Ocean Unit Uploaded

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Table of Contents Parent Introductory Letter: Dear Ocean Explorer’s Parents.............................................3 Lesson 1: Ocean Art: Designing our Classroom-Habitat.................................................4 Lesson 2: The Sea Turtle Life Cycle ..............................................................................6 Lesson 3: Ocean Inhabitants Working Together: Sea Anenome & Clown Fish.............8 Lesson 4: Where Can You Find Whales in the Dessert?................................................10 Lesson 5: The Ocean and The Seasons (Math) ..............................................................12 Lesson 6: Ocean Temperatures & Global Impact (Science).......................................... 14 Lesson 7: Surf Check: Finding the Biggest Waves (Math)............................................ 16 Lesson 8: Ocean Art: Designing our Classroom-Animals .............................................18 Lesson 9: PBL: Water World (Engineering)...................................................................20 Lesson 11: Service Learning Activity: Teach the Kindergardeners ............................. 22 Summative Assesment & Rubric................................................................................... 24 Worksheets......................................................................................................................25

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Dear Ocean Explorer’s Parents Your child is about to explore the depths of the ocean! This unit was created to align with 3rd grade NGSS and Common Core standards. This unit has 8 lessons, one project based learning experience, and one service learning experience. This unit is a STEAM unit—which means that science, technology, engineering, art, and mathematics are all incorporated! This means that your child will have the opportunity to experience the ocean through each of these disciplinary subjects. Over the course of the next 10 weeks, we will be covering the following main concepts • Animal Life Cycles • Ocean Habitats • Animal Relationships • Fossils • Ocean Temperatures (Both Science and Math. For math we will be graphing and measuring) • Waves + Motion • Value and Foreground, Middle Ground, and Background (Art) • Project: Water World: How Can We Save our Oceans and Ocean Animals? • Project: Teach the Kindergarteners For our project-based learning activity, we will be taking a field trip to the Birch Aquarium in La Jolla, California. Permission slips will be sent out in a few weeks, so be sure to keep your eyes out (and I will be sure to send a reminder email) ☺ As always, if you have any questions, feel free to send me an email or give me a call! -Ms. Dittenhofer [email protected]

4 Lesson 1: Ocean Art: Designing our Classroom-Habitat

Name: Ocean Art: Designing our Classroom-Habitat Subject: Art Grade Level: 3rd Standards (CA Common Core Standards; NGSS/Content Standards) NGSS Standard: 3-LS1-1 CCSS Art: 1.3, 2.3. Objectives • Content: Students will identify and describe how foreground, middle ground, and background are used to create the illusion of space in designing our classroom ocean habitat. • Language/Key Vocabulary: Foreground, middle ground, background, space. Assessment • Informal or Formative: I will observe as students decide which part of the habitat they will create based on their groups assignment for foreground, middle ground, and background. • Formal or Summative: Students will create an integral part of our habitat classroom design that will be hung in our classroom. Instructional Strategies and Learning Tasks Anticipatory Set • Motivation: Show the class the video on the Ocean Habitat: o https://www.youtube.com/watch?v=wbNeIn3vVKM • Activate Prior Knowledge: In art, we have been focusing on making our drawings more realistic and 3-D. For this art lesson, we are going to bring our drawings to life and create a classroom ocean habitat just like the great barrier reef! Instruction and Modeling • Show students the picture on the overhead that depicts foreground, middle ground, and background. • Explain to the students how we will design our classroom using these concepts: o The FOREGROUND will consist of the door into our classroom. o The MIDDLE GROUND will consist of all of the things in the middle of the classroom o The BACKGROUND will be the back wall of our classroom. • Organize the table groups into 3 teams: foreground, middle ground, and background • Explain to the students that they will work with their teams to decorate their portion of the room. • Explain to the students that we will not be creating any animals, but just the coral reefs, sea kelp and bubbles.

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Have the students brainstorm in their groups how they want to decorate their area of the room.

