Ete 343 Under The Sea Thematic Unit

Under the
Sea
2nd Grade
Katie Schremp & Stephanie Valko
Table of Contents
Introduction..3
Goals and Vision..4
Topic Web
Topic Questions...5
Initial Concept Web.....6
Final Concept Web......7
Daily Schedule.8
Thematic Unit Schedule
Week 1 Schedule..9
Week 2 Schedule10
Rationale........11
Learning Environment
Over Head View12
Three Dimensional View...13
Rationale....14
Lesson Plans
Week 1...16
Professional Resources....163
Week 2.170
Professional Resources....239
Student Resources240
Parent Involvement Extensions....242
Example Parent Plan....253
Bulletin Board..256
Bulletin Board Example...257
Topic Box.258
Appendix..259
Songs....260
Collaborative Reflection..262
Introduction
An Under the Sea thematic unit provides students with the opportunity to learn about a vast and
important facet of the Earths ecosystem, the ocean. Many students may not have the opportunity or
ability to see the ocean for themselves, and thus we, as teachers, can bring the ocean to them. The
ocean provides various learning opportunities, some included in this unit plan are: oceanic animals,
ocean conservation and exploration, and an aquarium field trip. This unit plan provides students
with the chance to experience the infinite possibilities of the ocean through learning in each of the
core subject areas: Language Arts, Math, Science, Social Studies, Music, Movement, and Art. The
lesson plans included within this unit are integrated between various core subject areas in order to
address the variety of learning styles within each classroom as well as teach with the whole child in
mind. Adjustments for Gifted and Talented students, Visually Impaired students, Mobility challenged
students, and ADD/ADHD students are also included in each lesson plan as these students are often
prevalent in the classroom, and have specific learning needs that must be met.
In addition to the unit lesson plans, an assortment of other information related to the thematic
unit is provided. A topic web is included to demonstrate how the initial design process has been
altered throughout the creation of the unit plan, and to exhibit the need to be a flexible planner and
educator. The typical daily classroom schedule, as well as a detailed unit schedule is shown to display
the overall organization of the thematic unit and specify the order in which lesson plans should be
taught. Pictures and descriptions of the learning environment are added to explain the centers within
the classroom and how they are to be utilized throughout the Under the Sea unit. Parent involvement
extension ideas are shared in to signify the importance of family participation in a childs education.
The inclusion of student families and the community allows those significant people in the childs life
to be involved in the childs learning. Open communication with parents and the community will help
them to feel comfortable in the classroom and with encouraging each students educational progress.
A bulletin board plan is also included to continually showcase student learning to the school
community. The bulletin board provides a simple, fun example of the classroom environment and
information about the thematic unit for anyone to view. A topic box itemized list is included to
provide additional resource ideas as they relate to the unit topic overall, and to specific lesson plans.
Finally, a reflective portion is included to demonstrate what has been learned through creating the
Under the Sea thematic unit.
Goals and Vision

The general purpose of this unit is to teach second graders about the ocean. We feel that it is
important for others to know about the ocean, even if they have never been there before. Since water
takes up around 71% of the earth and the ocean takes up 95.6% of the water, children should know
and be aware about it (USGS). This project is set up so that if a substitute teacher were to need to
come in and teach, they would be able to know our schedule, lesson and layout of the room. This
project walks you through our initial planning of our ideas through a concept web. Then we have
what would be our typical daily schedule. From there we have a planned out two-week schedule with
lessons plugged in so we know what lesson to teach at a specific time. Following our weekly schedule
we have our floor plan of our classroom and why we would set our classroom up the way we planned.
Then come our lessons. Our lessons are sorted by week and then day on which they should be taught
in. That way it is easy for a substitute to follow and find the lesson they are supposed to be teaching
without a problem. In this unit we have also included ways for the parents to get involved. That way
if a substitute where to be here when a parent came in asking what they could be doing at home to go
along with the unit, the substitute can refer them to the parental involvement section of the unit.
Lastly, not in our binder, we have included a topic box that is full of all sorts of additional items that
go along with our theme that the students will enjoy.
References:
How much water is there on, in, and above the Earth?. (1984, January 1). How
there on Earth, from the USGS Water Science School. Retrieved
much water is
April 21, 2014, from
http://water.usgs.gov/edu/earthhowmuch.html
Topic Webs
Topic Questions
Initial Concept Web
Final Concept Web
Our final concept web is rather different from the Initial Concept web we created. During the
brainstorming process, we tried to think of interesting, interactive, and child-centered activities that
could be created based on the Under the Sea theme. Alternately, during the planning process of
specific lesson plans, we began to focus on concepts to teach students in a logical manner. We still
focused on finding and creating interesting, interactive, and child-centered lesson plans, however, we
were more determined to make all the lessons work cohesively as a unit, rather than simply stating
topics or ideas related to our theme. Our final web is more detailed and structured due to our
attention to an organized, cohesive thematic unit plan.
Daily Schedule
Time
Monday
Tuesday
Wednesday
8:00-8:15
Welcome
8:15-9:15
Language Arts
9:20-10:05
Gym
Art
Gym
10:10-10:20
Bathroom Break
10:25-11:00
Science
11:05-12:05
Lunch
12:10-12:30
Free Read
12:30-1:30
Math
1:35-1:45
Bathroom Break
1:50-2:20
Social Studies
2:20-2:30
Pack-up
2:30
Dismissal
Thursday
Friday
Music
Gym
Thematic Unit Schedule

