DI Lesson Planning Template

Teacher Name:

Eric Ruppert

Subject Area:

5th Grade Science (Oceans)

Date:

12/2/2014

State Standards/Benchmarks: This lesson covers standard 5.6 which is that students
will understand the (a) geological characteristics, (b) physical characteristics, and
(c) the ecological characteristics of the ocean environment. It also covers part of
every science SOL that we cover this year including:
5.1 (j) models are constructed to clarify explanations, demonstrate relationships,
and solve needs
5.2 (c) the ability of different media (solids, liquids and gases) to transmit sound
5.2 (d) uses and applications of sound waves
5.3 (c) opaque, transparent and translucent
5.3 (e) refraction of light through water
5.4 (b) the effect of temperature on the phases of matter
5.4 (e) mixtures including solutions
5.5 (b) classification of organisms using physical characteristics, body structures,
and behavior of the organism
5.5 (c) traits that allow organisms to survive in their environment
5.7 (b) transformations between rocks occur
5.7 (c) earths history and fossil evidence
5.7 (e) changes in the earth's crust due to plate tectonics
5.7 (g) human impacts on our environment
Lesson Essential Question:
What are the ecological, geological, and physical characteristics impacting and
influencing the oceans on our planet?

Time Required: 4 weeks

What will I differentiate?

o Content- this will be differentiated with the techniques of direct instruction,
mini activities from our new Delta Science Module, computer based
assignments and student led demonstrations and choices
o Process- The process used to accomplish our desired goals will be
differentiated using videos, newspaper articles with student response,
internet stories, readings and a PowerPoint presentation constructed by each
student. This helps my IT teacher accomplish a 5th grade technology SOL.
o Product- Each student's strengths will be accentuated during the completion
of the final product within this unit. Students will be encouraged to participate
in areas that they are strong in, but also to venture out into topics that they
may not be as strong in so that they can learn these things using hands on
techniques which really benefit the students in my classes.

How will I differentiate?

o For Readiness- A KWL chart will be used to determine how much pre-existing
knowledge is there and also the areas of interest that apply to each of the
students. From this chart the contents of the entire unit will be constructed
and aligned with Virginia current science standards.
o Interest- The KWL chart will be utilized to help in this area. Students will also
have the flexibility to work with areas of interest as each student cannot do it
all. They can focus on areas that they are strong in but still at the same time,
learning and taking part in areas that they need work in. Ownership of the
final project is the strong motivator here. Post it notes are also used in
determining what students would like to have represented in their final
model.
o Learning- Takes place in groups that are determined by student interest. Mini
activities are used and in some of these small (2 person) groups are also

utilized. Individual tasks are at a minimum and the collaborative effort

becomes paramount in students eyes.
o Affect/Learning Environment- Cooperation and support are emphasized in
this project and the feeling of community established within the classroom at
the beginning of the class is a strong motivator for students to help each other
out. The desire for the best possible final outcome constantly keeps students
striving for their best. The fact that their friends and families will be the very
ones to see the finished product only further enhances the desire to achieve.
As a result of this lesson/unit students will:
Understand: The complex environment that we call the ocean. Only 5% of our
oceans have been discovered, less than even outer space, so the excitement of what
can still happen will be a strong motivating factor that is present throughout this
unit.
Know: What creatures are present in the ocean, how they survive where they do,
what a food chain involves, our fragile coral reefs, currents/waves/tides, shoreline
activities, kelp forests, the ring of fire and deep sea trenches. They will also
understand basic plate tectonics, human impacts within our oceans, ocean zones,
composition of sea water and numerous other intricate details involving the
formation of islands. They will also be assigned an ocean creature to present to the
class in PowerPoint form which gives students a chance to teach their classmates.
Do (Skills): Note card brainstorming, mini activities involving water composition,
collaborative group work, research using the internet and books, a PowerPoint
presentation, teaching of classmates, and the construction of a final ocean (the
Pacific Ocean in this case).

Pre-Assessment: The KWL chart and the note card brainstorming activity gives us a good
idea of the prior knowledge that students are bringing into this assignment. A pretest is
used for so many different things that an alternative means of collecting this data is a
breath of fresh air to the students involved.

Steps in the Lesson:

Day 1- introduce our design challenge: we will be building an ocean environment through
the use of a giant model.
Show students relevant SOL's so they see that this project aligns with what they have to
know.
Document the process: calendar of events, timeline for completion during parent teacher
conferences, and how we will document the progress that we make as learners.
Complete the KWL chart as a class and begin brainstorming things that we would like to
include in our ocean model. These ideas come from their interests but also include the
things that they are already aware of.
Day 2- Data gathering using the computer lab time that we are allotted each week. They
come up with the Ocean that we will focus on and also write down any facts that interest
them so that we are sure to include them in our model.
Day 3- Small group (3 to 5 students) sketches as to what they would like our model to look
like. These are done on 2 pieces of 11 by 17 copy paper.
Day 4- Discuss who is responsible for what parts of the construction. They should be aware
of ocean plants and animals, backdrops, and any other details they would like to see come
to life. Each class uses an 8 foot piece of bulletin board paper and comes up with a class
representation of what the ocean should look like. Students also volunteer to bring in the
materials we need to get started on the construction phase of the project.
Days 5-10- Construction begins. Student led part of the project with the teacher acting as a
facilitator instead of being in charge. No idea is too big or too small and this is where the
student creativity should explode. Group work and cooperation are paramount during this
time. I am there to answer questions, encourage free thinking and provide whatever
resources that they need to do what they want to.
Days 11-15- Hallway construction. It begins with the backdrop and continues until the
hallway is completely transformed into an ocean. Things are on the walls, hanging from the
ceiling, and also are found on the floor like they would be in a real ocean. Once again
nothing is too big or too small.
Day 16- Dr. Sethi, an oceanographer and geologist from Radford University visits the
classes and discusses things they have learned and also the reasoning behind everything
that is on display. He makes suggestions as to what has been excluded and also what they
have done well. He also shares a lot of real life experience since he has been scuba diving
for over 25 years and has seen many of the things that we are beginning to learn about.

Days 17-18 Changes are made based on the critique that we received. The big reveal is in 2
days so this is where the rubber meets the road. Students also put together a video which is
on you tube so that it can be seen by everyone.
Day 19- Big reveal at parent teacher conferences. Students have the opportunity to show
everything off to their parents.

Closure Activity/Wrap up:

The wrap up activity is the video that is produced by the students. They have their voices
included in it and are actually explaining what is going on for each section of the model.
This is a great way to show off what they know.

Post-Assessment:
A Interactive Achievement assessment will be used to determine how much
knowledge has been soaked up. Questions are closely aligned with standards.

Integrated Instructional Technologies and Resources Utilized:

Blend space:
http://blnds.co/1tscU7V
Interactive Achievement
Ocean websites from Google
Brain pop

Weebly Link:
http://5thgradesci.weebly.com/