Guided Practice • Give each group their “art tools” for their section of the room. o Foreground gets: Green streamers (for kelp), Blue streamers (for water), and fake plastic bubbles (that they can hang with strings). o Middle ground gets: Multi-color construction paper for creating coral reefs, tracing tools for drawing the coral reefs. o Background gets: Green streamers (for kelp), blue streamers (for water), and fake plastic bubbles (that they can hang with strings). • Have students create all the ocean art to hang around the room (I will hang after class has ended or on lunch break). When they are finished creating, each group will present the artwork they came up with and how they want to see it hung up to class. Closure (student summary of learning) • Exit Slip: Answer the following questions: o What part of the room did you create? o Why did your group choose to design it the way that they did? o How does our design create the illusion of space? Independent Practice (summative assessment) • The summative assessment will be based off of groupwork/art created for the classroom. There will be no independent practice. Differentiation Strategies • Students will be working in groups and will be encouraged to work together to get the job done (if some students have trouble with fine motor skills, other students will be encouraged to complete that portion of the group work). • Students will be encouraged to help each other when they are finished with their portion for the groupwork. Instructional Resources and Materials? • Green Streamers • Blue Streamers • Coral Reef tracers • Multi-color construction paper • Plastic “bubbles” • String & Staples (for me to hang after students have finished)

6 Lesson 2: The Sea Turtle Life Cycle Name: The Sea Turtle Life Cycle Subject: Science Grade Level: 3rd Standards (CA Common Core Standards; NGSS/Content Standards) NGSS Standard: 3-LS1-1, 3-LS4-2, LS1.B, 3-LS3-1. CCSS ELA: RI.3.1, RI.3.2, RI.3.7, SL.3.4 Objectives • Content: The students will learn about the life cycle of the Sea Turtle by making a flip book and Sea Turtle worksheet. • Language/Key Vocabulary: Sea Turtle, Ocean, Migration, Birth, Reproduction, Growth, Death. Assessment • Informal or Formative: Teacher observation of student group discussions throughout class. • Formal or Summative: Sea Turtle Worksheet Instructional Strategies and Learning Tasks Anticipatory Set • Motivation: Play “Sea Turtle” song and video: o https://www.youtube.com/watch?v=WXe7Rx3w9ro Instruction and Modeling • Read Aloud: “The Life Cycle of a Turtle” by Bobbie Kalman. • Hand out Sea Turtle Mini Flip-Books and give instructions on how to create the mini books. Have each student make their own mini flip-book on the sea turtle’s life cycle. • Once the Flip-Books are complete, bring the kids back to carpet for “Turtle-Tracking”. o Explain to students that once the Turtle reaches the “Adult Stage” it is time for the turtle to return to its birthplace to lay eggs to continue the life cycle. o Show Students the Video on Turtles returning to their birthplace: o https://www.youtube.com/watch?v=fpAObF1B_sI&t=193s o Track turtles from all over the world to see how far they have traveled and are traveling to get back to their birth place using this site: ▪ https://conserveturtles.org/trackingmap/?id=185 • Have students return to their seats and fill out the “My Sea Turtle Report” o This gives students the opportunity to create their own “hypothetical sea turtle” and draw its habitat and journey. Guided Practice • Give students mini flip-book to create. • Give students “My Sea Turtle Report” worksheet to complete.

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**WEB QUEST** Have students work in pairs to track turtles around the world on the computers Circulate and help students with any questions/problems they are having.

