TitleIII Technology Literacy Challenge Grant

Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

OVERVIEW

 This is a thematic unit on oceans. Each student will apply knowledge they acquire and will create a mural of the environment of coral reefs.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

 1. What animals live in the ocean?

2. What affect does pollution have on the ocean?

3. Why is the ocean salty?

4. What have you learned about coral reefs?

CONNECTIONS TO NYS LEARNING STANDARDS

 Benchmarks: Students will investigate, observe, describe, and record characteristics of ocean animals (mammals and fish) and sea shells. Students will conduct an experiment comparing and contrasting sugar water, salt water and fresh water.

Science: Standard #4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Benchmarks: Students will explore the ocean environment through the use of various computer CD’s and electronic encyclopedias.

Technology: Standard #5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Benchmarks: Students will write letters to the United States Congressman John McHugh expressing their views on pollution of the waterways.

MST: Standard #7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real life problems and make informed decisions.

Benchmarks: Students will collect data and facts, discover relationships and use knowledge generated from oral, written and electronic products and texts. Students will write daily when interpreting, applying and transmitting information.

English Language Arts: Standard #1: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English Language to acquire, interpret, apply, and transmit information.

Benchmarks: Students will build and create a 3D environment in the cafeteria, illustrating the diversity of coral reefs.

The Arts: Standard #2: Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

INITIATING ACTIVITY

 Make a paper mache globe and glue on continents.

LEARNING EXPERIENCES
 

 Declarative Knowledge

What declarative knowledge should students be in the process of acquiring and integrating? As a result of the unit, the student will know or understand...

1. Concept: Map of the world and oceans

2. Concept: Terminology

a. coral reef

b. environment

c. pollution

d. trench

e. ocean

f. marine

g. plankton

3. Concept: Oceans have salt water

4. Concept: Certain animals are unique to the ocean environment

5. Concept: Pollution of the oceans

What experiences or activities will be used to help students acquire and integrate this knowledge?

1. Library Books

2. Videos

3. Discussions

4. Trade Books

5. Teacher created materials

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

1. Note taking

2. Journal/Log writing

3. Visual Aids

4. KWL

5. Vocabulary

6. Collaborative Learning

7. Internet

8. Brainstorming

9. Think Aloud

10. 3-minute pause

11. Graphic Organizers

12. Pair and Share

Describe what will be done:

On a class KWL chart, we will generate the K and the W related to oceans. We will then read trade books and teacher created materials, watch videos, and read maps. After each experience, we will fill out the L of the chart.

Throughout the unit, students will keep a daily log of facts and other information that they have gathered. Students could also keep anecdotal records pertaining to the oceans.

Introduce the concept of salinity. Students will be guided to measure salt and water to test salinity. A class observation chart will then be developed.

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring and integrating? As a result of the unit, students will be able to:

1. Create a papier mache globe

2. Develop a journal/log

3. Design a seafood menu

4. Assemble a coral reef mural

What will be done to help students construct models, shape and internalize the knowledge?

1. Daily logs

2. Trade books

3. Internet

4. Direct Instruction

5. Guided Practice

Describe what will be done.

1. Teacher will lead a discussion and demonstrate the steps necessary in creating a map.

2. Students will use a balloon, glue, and strips of paper to create a sphere of the world.

3. Students will use water and salt to observe and discover salinity.

4. Students will be given cut-outs of plant and animal life of the coral reefs to create a mural.

5. Students will use compiled information to design a sea food menu to be eaten.

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of...

1. coral reefs

What reasoning process will they be using?

1. Classifying

2. Inductive Reasoning

3. Deductive Reasoning

Describe what will be done.

1. Students will design a coral reef mural to be displayed in the school cafeteria.

CULMINATING PERFORMANCE

 Creating the ocean environment. Students plan an ocean menu and eat the food.

PRE-REQUISITE SKILLS

MODIFICATIONS

No modifications

UNIT SCHEDULE/TIME PLAN

Two to three weeks

TECHNOLOGY USE