Week 1 Schedule
7
Time
Monday
Tuesday
8:00-8:15
Wednesday
Thursday
Friday
Welcome
8:15-9:15
Language
Arts
Under the Sea

ABCs
Main Idea:
What Lives in
the Sea?
Octopus Detail
Web
Under the Sea

Puzzle: Main
Idea and Details
Drab Crab
Vocab
9:20-10:05
Special
Under the Sea

Movement
Matching
Ocean in a
Bottle
Octopus
Tag/Light House
and Ships
Ocean Sounds
Under the Sea

Game Board
Oceanic Food
Chain
Shell
Exploration
Under the Seaquencing
Hermit Crabs
Year
Taking Care of
our Oceans
A House for
Oceanic
Animals
10:10-10:20
Bathroom Break
10:25-11:00
Science
Fish Tank
Introduction
Salty Sea
Salty Sea
11:05-12:05
Lunch
12:10-12:30
Free Read
12:30-1:30
Math
Under the Sea

Adventures in
Math
How Big is a
Blue Whale
1:35-1:45
Beach Creature
Measuring
Bathroom Break
1:50-2:20
Social
Studies
Fish Tank
Habitat
Fish Tank
Habitat
Taking Care of
our Oceans
2:20-2:30
Pack-up
2:30
Dismissal
Week 2 Schedule
Time
Monday
Tuesday
8:00-8:15
Wednesday
Thursday
Friday
Welcome
8:15-9:15
Language
Arts
Ocean Word Sort
Ocean
Dictionary
Crab
Informative
Paragraph
Crab
Informative
Paragraph
Field TripShedd
Aquarium
9:20-10:05
Jelly Fish Tag
Jelly Fish
Crab Kick Ball
Under the Sea
Field TripShedd
Aquarium
10:10-10:20
Bathroom Break
10:25-11:00
Science
Magnet Fishing
Beach Box
What Do Sharks
Eat?
11:05-12:05
Lunch
12:10-12:30
Free read
12:30-1:30
Math
How Many Fish