Closure (student summary of learning) • Exit slips: In one sentence, write your favorite turtle fact that we learned today. Independent Practice (summative assessment) • The students will write down the name of a turtle that they want to track. At the end of the year, they will present how far their turtle has traveled in a quick 3 minute presentation. Differentiation Strategies • If the students finish their workbooks or worksheets early, they will have time to do more turtle research on the computers. • Students who finish early will also have the ability to read turtle books that will be circulating throughout the classroom. • I will assist students that have trouble understanding during guided practice. • Students get to choose their own turtle to track over course of year in any geographic area that interests them. • Multiple means of representation of content material: use of computers, videos, worksheets, books. Instructional Resources and Materials? • “The Turtle Life Cycle” book by Bobbie Kalman • Turtle Flip-Book (Worksheet Attached) • Scissors • Glue • Crayons • My Sea Turtle Report (Worksheet Attached) • Computers

8 Lesson 3: Ocean Inhabitants Working Together Name: Ocean Inhabitants Working Together: Sea Anemone + Clown Fish Subject: Science Grade Level: 3rd Standards (CA Common Core Standards; NGSS/Content Standards) NGSS Standard: 3-LS2-1, 3-LS1-1, 3-LS3-1. CCSS ELA: SL.3.4, SL.3.5, RI.3.1, Objectives • Content: The student will be able to understand that some animals form groups that help them survive by reading a book, watching a video, participating in an activity, and completing a Claim-Evidence-Reasoning sheet. • Language/Key Vocabulary: Symbiosis “living together”, relationships, sea anemone, clownfish, beneficial. Assessment • Informal or Formative: Teacher observations of student discussions and activity. • Formal or Summative: Students will complete a Claim-Evidence-Reasoning worksheet independently. Instructional Strategies and Learning Tasks Anticipatory Set • Motivation: Show the class a clip from Finding Nemo to get them engaged: o Https://www.youtube.com/watch?v=eWXOurnVTYg • Activate Prior Knowledge: Nemo and Marlin have a SYMBIOTIC relationship with their home, the sea anemone, which means they live together and benefit from each other! There are SYMBIOTIC relationships all around us! For example, sea turtles have little fish on them that eat the algae off of their shell! With your partner, think about an animal that relies on another living thing to survive!

Instruction and Modeling • Read the book “Good Friends” (a picture book about animal symbiosis) to the class. • Bring students to the playground and explain the “Clownfish & Sea Anemone Activity” (instructions attached below) • Bring students back to classroom and explain how to use Claim-Evidence-Reasoning charts. Have them fill out a chart for an animal of their choosing, or the clownfish sea anemone relationship (worksheet attached). Guided Practice • Students will work with their partner to come up with an example of a symbiotic relationship. • Students will participate in the “Sea Anemone & Clownfish Activity” (explanation below).

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Closure (student summary of learning) • Exit Slip: Reflection questions from the activity o What did it feel like when you heard the words, "big fish?" o What did it feel like to be the Clown Fish? o What did it feel like to be the Sea Anemone? o Can you think of any partnerships that are important in your life? Independent Practice (summative assessment) • The summative assessment/independent practice will be a Claim-Evidence-Reasoning sheet in which the student exemplifies a symbiotic relationship. It will be in the form of homework, due the next day. Differentiation Strategies • There are different roles for the Activity we will be participating in (for example, if students have mobility issues they can be the sea anemone in the activity). • I will assist students that do not understand during the guided practice. • Multiple means of representation are present in the lesson: for visual learners, I have included a picture book and video. For visual learners, I included a read-aloud. And for tactile learners, I have included an activity. • The activity is engaging for students and also especially helpful for students with attention deficits. Instructional Resources and Materials? • “Good Friends” picture book • Claim-Evidence-Reasoning Worksheet • Playground (open space) Activity: Sea Anemone & Clownfish Activity: This activity reinforces the concept of partnership with an active game that is effective for kinesthetic learners. Form two groups: sea anemones and clown fish. Referencing the story, remind them that sea anemones and clown fish have a special partnership. Instruct the sea anemones to stand still and wiggle their fingers above their heads like tentacles. Ask the participants what they remember about the tentacles and remind them as necessary that the tentacles are poisonous and they keep most fish away from sea anemones. Tell the clown fish that they will pretend to swim around the space. When you call out "big fish," the clown fish need to swim "back" to their sea anemone partners to be safe. Select a volunteer to act as the "big fish," trying to catch the clown fish before they reach safety. Play the game for a couple of rounds. Then have participants switch roles.

