Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Something Fishy Going On |
Author(s): Christine Rizzo and Sandra Engle |
| Grade Level: Primary |
School Address: Transfiguration, Rome |
| Subject Area: Science, Ocean Life |
School Phone/Fax: (315) 336-3430 / 334-4650 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
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* Classify according to characteristics of vertebrate / invertebrate |
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*Sequencing months, first , next |
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ESSENTIAL QUESTIONS
-interaction (wise octopus’ advice)
- sharing or contributing to society
- giving of self (Rainbow Fish gave part of self away)
INITIATING ACTIVITY
Read Swimmy by Leo Lionni. Study illustrations. Introduce characters: Swimmy, tuna fish, medusa, lobster, coral, eel, sea anemones, starfish. Color pictures of storybook characters.
Culminating Activity
We will create a video animation of how Swimmy gathered his fish friends together to form a great big fish that would frighten the predator tuna away. In art class each child will create a small red fish. They will each in turn place their fish on the storyboard environment. We will bring all the little fish together in video animation. With the camera on a tripod each child will move their fish along a predetermined path, moving it about two inches at a time. We will record each scene for 2 seconds, press pause, move the characters again and so on. The end product will be a short animation of the now giant red fish chasing away the predator tuna. The film will be viewed by the students in a party setting with juice and fish crackers.
Connection to State Learning Standards
Content Area:
Level:
| Benchmarks: ELA 1.1.1* ELA 2.1.1* ELA 2.1.4* |
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Benchmarks: MST 2.1-3- MST 4.6.1* MST 4.6.2* |
| English Language Arts Standard 1 apply reading skills and strategies to a variety of information, books, media Standard 2 apply skills to genre simple inferences regarding order and sequence |
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Math, Science and Technology Standard 2 access information from printed media Standard 4 know living things are found everywhere in the world and that distinct environments support life of types of plants and animals Know that plants and animals need certain resources for energy and growth (food, water, light, air) |
Unit Theme: Ocean Life
| Career Development and Occupational Studies Standard 3 positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations
- know that it is important to get along with people different from oneself |
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Arts Education Visual Arts Standard 1 create art works in a variety of mediums (drawing, painting, video) based on a range of and collective experiences use art material and tools in a safe and responsible manner |
| Benchmarks: CDOS 3a.4.1* |
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Benchmarks: Arts 1.1.1* 1.1.4+ |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Ocean environment Physical needs for life in the ocean: Water Air Light Plants
Predators Prey
Survival Instincts **************** Determine vertebrates (having a spinal column) Invertebrates (not having a spinal column)
Recognition and sequencing of the months of the year
**************** Social needs for life: -social need to care about others -to live a well balanced life - concept of social interaction and the giving away of a part of self by sharing / contributing to society – team players *************** -how we work toward one goal |
Read Swimmy by Leo Lionni. Dragonfly Books, Alfred A. Knopf, NY .1963 Study illustrations
Review the story of Swimmy.
**************** Read story A House For Hermit Crab by Eric Carle. Scholastic Inc., NY.1987 Identify the 7 storybook sea creatures: crab, sea anemone, starfish, coral, snails, sea urchins, lantern fish use of models and specimens
Reread the story of Hermit.
***************** Read story Rainbow Fish by Marcus Pfister. North – South Books, NY.1992
************** Prior knowledge of how to write a sentence Oral interview |
Storyboard construction
KWL
KWL
**************** KWL
Word cards Chart holder
Storyboard Word cards with names of the months Sheet with names of months to be cut out
On the storyboard draw a mindmap of the ocean creatures.