are in Your Sea?
Comparing
Expressions
1:35-1:45
1:50-2:20
Social
Studies
Numerical
Expressions
Seashells Matter
Field TripShedd
Aquarium
Tables Rule!
Field TripShedd
Aquarium
Ocean
Exploration
Field TripShedd
Aquarium
Bathroom Break
Ocean
Exploration
Ocean
Exploration
Ocean
Exploration
2:20-2:30
Pack-up
2:30
Dismissal
Rationale
We feel that this is pretty similar to a typical second grade classroom schedule. When our
students enter the room during welcome time, we have them sliding their picture on the SmartBoard
to the here section and putting their clothes pin on hot or cold lunch. This is also the time they would
give us any notes from home. Once they have done that they are to sit down at their desks and write
three sentences on their whiteboard about what they did the night before. Then when we say share,
each student gets to share one item with the person sitting next of them.
We start off the day with Language Arts. We decided to do that because it is one of the two classes
that is 60 minutes long. From here we go on to a special. That way the kids have a break from a long
language arts lesson and get out of the room for a little. On our way back from the special we will
stop at the bathrooms for a quick bathroom break. That will reduce the amount of interruptions
during instruction time because the students have already gone to the bathroom. From there we go to
science and then lunch. After lunch we give the students time to free read because it calms them down
after lunch and recess.
Math is the second big subject where we have 60 minutes a day invested. Since the kids are
working very hard for those 60 minutes we planned a bathroom break afterwards. Thats to get the
kids up, moving and out of the classroom before we finish our day with social studies. Lastly, we end
our day with packing up. Our pack-up routine goes as follows; first the students will gather their
mail out of their mailboxes. Then gather their things from their cubbies and pack up. Once the class
is all packed up they will line up and go out to the buses and go home.
Learning Environment
Over Head View
10
Three-Dimensional View
11
Rationale
This primary classroom is designed in a thirty-foot, by thirty-foot space. The classroom is
painted a serene blue color, with a soft green carpet. These colors enable a calm environment, that
also corresponds well with an Under the Sea theme. There is one door for entering and exiting the
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classroom; as well as one wall with windows. It is important to have natural light available in a
classroom and an ability to see nature when it may not be permissible to explore outside of the
classroom. There is storage underneath the windows along the wall. The storage is at a height where
both students and teachers can reach all materials. Students should have access to a majority of
materials at all times, it allows them to foster responsibility and gives them the ability to make
choices when appropriate. There are twenty individual student desks that are arranged into groups
of four. This allows students to have their own space, but also cultivates interaction and collaboration
among students. There is also a teacher table with a seat for the teacher and four additional seats for
students. This table allows the teacher to meet with groups of students as needed and provides
another center space. The teacher space provides an opportunity for the teacher to meet with
students in need at any point where students are working on their own or in pairs.
There is a SmartBoard and projector screen included in the classroom for teacher directed
lessons as well as an option for an additional center. A laptop cart is also included within this
classroom. Laptops provide students with computers that can be used in various areas of the
classroom, as well as save space. Technology should be included in a classroom as it is a primary
resource in society and learning how to use technology effectively, efficiently, and responsibly. In the
Under the Sea unit, there is myriad of opportunities for students to use computers and research
ocean topics. Laptops provide the ability for all students to be using technology at the same time and
engaging in technology based learning.
The literacy center is created by surrounding a sand patterned rug, two bean bag chairs, and
a couch with low level bookshelves. This creates a semi-secluded area where students can read and
write in comfort. There is room for a variety of books to be included in the literacy center; these
books would include different reading levels, genres, and topics to appeal to the variety of students
within a classroom. A relaxing literacy center is necessary in a classroom so students will have a place
to read and write that offers them with positive experiences. Many students can become frustrated
and shut-down when they struggle with reading and writing concepts; by providing students with a
comforting space for learning they can respond better to these challenges. The literacy center can be
used as a space for students to sit during Free Read time, as well as a space to be used whenever
students are allowed to work at a space other than their desk. Ocean themed books will be placed in
this center during the duration of the unit. Additionally, ocean animal plush toys can be placed here
for a reading buddy or another source of basic comfort.
An art center is included in the corner of the classroom so it is near a sink for easy cleanup.
It contains a three-sided easel and display case for student work; there is also a storage shelf for
materials and supplies. It is vital to foster creativity with students and an art center is a fun way for
students to express themselves. A display case for student work allows the students to show off their
creations and be proud of their accomplishments. Oceanic artwork will be shown in the display
center throughout the entirety of the unit. Patterned paper will also be available in this center,
patterns included during the Under the Sea unit could include: waves, sand, pebbles, shells and more.
Sand, salt and water can also be available for students to experiment with throughout creating
artwork. These elements are very present in the sea and students can explore their creativity by using
these elements in new and artistic ways.
A math and science center is next to the art center so it is also close to the sink. There are two
lab tables with space for manipulatives and materials that can be reached by the students. Math and
science can be more readily learned through the use of hands on practice. The center allows students
to have additional practice time with concepts and ideas. As science is a central, reoccurring, topic
within the Under the Sea unit, the science center is very important throughout the unit. Shells,
oceanic animal pictures, books, and sand will all be available in the science lab table. Students will be
able to explore these objects using science equipment that is present in the classroom every day. The
math center will contain all new math manipulatives that are introduced during the Under the Sea
Unit. Oceanic puzzles will also be present in the math center for students to use.
A dramatic play center is placed in the last corner of the room, away from the literacy center so to
lessen any noise distraction from this area. There is a puppet theater for students to create their own
shows and stories. There is also a dress-up cart to store costumes and props for students to use as
they wish. This center supplies another chance for students to express their creativity and experience
play. During the Under the Sea unit, oceanic animal puppets will be added to the puppet theater;
furthermore, oceanic themed costumes can by added like sailor and Navy costumes. Other props can
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be added to the center as well, like a snorkel, fishing net and shovels and pails, as they are available
to you as a teacher.
A new feature in the classroom especially for the Under the Sea unit is a fish tank. The fish tank is
placed next to the teachers table as students need teacher guidance to perform the tasks required to
take care of the fish. Additionally, it is at the front of the room so students can safely observe the fish
from their seats, or gain permission to view the fish more closely. The addition of the fish tank for this
unit provides students with access to a facet of sea life in their classroom, and a chance to explore the
differences between a fish tank and the ocean. Moreover, the fish tank will help teach students
responsibility and consideration for animal life. Based on the success of the fish tank during the
Under the Sea unit, there can be an option to keep the fish tank in the classroom for the entirety of
the school year.
Lesson Plans
Week 1
14
Language Arts/Science
Under the Sea ABCs
1 hour
Standards:
Language Arts
IL.CC.2.RF.
Phonics and Word Recognition
IL.CC.2.RF.3a. Distinguish long and short vowels when
reading regularly spelled one-syllable words.
IL.CC.2.RF.3a b. Know spelling-sound correspondences for
additional common vowel teams.
IL.CC.2.RF.3a c. Decode regularly spelled two-syllable words
with long vowels.
IL.CC.2.RF.3a d. Decode words with common prefixes and
suffixes.
IL.CC.2.RF.3a e. Identify words with inconsistent but common
spelling-sound correspondences.
IL.CC.2.RF.3a f. Recognize and read grade-appropriate
irregularly spelled words.
Science
State Goal 11: Understand the processes of scientific inquiry and technological design to
investigate questions, conduct experiments and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.1e. Arrange data into logical patterns and describe the patterns.
State Goal 12: Understand the fundamental concepts, principles and interconnections of
the life, physical and earth/space sciences.
A. Know and apply concepts that explain how living things function, adapt and
change.
15
major
12.A.1a Identify and describe the component parts of living things (e.g.,
birds have feathers; people have bones, blood, hair, skin) and their
functions.
12.A.1b Categorize living organisms using a variety of observable
features (e.g., size, color, shape, backbone).
Social Emotional
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
A. Identify and manage ones emotions and behavior.
1.A.1b. Demonstrate control of impulsive behavior.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive
relationships.
C. Use communication and social skills to interact effectively with others.
2C.1b. Demonstrate appropriate social and classroom behavior.
Objectives:
1. Students will be introduced to oceanic animals.
2. Students will be able to alphabetize words.
3. Students will practice their handwriting skills.
4. Students will be able to copy unfamiliar words.
Rationale:
Students will practice alphabetizing skills as an introduction to the Under the Sea thematic unit.
Materials
Word Cards with pictures
Alphabetical order answer key
Paper
Pencil
Procedure:
Lesson Preparation
1. Prepare word cards with pictures
Lesson
1. Introduce the Under the Sea unit to students. Explain that for the next two weeks they will
be learning about the ocean, sea animals and more!
2. Allow time for initial questions about the thematic unit, about 20-30 minutes.
3. Tell students that to begin the Under the Sea unit, they will practice their alphabetizing skills
with ocean animals.
4. Hand out a set of word cards to each student.
5. Ask the students to put the word cards into alphabetical order.
6. Have the students check the word card order with you.
7. Once the students have the cards in the correct order ask them to write the words in order
on a piece of paper
8. If the students complete the alphabetizing before it is time to move on, ask them to
brainstorm additional ocean animals they would like to learn about in the next two weeks.
Have them write these animal names down on the opposite side of their paper.
9. Collect the word cards and alphabetical order papers from students as you begin to sing Im
a Fish.
Assessment:
The students must check that the word cards are in alphabetical order before writing them down.
Record students names who struggle with putting the words into alphabetical order. Observe
student handwriting and spelling based off of the collected papers. Also read through brainstorming
ideas to include such animals in additional lesson plans.
16
Adjustments:
Gifted and Talented: Provide student with more word cards to alphabetize. Include oceanic animals
with two word names and similar names.
Visual Impairment: Provide student with large print word cards.
Mobility: No adjustments necessary.
ADD/ADHD: Monitor student during independent time, provide student with extra oneon-one
instruction and attention.
References:
60 spectacular seahorses and seadragons. (n.d.). lovethesepics RSS. Retrieved April 22, 2014, from
http://www.lovethesepics.com/2013/04/60-spectacular-seahorses-and-seadragons-pics/
Animal adoptions from world wildlife fund. (n.d.). World Wildlife Fund. Retrieved April 22, 2014,
from http://gifts.worldwildlife.org/gift-center/gifts/Species-Adoptions/Orca-Whale.aspx
Are you a jellyfish christian. (n.d.). Credo Magazine RSS. Retrieved April 22, 2014, from
http://www.credomag.com/2013/04/30/are-you-a-jellyfish-christian/
Basic facts about dolphins. (n.d.). Dolphin. Retrieved April 21, 2014, from
http://www.defenders.org/dolphin/basic-facts
Coral reef. (n.d.). Wikipedia. Retrieved April 19, 2014, from
http://en.wikipedia.org/wiki/File:Coral_Outcrop_Flynn_Reef.jpg
Extravagant goldfish teckler. (n.d.). petpalacezcom. Retrieved April 22, 2014, from
http://petpalacez.com/extravagant-goldfish-teckler/
For the Nemo lovers: Clownfish. (n.d.). Okeanos Aquascaping RSS. Retrieved April 22, 2014, from
http://www.okeanosgroup.com/blog/fish-2/for-the-nemo-lovers-clownfish/
Humpback Whale. (n.d.). Wikipedia. Retrieved April 19, 2014, from
http://en.wikipedia.org/wiki/File:Humpback_Whale_underwater_shot.jpg
Kids ocean. (n.d.). National Geographic. Retrieved April 22, 2014, from
http://kids.nationalgeographic.com/kids/activities/new/ocean/
Krill. (n.d.). Wikipedia. Retrieved April 19, 2014, from
http://en.wikipedia.org/wiki/File:Meganyctiphanes_norvegica2.jpg
Life of sea. (n.d.). Life of Starfish. Retrieved April 22, 2014, from http://lifesea.blogspot.com/2011/10/life-of-sea-starfish-asteroidea.html
Moving up: Real estate in the hermit crab world. (n.d.). Dr Carin Bondar. Retrieved April 22, 2014,
17
from http://carinbondar.com/2011/09/moving-up-real-estate-in-the-hermit-crab-world/
Octopus concussions. (n.d.). cerebrovortex. Retrieved April 22, 2014, from
http://cerebrovortex.com/2013/10/22/octopus-concussions/
Plankton. (n.d.). Wikipedia. Retrieved April 19, 2014, from
http://en.wikipedia.org/wiki/File:Hyperia.jpg
Pufferfish. (n.d.). National Geographic. Retrieved April 22, 2014, from
http://animals.nationalgeographic.com/animals/fish/pufferfish/
Seashell. (n.d.). Zastavki.com. Retrieved April 22, 2014, from
http://www.zastavki.com/eng/Animals/Under_water/wallpaper-5359.htm
Shortfin mako shark. (n.d.). Wikipedia. Retrieved April 19, 2014, from
http://en.wikipedia.org/wiki/File:Isurus_oxyrinchus_by_mark_conlin2.JPG
Snail. (n.d.). Creating Blue Oceans. Retrieved April 19, 2014, from
http://www.creatingblueoceans.com/creatingblueoceans/2008/10/defying-conventionalwisdom-enterprising-snail.html
Squid. (n.d.). Ryan Photographic. Retrieved April 22, 2014, from
http://www.ryanphotographic.com/squid.htm
St.Lucia news online. (n.d.). St Lucia News Online. Retrieved April 22, 2014, from
http://www.stlucianewsonline.com/notice-closed-season-for-sea-turtle-fishery/
Things to do in Naples, Florida. (n.d.). Things To Do In Naples Florida. Retrieved April 22, 2014,
from http://198.61.208.195/wordpress/the-stingray-shuffle/
This video will make you never want to eat lobster again. (n.d.). CollectiveEvolution RSS. Retrieved
April 22, 2014, from http://www.collective-evolution.com/2013/11/12/this-video-will-makeyou-never-want-to-eat-lobster-again/
Tropical reefs. (n.d.). Great Barracuda. Retrieved April 22, 2014, from
http://reefguide.org/barracuda.html
Under the sea ABC order {freebie}. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
http://www.teacherspayteachers.com/Product/Under-the-Sea-ABC-Order-freebie-662970
Under the sea preschool activities. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
18
http://www.teacherspayteachers.com/Product/Under-the-Sea-Preschool-Activities-51374
Walrus. (n.d.). Odobenus rosmarus. Retrieved April 22, 2014, from http://a-zanimals.com/animals/walrus/
What does crabs look like?. (n.d.). What does it look like. Retrieved April 22, 2014, from
http://www.howdoeslooklike.com/what-does-crabs-look-like/
Answer Key
1. Barracuda
2. Coral
3. Clownfish
4. Crab
5. Dolphin
6. Hermit Crab
7. Fish
8. Jellyfish
9. Krill
10.Lobster
11.Octopus
12.Orca Whale
13.Plankton
14.Pufferfish
15.Seahorse
16.Seal
17.Shark
18.Shell
19.Snail
20.Squid
21.Starfish
22.Stingray
23.Turtle
24.Walrus
25.Whale
19
Word Cards
Barracuda
Coral
20
Clownfish
Crab
21
Dolphin
Hermit Crab
22
Fish
Jellyfish
23
Krill
Lobster
24
Octopus
Orca Whale
25
Plankton
Pufferfish
26
Seahorse
Seal
27
Shark
Shell
28
Snail
Squid
29
Starfish
Stingray
30
Turtle
Walrus
31
Whale
Gym: Movement/Science
32
Under the Sea Movement Matching