10 Lesson 4 Name: Where can you find Whales in the Desert? Subject: Science Grade Level: 3rd Standards (CA Common Core Standards; NGSS/Content Standards) NGSS Standard: 3-LS4-1, 3-LS4-3, 3-LS4-4. CCSS ELA: RI.3.1, RI.3.2, W.3.8 Objectives • Content: The students will be able to analyze and interpret data from fossils to provide evidence of the organisms and the environment in which they lived long ago by completing an online module activity and a formal assessment. • Language/Key Vocabulary: Fossil, environment, adaptation, organism, evidence, habitat. Assessment • Informal or Formative: Teacher observations of student discussions and activity. I will also observe students as they fill out the “What Habitat” worksheet during the activity. • Formal or Summative: Students will complete the “Animals Through Time” assessment worksheet (attached below). Instructional Strategies and Learning Tasks Anticipatory Set • Motivation: Introduce the “Mystery Science” question: “Where can you find whales in the desert? Today, we’re going to find out. o https://mysteryscience.com/animals/mystery-1/habitats-environmentalchange/31?r=13864615 - slide-id-625 • Activate Prior Knowledge: Students, turn to your partner and brainstorm ways that you could find whales in the desert? What do we know about animals/landscapes that can help us make these claims? Fill out a claim-evidence-reasoning sheet with your partner. Instruction and Modeling • Project the Mystery Science activity on the overhead. • Guide students as a class through the modules • Pass out the exploration activity worksheet: “What Habitat” and guide students through the activity. Guided Practice • Mystery Science Module • “What Habitat” worksheet • “Animals Through Time” worksheet Closure (student summary of learning) • Exit Slip: Answer the following question on a sheet of paper: o If you found a cheetah fossil in the middle of the ocean, what would that mean?

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Independent Practice (summative assessment) • The summative assessment/independent practice will be the “Animals Through Time” assessment. This will be administered at the end of class. Differentiation Strategies • I will guide and assist students through the online module (we will work as a class and take time to make sure all students are understanding the material!) • Multiple means of representation of content material: use of computers, videos, modules, and worksheets. • The multiple means of representation aid students who are visually impaired or have impaired hearing. The hands on activity also helps students who have ADHD/attention deficits. Instructional Resources and Materials? • Overhead projector & Access to Mystery Science • “What Habitat” Worksheet (attached) • “Animals Through Time” Worksheet (attached)

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Name: Ocean Temperatures Subject: Math Grade Level: 3rd Standards (CA Common Core Standards; NGSS/Content Standards) NGSS Standard: 3-LS4-4, 3-ESS2-1, 3-ESS2-2, 3-ESS3-1, LS2.C, 3-LS2-1. CCSS Math: 3.MD.3-4, MP.4, MP.5 Objectives • Content: The students will be able represent and interpret data by graphing ocean temperatures and analyzing the findings. • Language/Key Vocabulary: Ocean, temperature, Fahrenheit, average, difference, season. Assessment • Informal or Formative: Teacher observations of student discussions and activity. • Formal or Summative: The students will complete a graphing activity to present the findings they determined as a group (no worksheets attached, the students will graph on regular sheets of graphing paper). Instructional Strategies and Learning Tasks Anticipatory Set • Motivation: Explain to students how thermal maps work and then show the following video: o https://www.youtube.com/watch?v=GxDEwVwW9to • Activate Prior Knowledge: So scientists, this video showed us how much our oceans have changed since 1985. The rise in temperatures are having a big effect on our wildlife population! So today, we’re going to use our investigating skills to graph the seasonal changes in our ocean temperature. When do we think the ocean is the warmest? How about the coldest? Well the fact is that we have 5 oceans around the world, and our seasons don’t correspond. So our job today is to pick two oceans and compare the temperatures month by month! • In order to graph these, we will have to pull from our math toolbox! Do you scientists remember which axis is the Y axis and which is the X axis? Model for students a graphing explanation. Instruction and Modeling • Pass out graphing paper. Explain that seasons (Fall, Winter, Summer and Spring are going along the X axis and temperature is going along the Y axis. • Lead students to : o https://www.currentresults.com/Oceans/Temperature/united-states-index.php • Have the students choose two different oceans to compare. Explain that they will need to read the text to find the temperatures of that ocean in Fall, Winter, Summer and Spring and graph them on TWO separate graphs.

