plans
that accompany that. The developmental needs of students shaped the planning for the daily
schedule. Planning for differential instruction is seen in the modifications on all of the lesson
plans I wrote. The learning environment is something that I am very passionate about and I
looked into ways to best modify the existing environment to support and enrich the unit. The
lessons that I created offer varying modes of instructional delivery that encourages growth and
learning in children. There are aspects of reading, writing, and oral communication in all of the
lessons and in everything that the children do throughout the day. There are are informal and
formal assessment pieces in the unit to ensure that student learning is being adequately
assessed. This unit was created from collaborative efforts and that relationship helped to create
a unit that addresses all aspects of development and the whole child. There is professionalism,
The hardest part of creating this unit was finding ways to structure the unit so that the
lessons were sequenced and went together. There was also a level of difficulty with finding
ways to integrate the topic into all content areas. There are certain content areas that lend
themselves to oceans more so than others. Lessons for math and science were easier to
create than the ones for social studies. There was a surprising number of music and movement
Hailey
incorporate all aspects of the child and content areas. The Illinois Professional
assessments specific for each lesson and ways to be professional whether in the
This was a collaborative effort that was very time intensive but pushed us to be
resourceful and creative. We worked well together and I’m happy with how everything
turned out. I will definitely use these materials as resources in the future. The most
rewarding but challenging part of this unit was creating the lesson plans. It was also
difficult to find times to meet due to conflicting schedules. In the future, I would probably
spread out the execution of the lesson plans over a greater period of time because I
underestimated the amount of time they would take. I’m glad to have this experience
under my belt because I feel better prepared to organize a unit in the future.
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Appendix A
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Appendix B
Ocean Interactive Reader
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109
110
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112
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