45 Minutes
Standards:
Physical Development & Health
State Goal 19: Acquire movement skills and understand concepts needed to engage in
health-enhancing physical activity.
A. Demonstrate physical competency in individual and team sports, creative
movement and leisure and work-related activities.
19.A.1. Demonstrate control when performing fundamental locomotor,
non-locomotor and manipulative skills.
B. Analyze various movement concepts and applications.
19.B.1. Understand spatial awareness and relationships to objects and
people.
C. Demonstrate knowledge of rules, safety and strategies during physical activity.
19.C.1. Demonstrate safe movement in physical activities.
State Goal 21: Develop team-building skills by working with others through physical
activity.
A. Demonstrate individual responsibility during group physical activities
21.A.1a. Follow directions and class procedures while participating in
physical activities.
21.A.1b. Use identified procedures and safe practices with little or no
reinforcement during group physical activities.
State Goal 24: Promote and enhance health and well-being through the use of effective
communication and decision-making skills.
A. Demonstrate procedures for communicating in positive ways, resolving
differences and preventing conflict.
24.A.1a Differentiate between positive and negative behaviors (e.g.,
waiting your turn vs. pushing in line, honesty vs. lying).
24.A.1b Identify positive verbal and nonverbal communication skills
(e.g., body language, manners, listening).
Science
11.A.1e. Arrange data into logical patterns and describe the patterns.
change.
major
functions.
B. Demonstrate cooperative skills during structured group physical activity.
21.B.1 Work cooperatively with another to accomplish an assigned task.
33
Social Emotional
Goal 2: Use social-awareness and interpersonal skills to establish and
maintain positive relationships.
2C.1a. Identify ways to work and play well with others.
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and
community contexts.
A. Consider ethical, safety, and societal factors in making decisions.
3A.1b. Identify social norms and safety considerations that guide
behavior.
B. Apply decision-making skills to deal responsibly with daily academic and
social situations.
3B.1b. Make positive choices when interacting with classmates.
Objectives:
1. Students will use gross and fine motor skills.
2. Students will be able to match animal names to pictures.
3. Students will maintain safe movement and respect rules.
Rationale:
Students will practice matching animal names to their picture while also using their gross and fine
motor skills.
Materials
Animal Word Cards
Animal Pictures
Large Space
Procedure:
Lesson Preparation
1. Prepare Animal Word Cards and picture cards, use the same animals and pictures as in the
Under the Sea ABCs lesson plan.
Lesson
1. After moving to large space while singing Im a Fish, have students sit down to listen to
instructions.
2. Tell students that there are word cards and animal pictures around the large space. Inform
them that they are the same animals and pictures that they just used to alphabetize.
3. Go through the word cards and animal pictures as a class, have the students say the name of
the animal as you hold up the picture and word card simultaneously.
4. Place the word cards and animal pictures around the large space.
5. Tell the students that they are going to go around the room two at a time to match a word
card with the correct animal picture.
6. Ask the students to stand up and create two lines. The first person in each line will walk out
into the large space and locate the matching word card and animal picture and bring it back
to their line. Be sure the word card and animal picture correctly match.
7. The next student in line will then take their turn. This process will repeat until all cards and
animal pictures have been correctly matched.
8. Count the number of correct matches each team has to determine a winner for that round.
9. The students will then repeat steps 4 and 5, but will skip, hop, tiptoe or crawl to find the
correct matches.
10. Continue the game using a different type of movement until time runs out.
11. Finish the activity by determining which team won the most rounds.
34
12. Transition into the bathroom break by singing Im a Fish again.