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Explain to students that once they are done making the graphs, they need to write a sentence under each graph explaining what it shows. Model an example on the board.

Guided Practice • Observe and aid students as they graph their ocean’s temperatures. Closure (student summary of learning) • Group Share: have students share their findings. Independent Practice (summative assessment) • The groups will turn in their two graphs and explanations. Differentiation Strategies • I will guide and assist students during guided practice, giving those who need more help the opportunity to ask questions/be answered. • Multiple means of representation of content material: use of computers, videos, and worksheets. • The multiple means of representation aid students who are visually impaired or have impaired hearing. The hands on activity also helps students who have ADHD/attention deficits. Instructional Resources and Materials? • Graphing Paper • Access to computers/iPads

14 Lesson 6 Name: Ocean Temperatures Part 2 Subject: Science Grade Level: 3rd Standards (CA Common Core Standards; NGSS/Content Standards) NGSS Standard: 3-LS4-4, 3-ESS2-1, 3-ESS2-2, 3-ESS3-1, LS2.C, 3-LS2-1. CCSS ELA: RI.3.1, RI.3.2, SL.3.4 Objectives • Content: The students will be able to make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change by watching a video, close-reading informational text, and filling out a claim-evidence-reasoning worksheet. • Language/Key Vocabulary: climate change, environment, solution, sea turtle, claim, evidence, reasoning, summary, effect. Assessment • Informal or Formative: Teacher observations of student discussions and activity. • Formal or Summative: Students will individually complete and turn in claim-evidencereasoning worksheets. Instructional Strategies and Learning Tasks Anticipatory Set • Motivation: Show students the video about coral reef and ocean temperatures: o https://www.youtube.com/watch?v=7-DQNTKOO1M Activate Prior Knowledge: Last lesson, we watched a video about how much our oceans have changed in temperature since 1985. We also learned how much the temperatures change over the course of the year. Now we’re going to learn how this affects the animals and plants living there! Instruction and Modeling • Pass out the summarizer worksheets (attached). • Give students the article from Newsela on Coral Reefs in Hawaii & Sea Turtles: o https://newsela.com/read/govt-EPA-climate-hawaii-islands/id/28408 • Explain how to close-read. • Then have students fill out a claim-evidence-reasoning worksheet (attached) and answer the questions: o What do you think will happen to the turtles/coral reefs? • GLOBAL INTERNATIONAL CONTENT o Show students pictures of the coastline in Fiji, Bali, etc. o Explain to students that some islands are so tiny (Maldives, British Virgin Islands, Seychelles) that they require SO heavily on the ocean!! It is where they get their food, how they get to-and-from, etc. o Some developing countries (which means countries that are still in the process of having systems in place like the US) don’t have the education that we have to

15 understand how important it is to properly dispose of our garbage/take care of our oceans! This is why it is so important for us to learn how—so we can teach as many people as we can (like we will at the end of this unit as well!) o Show students photos of oceans with pollution problems. Guided Practice • Observe and aid students as they read the article and fill out the summarizer sheet. Closure (student summary of learning) • Exit Slip: What is one thing you can do to help with climate change? Independent Practice (summative assessment) • Students will individually complete claim-evidence-reasoning sheets and turn them in. Differentiation Strategies • I will guide and assist students during guided practice, giving those who need more help the opportunity to ask questions/be answered. • Multiple means of representation of content material: use of computers, videos, and worksheets. • The Newsela article can be modified for reading level/language. • The multiple means of representation aid students who are visually impaired or have impaired hearing. The hands on activity also helps students who have ADHD/attention deficits. Instructional Resources and Materials? • Newsela account • Summarizer sheet • Claim-Evidence-Reasoning sheet