Use of a timeline to verify how Rainbow Fish comes to be a better citizen of the sea. |
Read to the students the story of Swimmy. Discuss what took place in the story, what great thing Swimmy accomplished and how self-less he was. Describe how we as a class are going to work toward a goal, like Swimmy. This goal is our culminating activity of creating an animated film of Swimmy and his friends. Discuss how today we are going to find out what the physical environment of the ocean is like, and what the ocean creatures need to live. As the students talk, draw a large picture on a storyboard incorporating what information they give, and fill in any left-out information. Students will then draw and color their own versions of the picture. On another day reread the story and develop the concepts of predator and prey. Discuss which ocean creatures were the prey and who was the predator. Discuss also the concept of survival instincts as found in the story. Read to the students the story of A House For Hermit Crab. Begin a discussion of the ocean creatures that Hermit meets to compare how they are alike and how they are different. Introduce the terms: vertebrates and invertebrates. Put these two words on large word cards as titles. Also put the names of each ocean creature as screen savers on classroom computers. Each ocean characters are also placed on individual cards so that the students can manipulate them on the word board on the word chart holder and match them to the correct category. On the next day, reread the story and discuss the time frame that is used for Hermit to meet all the ocean creatures. Draw a large shell with Hermit, and draw each ocean creature that Hermit met, writing the name of the corresponding month. Have the students recall the order as you create the picture. Students can have their own set of months to cut out and practice on their own for correct sequencing and mastery of the names of the months. Students can also visit the word board station to practice sequencing the months. ************ Read the story Rainbow Fish to the students. Create with the students a mindmap of the ocean creatures he met I.e. wise octopus, who in our life gives us direction… Construct with the students a time line on the floor with the names and pictures of the characters that Rainbow Fish meets, and discuss the process by which he changes, just how much he sacrifices and how he changes both physically and emotionally by the story’s end. |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:Describe what will be done. |
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| Use of the Internet Access site (URL) Use a mouse Click on icon Scroll down
********************** .Illustrate a response to a story. Write a sentence about their illustrations.
Organize thought process and speak clearly and precisely into a tape recorder. |
Think aloud Prior knowledge Some are familiar with the Internet
*********************** Prior knowledge of the story. Prior knowledge of how to write a sentence. Compare and contrast to own lives.
Create a class book of responses.
Oral interview with a tape recorder. |
Type in URL http://www.tetra-fish.com/virtualaquarium.html Tetra Virtual Aquarium
**************** Students will respond to the story of Rainbow Fish by drawing a picture of Rainbow Fish giving a part of himself away, and draw a picture of themselves being like Rainbow Fish as they give a part of themselves away in their families. Then each student will write a sentence answering the question: "In my family I must be like Rainbow Fish and ________________________________." This will be used for individual assessment.
Students will respond to the story of Swimmy by organizing their thoughts and forming a clear and precise answer while being interviewed on a tape recorder. They will respond to the question: "Just like Swimmy I _________________________in my family." This is used for individual assessment also. |
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Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Students will be extending and refining their understanding of the environment of the oceans and sea creatures. They will use their knowledge to create a virtual aquarium. They will select fish that are compatible with the habitat and environment. They will select community fish as opposed to aggressive fish. They will print out the type of food and products their aquarium will require.
Students will be extending and refining their understanding of ocean creatures and the relationship these creatures have to one another. |
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Students visit the website of Tetra Virtual Aquarium http://www.tetra-fish.com/virtualaquarium.html They select from three habitats for the background of their tanks and add either tropical fish or goldfish. They discover how different fish get along together and whether members of each species like to be alone or in a group. They learn the type of food and products their fish will need. In the end of the program, the students get to view their aquariums and see their fish in motion on the screen. They can print out a still photo of their fish in their tank. The students will examine an assorted collection of shells and models of ocean creatures that will be on display in the classroom. They will use their five senses to compare and contrast the shapes, sizes and different varieties presented.
The students will view a collection of books that will be on display in the classroom about the ocean and the creatures that inhabit the ocean. All the books will be non-fiction and contain correct knowledge of ocean life. |
| Planning Guide |
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Unit: |
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to…….. . |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
| Ability to : follow directions and cooperate to design an ocean life storyboard and create a video animation which retells the story of Swimmy. understanding of social needs in life: by bringing the little fish together to scare off the enemy (big fish) they have met a need and improved their situation. |
[ ] Decision Making |
Products/Performances : The (Swimmy) fish they made Video animation to show parents and student body |
| Criteria for evaluation: Art work will be evaluated by effort Ability to follow directions Cooperating to make video |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
| Element #1 |
Element #2 |
Element #3 |
Element #4 |
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| Elements
Scale |
Art Work Drawing for class book |
Sequencing Months of the year |
Classifying Vertebrate / invertebrate |
Modeling of social skills |
| Weights |
20 |
40 |
20 |
20 |
| 4 |
Students will draw all components of what is needed for sea life, illus. 3-5 sea creatures and have written a simple sentence. |
Students will recite and manipulate correctly the sequencing of months Jan. to Dec. (12 months in order) |
Students will be able to sort characters from all 3 books as vertebrates or invertebrates. | Students will give thoughtful and appropriate responses to the question for identifying with Swimmy during the oral interview. |
| 3 |
Students will show 2 - 5 sea creatures, in water with simpler labeling of what is needed for life in the sea. | Students will be able to recite correctly at least 9 months in sequential order. | Students will be able to pick out at least 2 vertebrates (the starfish and the eel) from our stories. |
Students will give somewhat thoughtful and appropriate responses to the question. |
| 2 |
Students will have just drawn water and 2-3 sea creatures with no labels. |
Students will be able to recite correctly 6 months in sequential order. |
Students will be able to read and know the definitions of vertebrates and invertebrates. | Students will give somewhat limited responses to the question. |
| 1 |
Students will draw the sea and only 1 creature. | Students will be able to recite correctly only 3 months in sequential order. | Students will know the facts: vertebrates – with backbone, invertebrates – no backbone | Students will give very limited responses to the question. |
NOTE: Rubric or other performance assessment instruments may be used.
Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.
| Score Point 4 |
Score Point 3 |
| [ ] drawing of 2-5 sea creatures, water, plants |
[ ] drawing of 2 – 5 sea creatures, water, plants |
| [ ] concept of size and proportion |
[ ] simple labeling |
| [ ] completely constructed sentence, correct mechanics and grammar usage |
[ ] |
| [ ] sentence related to the picture |
[ ] |
| Score Point 2 |
Score Point 1 |
| [ ] drawing of 2-4 sea creatures, water, plants |
[ ] drawing of water and 1 sea creature |
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[ ] |
| [ ] |
[ ] |
| [ ] |
[ ] |
Have You Considered These Yet?
Learn to Learn Skills:
In this Ocean Unit students learn that positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and classroom work situations. (CDOS Standard 3a.4.1*)
Assessment Modifications:
We are not assessing every Learning Experience. (Internet tools could be assessed with a checklist) We chose Class Book for holistic assessment. For kindergarten to be able to illustrate a story that has been read to them is a measurement of their understanding of the story and knowledge gained. Writing a sentence is an extension of their language skills.
Unit Schedule/Time Plan:
Day 1 Read Swimmy. Bring out the idea of working toward one goal. Color pictures.
Day 2 Discuss creatures. Introduce names of each of creatures. Begin classifications.
Day 3 Science aspect of the physical environment.
Day 4 Introduce companion book – House for Hermit Crab. Compare through discussion. Creatures the same, creatures that are different. What happened to Hermit.
Day 5 Introduce terms vertebrate and invertebrate. Begin to classify.
Day 6 Art day. Students will make their little red fish for the culminating activity.
Day 7 Teach sequencing – months. Present the names to them. Each student will cut the months apart (off a runoff sheet) for an individual set and begin to practice putting them in order.
Day 8 Draw big shell. Add to it simple drawings of creatures for each month. Match month with creature. Note – over the next two weeks sequencing of months will be reinforced throughout daily curriculum.
Day 9 Read Rainbow Fish. Make mind map of characters.
Day 10 Bring out the social need to care about others – the giving away a part of self by sharing / contributing to society.
Day 11 Create a timeline to verify how Rainbow Fish comes to be a better citizen of the sea – a giving away of each of his scales.
Day 12 Enter (with the students) sea creature character names on classroom computer screensavers which will run daily throughout the unit to reinforce the reading vocabulary words.
Day 13, 14 Create Class Book based on Rainbow Fish. Thought process / discussion / follow through with a rough draft / final product
Day 15, 16 Little test. Review classification / vertebrates / invertebrates / vocabulary of names / drawing
Day 17-20 Go to URL for making the Virtual Aquarium . Compare own home address with web site address. Based on prior knowledge make choices to create a well balanced living environment for their fish. Print out picture of their completed aquarium.
Day 21-23 Begin oral interviews on tape "How to live in my family" completing the sentence on unselfishly sharing. Just like Swimmy I ______________________in my family." Theme of working toward one goal.
OVERLAP
Days 15-24. With their hand made fish from Art Class, practice filming video animation on felt storyboard background.
Day 25 Actual filming
Written Overview:
We have successfully completed our Unit as of May 1999. Any questions you might have may be answered by contacting Christine Rizzo or Sandra Engle by e-mail at rcte@borg.com . A copy of the video "The Making of Swimmy", a complete step by step of making a video animation may be borrowed from the Transfiguration Elementary School Library, a member of the Madison-Oneida County School Library System (from their online catalog) at http://www.ciderpress.org