Assessment:
Observe each students ability to walk, skip, hop, tiptoe and crawl, record any difficulties with any of
these movements. Also take notice of any incorrect matches of word card and animal pictures, go
over any common mistakes with the class as a whole.
Adjustments:
Gifted and Talented: Include additional word cards and animal pictures from Under the
ABCs.
Visual Impairment: Print large font word cards.
Mobility: Place the word cards and animal pictures where student is able to reach them. If
is unable to walk, skip, hop, tiptoe, or crawl have them perform only one
movement.
ADD/ADHD: No adjustments needed.
Sea
students
References:
35
Preschool ocean themed lesson plan. (n.d.). Brilliant Bundles. Retrieved April 22, 2014, from
http://brilliantbundles.blogspot.com/2012/02/preschool-ocean-themed-lesson-plan.html
36
Animal Pictures & Animal Word Cards
37
Barracuda
Coral
38
Clownfish
Crab
39
Dolphin
Hermit Crab
40
Fish
Jellyfish
41
Krill
Lobster
42
Octopus
Orca Whale
43
Plankton
Pufferfish
44
Seahorse
Seal
45
Shark
Shell
46
Snail
Squid
47
Starfish
Stingray
48
Turtle
Walrus
49
Whale
Science/Language Arts
Fish Tank Introduction
35 minutes
Standards:
Science
50
11.A.1a. Describe an observed event.
11.A.1f. Compare observations of individual and group results.
B. Know and apply concepts that describe how living things interact with each
other and with their environment.
12.B.1a. Describe and compare characteristics of living things in
relationship to their environments.
12.B.1b. Describe how living things depend on one another for survival.
State Goal 13: Understand the relationships among science, technology and society in
historical and contemporary contexts.
A. Know and apply the accepted practices of science.
13.A.1a. Use basic safety practices (e.g., not tasting materials without
permission, stop/drop/roll).
13.A.1c. Explain how knowledge can be gained by careful observation.
Language Arts
IL.CC.2.W.
Text Types and Purposes
IL.CC.2.W.1. Write informative/explanatory texts in which they introduce
a topic,
use facts and definitions to develop points, and provide a
concluding
statement or section.
Research to Build and Present Knowledge
IL.CC.2.W.8. Recall information from experiences or gather information
from provided sources to answer a question.
Social Emotional
1A.1b. Demonstrate control of impulsive behavior.
relationships.
C. Use communication and social skills to interact effectively with
others.
community contexts.
behavior.
C. Contribute to the well-being of ones school and community.
3C.1a. Identify and perform roles that contribute to ones classroom.
Objectives:
1. Students will learn proper maintenance and care of the classroom fish tank.
2. Students will practice these skills throughout the two-week unit.
3. Students will keep a fish tank observation journal.
Rationale:
The students must learn how to properly care for the animals in the fish tank.
51
Materials
Fish tank
Fish Tank Checklist
Fish Tank Journal
Procedure:
Lesson Preparation
1. Bring fish tank into classroom.
Lesson
1. Introduce the new fish tank to the classroom. Tell the students what type of fish and plants
are in the fish tank.
2. Tell the students that there is a fish tank in the classroom so they can observe and learn more
about ocean fish and plants.
3. Explain to the class that the fish tank must be taken care of properly so the fish and plants
can be happy and healthy.
4. Tell the students that taking care of the fish tank will be an important job for the whole class
to do, and will be a new beginning of the day job.
5. Share with the students that they will all be keeping a Fish Tank Journal to fill with
observations, thoughts and feelings about the fish tank.
6. Go through the Fish Tank Checklist with the students.
7. Ask the students if they have any other questions about the fish tank or taking care of the
fish.
8. Transition to Lunch by lining up like swimming fish.
Assessment:
Student care for the fish tank will be monitored based on the daily job participation. The teacher will
closely monitor all care of the fish tank. The Fish Tank Journal will be read at the end of each week
and should contain observations, thoughts and feelings about having a fish tank in the classroom.
Based on the fish tank journals, and student care, the fish tank may be kept in the classroom after the
Under the Sea unit is complete.
Adjustments:
Gifted and Talented: Ask students to draw and label pictures along with their written
observations of the fish tank.
Visual Impairment: Provide a magnifying glass next to the fish tank for students to look
through.
Mobility: Be sure the fish tank is in a location where the student can reach it to care for
observe the fish.
ADD/ADHD: Place fish tank out of view of the students seat.
and
References:
Classroom fish tanks. (n.d.). Classroom Fish Tanks. Retrieved April 22, 2014, from
http://www.fishchannel.com/setups/freshwater/treasures-in-glass-boxes-2.aspx
52
Fish Tank Checklist