16 Lesson 7 Name: Surf Check: Finding the Biggest Wave Subject: Math Grade Level: 3rd Standards (CA Common Core Standards; NGSS/Content Standards) NGSS Standard: 3-LS4-4, 3-ESS2-1, 3-ESS2-2 CCSS Math: MP.4, MP.5, 3.MD.3, MP.5. Objectives • Content: The students will be able to solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects by participating in a “Surf Check” and learning about waves in the ocean via the ocean in a bottle activity. • Language/Key Vocabulary: Waves, height, size, intervals of time, mass. Assessment • Informal or Formative: Teacher observations of student discussions and activity. • Formal or Summative: Students will complete and turn in a claim-evidence-reasoning sheet. Instructional Strategies and Learning Tasks Anticipatory Set • Motivation: Have students read the article: Big Questions: What are the biggest waves in history? And write 3 facts that they found on the fact-finder-worksheet (attached). o https://newsela.com/read/elem-big-q-biggest-waves-ever/id/29672 Activate Prior Knowledge: We know that the ocean is constantly moving! Today we are going to learn about waves. First, we’re going to learn about the biggest waves around the world, and then we’re going to do our own activity to figure out what factors affect the size of waves by making our very own oceans in mason jars. Instruction and Modeling • Explain to students the “Ocean in a Bottle Activity” o Have each team get their mason jar filled with water from the station. o Have each team get blue food die as well as vegetable oil from the station. o Explain to students that they can add blue food coloring to make the color they want. Then have them add 1 cup of vegetable oil the mason jar. o Make sure that all jars are on tightly. • Have students begin to explore. How can they make “the biggest waves” • Have them answer the following questions: o Are the waves bigger if you shake the jar faster, or slower? (intervals of time) o *Then have the students add vegetable oil until the jar is full* Are the waves bigger when there is more liquid (volume) in the jar? • Have students fill out a claim-evidence-reasoning sheet. • Discuss the answers with the students.

17 Guided Practice • Observe and aid students as they participate in the activity. Closure (student summary of learning) • Show students the following video: o https://www.youtube.com/watch?v=ZmBNcVvBUNs • Exit Slip: What did you learn about waves today? Independent Practice (summative assessment) • Students will individually complete claim-evidence-reasoning sheets and turn them in. Differentiation Strategies • I will guide and assist students during guided practice, giving those who need more help the opportunity to ask questions/be answered. • Multiple means of representation of content material: use of informational text, hands-on activities, and worksheets. • The Newsela article can be modified for reading level/language. • The multiple means of representation aid students who are visually impaired or have impaired hearing. The hands on activity also helps students who have ADHD/attention deficits. Instructional Resources and Materials? • Newsela account • Mason Jar • Blue food dye • Water • Vegetable Oil • Claim-Evidence-Reasoning sheet

18 Lesson 8 Name: Ocean Art: Animals Subject: Art Grade Level: 3rd Standards (CA Common Core Standards; NGSS/Content Standards) CCSS Art: A 2.4, 2.3. Objectives • Content: The students will be able to create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes. • Language/Key Vocabulary: value, observation, scenes. Assessment • Informal or Formative: Teacher observations of student discussions and activity. • Formal or Summative: Students will complete an animal artwork piece for the classroom (under the ocean room!). Instructional Strategies and Learning Tasks Anticipatory Set: Read picture book: “Commotion in the Ocean” • Motivation: Have students be on the lookout for an ocean animal they want to draw from the book. Activate Prior Knowledge: At the very beginning of our ocean unit, we worked on middle ground, background, and foreground to create our classroom scene! Now, we’re going to add the ocean inhabitants to our room! Instruction and Modeling • Have students select which ocean animal they will create. • Show them the construction paper, scissors, and marker station. • Explain to student value: the lightness or darkness of tones of colors. o Model on board different values of blue, green, etc. o Explain to students that we are focusing on value to make our ocean creatures look realistic! o For whatever ocean animal the student chose, give them a real life picture or illustration of that animal so they can realistically re-create. Independent Practice (summative assessment) • Students will individually complete their artwork for the classroom. Differentiation Strategies • I will guide and assist students during guided practice, giving those who need more help the opportunity to ask questions/be answered. • Multiple means of representation of content material: read aloud, hands-on-activity.

