LESSON PLAN BY: Brandy Elliott

Lesson: 3-D Ocean Animals                                        Length: 3 Days

Age or Grade Intended: 5^th grade

Academic Standards:

5.2.7 Read and follow step-by-step instructions when learning new procedures.

5.4.4 Explain that in any particular environment, some kinds of plants and animals survive well, some do not survive as well, and some cannot survive at all.

Performance Objectives:

The students will research an animal from the ocean, using the internet and encyclopedias, with at least 5 out of 5 topics covered. (May find more information)

The students will construct a 3-demensional model of their animal, with 100% completion.

The students will give an oral presentation about their animal that is at least 3 minutes long.

Advanced Preparation by Teacher:

The teacher will need to provide the students will some of the arts and crafts materials, materials for the bulletin board, computer/internet access and access to an encyclopedia for research. The teacher will also need to type a memo explaining all that is expected of the assignment and instructions.

Procedure:

            Introduction/Motivation (Engage):

The teacher will start by giving an oral presentation of his/her own. This presentation will be like the presentation the students are asked to give. The presentation will be from the view point of the animal, without giving away the name. The teacher’s presentation can go like this: “I am a mammal and I can grow to be 26-28 ft. long and I can live in all oceans, but I prefer coastal waters and cooler regions. I am at the top of the food chain and I am a carnivore. I have no known predators, and I am an excellent hunter. I am not endangered or threatened, because I am at the top of the food chain. I can live between 50 and 80 years of age. What am I?” Then the teacher will allow the students to guess what kind of animal that was presented to them. After the animal (Killer Whale) is guessed then the teacher will let the students name some other animals found in the ocean.

Exploration:

The students will be allowed time to find information on the ocean and all of the animals found in the ocean. At this time they can do research on several animals to find the one that he/she would be more interested in. This is a time for the students to explore the ocean and its inhabitants and for them to ask questions.

            Step-by-Step Plan (Explanation):

1. The students will all pick an animal from the ocean that they would like to find out more information about and find a detailed picture of that animal. (Interpersonal)
2. The teacher will pass out a detailed paper explaining the assignment and the instructions of what they are supposed to do.
3. The teacher will instruct the students about all of the information that the teacher wants the students to find out about their animal like;
   • Fish, mammal, reptile?
   • Size-length, height, weight?
   • Lives in which ocean zone - sunlit zone, open-ocean zone, deep-ocean zone?
   • Carnivore, herbivore, omnivore?
   • Endangered, threatened?
   • Other important facts or information?
4. The students will then be given access to the library, internet, and encyclopedia’s for them to get their information.
5. The students will then be given time to plan and practice their presentations.

Closure (Elaboration/Extension):

At this time each student will take their information and their detailed picture and present to the class. The class will have one minute to make their guesses and then the student will show their picture and tell the students what kind of animal it is. (Linguistic) After all of the presentations have been finished the students will make a 3-demensional model of their animal. As a class they will create a bulletin and put our animals in the ocean in their zone. (Intrapersonal) The class will add floral/vinery/greenery for some plant life which enhances the realistic ocean scene. (Bodily Kinesthetic)

Evaluation: Evaluation will be taken throughout the lesson. While helping the students with their research and their presentations I will be able to assess what they have learned. Also a big part of the assessment will come from their oral presentations.

Adaptations/Enrichment:

For students with disabilities the assignment would be modified it could be shorter, focused in a different area, etc.

For the gifted and talented students they could be asked to look for different areas to research.

Reflection:

Did the students have fun?

Did the students learn about animal life?

Was the lesson a success?

What things can be changed to make the lesson better?

Bloom’s Taxonomy Questions

1. Describe the animal you have chosen for your project. (Knowledge)

2. What are some of the differences between mammals and reptiles? (Comprehension)

3. Make a 3-demensional model of your animal (Application)

4. Write a biography of the animal you have chosen. (Analysis)

5. Design the cover of National Geographic Magazine that will feature your animal. (Synthesis)

6. How would you feel if the animal you have research is endangered and if it is endangered how do you feel about that? (Evaluation)