1.
Ask for teacher help.
2.
Look to see if tank light and
filter is on.
3.
Count all fish.
4.
Feed fish 1 pinch of food.
All Students Everyday
1.
Write observations, thoughts
and feelings in your Fish Tank
Journal.
53
Math
Under the Sea Adventures in Math
1 hour
Standards:
Math
IL.CC.2.OA. Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
IL.CC.2.OA.1. Use addition and subtraction within 100 to solve one- and
two-step word problems involving situations of adding to, taking from,
putting
together, taking apart, and comparing, with unknowns in all
positions, e.g.,
by using drawings and equations with a symbol for the
unknown number to
represent the problem.
Add and subtract within 20.
IL.CC.2.OA.2. Fluently add and subtract within 20 using mental
strategies.2 By end of Grade 2, know from memory all sums of two onedigit
numbers.
IL.CC.2.NBT. Number and Operations in Base Ten
Use place value understanding and properties of operations to add and subtract.
IL.CC.2.NBT.5. Fluently add and subtract within 100 using strategies
based on place value, properties of operations, and/or the relationship
between
addition and subtraction.
Social Emotional
Goal 1: Develop self-awareness and self-management skills to achieve
school and life success.
A. Identify and manage ones emotions and behavior
Goal 2: Use social-awareness and interpersonal skills to establish and
maintain positive relationships.
Objectives:
1. Students will practice addition.
54
2.
3.
4.
Students will practice subtraction.