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The multiple means of representation aid students who are visually impaired or have impaired hearing. The hands on activity also helps students who have ADHD/attention deficits. Students have the ability to choose what they want to create.

Instructional Resources and Materials? • Construction Paper • Scissors • Markers • The book: Commotion in the Ocean • Printed out pictures of ocean animals from the book.

20 Lesson 9: Project-Based Learning Name of Project: Water World: Save the Earth! (Water World Packet attached in Worksheets) Duration: 5 weeks (we will complete 2 worksheets/day along with our other science lesson for the day. Then we will have ½ of the last week to bring our engineering inventions to life. Subject/Course: Earth Science, Physical Science, Engineering Grade Level: 3rd Other subject areas to be included, if any: Reading, Writing, Presentation (Speaking). Key Knowledge and Understanding (CCSS or other standards) CA NGSS standards – 3-LS4.-B, 3-LS3-2, 3-LS2-1, 3-LS4-3, 3-LS4-3, 3-LS4-1, 3-ESS3-1, ETS1.C, 3–5-ETS1-3. CCCSS ELA – RI.3.1, W.3.8, W.3.2.a–d, W.3.1.a–d, SL.3.4 21st Century Success Skills Critical Thinking/Problem Solving – Designing an invention (using technology) to help save the earth based off of observations and problems identified in our oceans/lakes/rivers. Project Summary “Scientists around the globe need your help. The oceans and seas around the world are being destroyed. There are many reasons why our water and the sea life (plants and animals) are being destroyed. You’re being asked to do something about it! The scientists are looking for students to use their imagination and creativity to help solve this problem. They need you to invent a device, product, or machine that can help the ocean environments around the world. These inventions must be used to help a certain topic or problem that you choose. This is an important project! Your choices and decisions could help save the planet and protect our oceans and seas. Be creative, use your imagination, think differently, and save our waters!”

Driving Question What can we invent to solve a problem that is harming our water and sea life? Entry Event Students will visit the birch aquarium and partake in the “Sensational Sharks” discovery lab.

Products Individual: Students will create an invention to save our oceans. Students will fill out and use their “Water World” packet to come up with the idea and create the invention. Then, they will make their invention come to life using construction paper and other materials. Specific content and competencies to be assessed: Engineering design in science.

21 Team: Students will work in teams based on their invention’s purpose. The teams will provide support and help create ideas for one another’s projects. For example, one team for “overfishing”, “endangered animals”, etc. Specific content and competencies to be assessed: NGSS Science and Engineering Practices in Key Knowledge and Understand, collaboration skills. Making Products Public (include how the products will be made public and who students will engage with during/at end of project) Products will be made public during our “Teach the Kindergarteners” service learning. We will be teaching the kindergarteners all we know about our oceans, explaining to them what dangers our oceans face, and presenting our inventions on how to solve these dangers. Resources Needed On-site people, facilities: classroom space for projects, agreement with kindergarten teacher that we can come teach during science time, chaperones for Birch Aquarium, busses. Equipment: “Water World” worksheet & explanation of problems (overfishing, water temperatures, etc) handouts. Materials: rulers, construction paper, glue, markers, crayons, scissors. Community Resources: Birch Aquarium. Reflection Methods (how individual, team, and/or whole class will reflect during/at end of project) Journal/Learning Log - Each student will record observations, questions, reflections, and sketches in interactive science journal. Whole-Class Discussion - Periodical discussions throughout the project will focus on whether student questions have been answered or generated. Survey - Students will respond to a survey at the beginning and end of the unit to see if their thinking about water has changed.

22 Lesson #10: Service Learning Name of Project: Teach the Kindergarteners Duration: 10 weeks Subject/Course: Earth Science, Physical Science, Engineering, Art, Math, Engineering, Technology. Grade Level: 3rd Other subject areas to be included, if any: Reading, Writing, Presentation (Speaking). Key Knowledge and Understanding (CCSS or other standards) CA NGSS standards – 3-LS4.-B, 3-LS3-2, 3-LS2-1, 3-LS4-3, 3-LS4-3, 3-LS4-1, 3-ESS3-1, ETS1.C, 3–5-ETS1-3. CCCSS ELA – RI.3.1, W.3.8, W.3.2.a–d, W.3.1.a–d, SL.3.4 CCSS Math- MP.4, MP.5, 3.MD.3, MP.5. CCSS Art-1.3, 2.3, 2.4. 21st Century Success Skills Critical Thinking/Problem Solving –Students will present the key findings from our ocean unit and ways to “Save our Earth” via their PBL inventions to a kindergarten class. Project Summary Over the course of the past 10 weeks, the students have been learning all about the ocean via science, mathematics, art, technology, and engineering. They have learned a great deal about the ocean and its inhabitants. Our class will split into 5 groups and each teach 1 topic that we learned about. At the end, we will each present our inventions on how we will help save the earth. This will be informational and motivational for the kindergarteners, and also benefit the 3 rd graders as this is their service learning opportunity for the unit.

Driving Question What did we learn? How can we share what we know? How can we save our oceans? Entry Event Students will “sit in” on a kindergarten science lesson so they can learns strategies on how to keep and get their attention as well as how to teach to the kindergarteners. This will also help the 3rd graders see what the kindergarteners are currently learning about.

Products Individual: Students will be presenting their individual inventions Specific content and competencies to be assessed: Engineering design in science. Team: As a team, the students will present their topic that we learned about to the kindergarteners. Specific content and competencies to be assessed: NGSS Science and Engineering Practices in

23 Key Knowledge and Understand, collaboration skills. Making Products Public Products will be made public during our “Teach the Kindergarteners” service learning. We will be teaching the kindergarteners all we know about our oceans, explaining to them what dangers our oceans face, and presenting our inventions on how to solve these dangers. Resources Needed On-site people, facilities: classroom space for projects, agreement with kindergarten teacher that we can come teach during science time. Equipment: N/A. Materials: all of our projects and worksheets over the past 10 weeks of our Ocean Literacy Unit. Community Resources: Kindergarten classroom. Reflection Methods (how individual, team, and/or whole class will reflect during/at end of project) Journal/Learning Log - Each student will record observations, questions, reflections, and sketches in interactive science journal. Whole-Class Discussion - Periodical discussions throughout the project will focus on whether student questions have been answered or generated. Survey - Students will respond to a survey at the beginning and end of the unit to see if their thinking about water has changed.

24 Summative Assessment: Presentation -> Teach the Kindergarteners Name: Score: /3

Category

Level 1

Level 2

Level 3

Presentation

The student’s presentation was rehearsed.

The student’s presentation was rehearsed and engaging. The delivery of the presentation was strong.

The student’s presentation was well rehearsed and delivery was strong. The student was enthusiastic and successfully taught the kindergartners.

Demonstration of Knowledge

The students demonstrated minimal knowledge of the unit and content.

The student demonstrates some knowledge of the unit content.

The student demonstrates thorough knowledge of the unit content.

Engagement & Creativity

The student’s presentation followed the requirements outlined.

The student’s presentation followed the requirements and utilized class resources to make the presentation creative and enticing.

The student’s presentation followed the requirements, utilized class resources, and engaged kindergarteners in the content. The student’s demonstrated their ability to use their knowledge to create an engaging and creative presentation.