Students will practice computation with word problems.
Students will use manipulatives to practice math skills.
Rationale:
Students will practice their addition and subtraction skills through word problems and use of
manipulatives.
Materials
Written word problems
Picture manipulatives
Example picture manipulatives
Board
Markers
Paper
Pencil
Procedure:
Lesson Preparation
1. Prepare picture manipulatives that correspond with the word problems.
Lesson
1. Hand out picture manipulatives to each student.
2. Practice 3 addition and 3 subtraction problems by writing them on the board for students to
solve (Ex. 10+3=; 17-12=)
3. Ask students to write down each problem and solve it on their piece of paper.
4. Go through the correct answer for each math problem.
5. Tell the students they will now practice addition and subtraction with word problems.
6. Read a sample word problem for the students; show on the board how to solve it using the
picture manipulatives on the board (Ex. Nineteen oysters were in the sea. Seven were
scooped up by a boat. How many were left?...Show 19 oysters on the board, remove 7, count
remaining 12 out loud.)
7. Read another word problem to the students and ask them to solve this one on their own
using their own manipulatives. Have the students write the equation down on their own
paper while they work with their manipulatives.
8. Read through the problem once, wait one minute and then read the problem again, this time
showing the manipulatives on the board, wait one minute and read it a third time, now
writing the numerical equation on the board, under the manipulatives.
9. Ask the students for the correct answer to the word problem.
10. Repeat steps 7-9 until all word problems are complete.
11. Collect student papers while singing Im a Fish.
Assessment:
Observe student participation in giving answers during class time. Look through student papers for
correct work and answers to all word problems.
Adjustments:
Gifted and Talented: Only read through word problems twice and do not write out the
equation for students. More difficult word problems can be given as well.
Visual Impairment: Provide large print manipulatives; make sure writing on board is
as well.
Mobility: Provide manipulatives that student can easily use.
ADD/ADHD: Allow students to take turns writing on the board when answering math
problems.
visible
References:
55
Under the sea adventures in math. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
http://www.teacherspayteachers.com/Product/Under-The-Sea-Adventures-in-
Math-911585
Word Problems
Example: Nineteen oysters were in the sea. Seven were scooped up by a boat. How many were left?
1. Eleven sea turtles were on the beach. Six went back into the ocean.
How many were left?
2. Fourteen blue fish were swimming by. Four more joined them. How
many are there all together?
3. Twelve puffer fish were on the coral reef. Three more swam to the
coral reef. How many are there now?
4. Seventeen seahorses were in the seaweed. Five swam away. How
many are left?
5. Six dolphins are swimming on top of the water. Nine whales are
swimming below the water. How many more dolphins are swimming
below the water?
56
6. Fifteen children were swimming in the water. Nine were boys. How
many were girls?
7. Eleven hermit crabs were crawling on the ocean floor. Three oysters
were sitting in the weeds. One octopus was swimming by. How many
sea creatures are there all together?
8. Eighteen clownfish were swimming with the children. Two sea turtles
joined them. How many more clownfish were there than sea turtles?
9. Sixteen clams were sitting in the sand. Nine were scooped up and put
in a bucket. How many were left?
10. Seven dolphins were swimming with thirteen puffer fish. How many
fish were swimming?
Example: 19-7=12
1. 11-6=5
2. 14+4=18
3. 12+3=15
4. 17-5=12
5. 9-6=3
6. 15-9=6
7. 11+3+1=15
8. 18-2=16
9. 16-9=7
10.7+13=20
Answer Key
57
Manipulatives
Clam
58
Hermit Crab
Blue Fish
Sea Turtle
59
Puffer Fish
Dolphin
Sea Horse
60
Oyster
Girl
61
Boy
Clownfish
62
Social Studies/Science
Fish Tank Habitat
2 days, 30 minutes each
Standards:
Social Studies
State Goal 17: Understand world geography and the effects of geography on society,
with an emphasis on the United States.
A. Locate, describe and explain places, regions and features on the Earth.
17.A.1a. Identify physical characteristics of places, both local and
global (e.g., locations, roads, regions, bodies of water).
B. Analyze and explain characteristics and interactions of the Earths physical systems.
17.B.1a. Identify components of the Earths physical systems.
17.B.1b. Describe physical components of ecosystems.
C. Understand relationships between geographic factors and society.

17.C.1a. Identify ways people depend on and interact with the physical
environment (e.g., farming, fishing, hydroelectric power).
Science
11.A.1d. Record and store data using available technologies.
E. Know and apply concepts that describe the features and processes of the
Earth and its resources.
12.E.1a. Identify components and describe diverse features of the Earths
land, water and atmospheric systems.
63
Language Arts
IL.CC.2.RL.
Integration of Knowledge and Ideas
IL.CC.2.RL.7. Use information gained from the illustrations and words in
a print or digital text to demonstrate understanding of its characters,
setting,
or plot.
IL.CC.2.RI.
Key Ideas and Details
IL.CC.2.RI.1. Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
IL.CC.2.RI.2. Identify the main topic of a multi-paragraph text
as well as the focus of specific paragraphs within the text.
Craft and Structure
IL.CC.2.RI.4. Determine the meaning of words and phrases in a text
relevant to a grade 2 topic or subject area.
IL.CC.2.RI.5. Know and use various text features (e.g. captions, bold
print, subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
IL.CC.2.RI.6. Identify the main purpose of a text, including what the
author wants to answer, explain, or describe.
IL.CC.2.RI.7. Explain how specific images (e.g., a diagram showing how
a machine works) contribute to and clarify a text.
IL.CC.2.RI.9. Compare and contrast the most important points presented
by two texts on the same topic.
IL.CC.2.W.
a topic,
concluding
Social Emotional
B. Identify and manage ones emotions and behavior.
relationships.
others.
community contexts.
Objectives:
1. Students will explore the similarities between a fish tank and ocean.
2. Students will explore the differences between a fish tank and ocean.
3. Students will safely use the Internet to research.
4. Students will write about the similarities and differences between a fish tank and ocean.
Rationale:
Students will use the internet to safely research the similarities and differences in a fish tank and the
ocean and write about what they discover.
64
Materials
Computer
Fish Tank Website: http://www.montereybayaquarium.org
Ocean Website: http://www.aquariumofpacific.org/onlinelearningcenter/species/binturong
Board
Markers
Paper
Pencil
Procedure:
Lesson Preparation
1. View websites before allowing students to research on them.
2. Set up websites on student computers before they begin to use them.
Lesson
Day 1
1. Draw a Venn Diagram on the board, label one side Fish Tank and the other side Ocean.
2. Ask students to tell you what are some similarities and differences between a fish tank and
the ocean. Write down suggestions in the appropriate areas as they are said.
3. Tell students they are going to use the computer to research the similarities and differences
between a fish thank and the ocean.
4. Allow students to use remaining time begin research. Tell students to write down the
similarities and differences they find about each habitat.
5. Remind students to remain only on the approved websites and monitor their computer use.
6. When time is up ask students to exit websites and shut down computers.
7. Transition to pack-up by singing Im a Fish.
Day 2
1. Tell students they can continue to use the computers to research the similarities and
differences between fish tanks and oceans and continue to write about their findings.
2. Remind students to remain only on the approved websites and monitor their computer use.
3. After about 15-20 minutes of additional research, ask students to exit websites and shut
down computers.
4. Write another Venn Diagram on the board. Ask students to tell you about what they
discovered through their research. Write suggestions in appropriate areas on the board as
they are said.
5. Collect student work and transition to pack-up while singing Fish are Swimming.
Assessment:
Appropriate computer and internet use should be monitored at all times, as well as use of time.
Student participation in class suggestions should be taken into consideration. Written similarities and
differences between fish tanks and oceans should be assessed for sentence structure, content, and
correctness.
Adjustments:
Gifted and Talented: Have students write the similarities and differences in their own
Diagram and assess it for correctness.
Visual Impairment: Prepare computer to have large fonts, be sure all writing on the board
visible.
Mobility: Be sure student can reach computer, provide large keyboard if necessary.
ADD/ADHD: Computer based research will appeal to student.
Venn
is
References:
Aquarium habitats. (n.d.). National Geographic Education. Retrieved April 22, 2014, from
http://education.nationalgeographic.com/archive/xpeditions/lessons/08/g35/aquarium.html?
65
ar_a=1
Ocean science and social studies ideas. (n.d.). Ocean Science and Social Studies Ideas. Retrieved April
22, 2014, from http://www.teachingheart.net/oceanscienceandss.html
Main Idea: What Lives in the Sea
1 hour
Standards:
Language Arts
IL.CC.2.RL.
Craft and Structure
IL.CC.2.RL.5. Describe the overall structure of a story, including
describing how the beginning introduces the story and the ending
concludes the action.
IL.CC.2.RI.
IL.CC.2.RI.2. Identify the main topic of a multiparagraph text as well as
the focus of specific paragraphs within the text.
Craft and Structure
IL.CC.2.RI.8. Describe how reasons support specific points the author
makes in a text.
IL.CC.2.SL.
Comprehension and Collaboration
IL.CC.2.SL.2. Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
Science
change.
66
major
functions.
Social Emotional
C. Identify and manage ones emotions and behavior.
relationships.
others.
community contexts.
D. Contribute to the well-being of ones school and community.
Objectives:
1. Students will be able to identify a main idea.
2. Students will be able to give support to a main idea.
Rationale:
Students will practice supporting a main idea.
Materials
Main Idea Web
Board
Markers
Procedure:
Lesson Preparation
1. Print main idea web.
Lesson
1. Introduce lesson by sharing with students that they will be learning about main ideas and
details for the next three days.
2. Explain to students what a main idea is: A main idea is the message of a sentence, story, or
lesson. Share with students that the main idea of their thematic unit is Under the Sea,
because everything they are learning about is related to the ocean.
3. Tell the students they are going to practice giving support to the main idea of the unit theme.
4. Pass out the main idea webs to each student.
5. Ask the students to fill in each bubble in the web with something that lives in the sea. Tell the
students they can put more than one animal in each bubble.
6. Allow the students 10 minutes to work on filling in their main idea web. During this time,
draw a web on the board.
7. Ask students to share what they wrote on their web, write all answers on the board.
8. Hand out another main idea web to each student.
9. Explain to the students that if a sentence, story, or lesson, has too many details then the main
idea could get lost.
10. Ask them to fill in each bubble with only one thing that lives in the sea.
11. Allow 5 minutes for students to narrow down their choices and fill in the bubbles.
12. Collect both webs from each student and let them know that they will work more with these
ideas and webs tomorrow.
67
13. Begin transition by singing Fish are Swimming.

Assessment:
Student participation in class discussion should be monitored. Review each student web to be sure
one web has only one animal in each bubble, examine student choices in what animals to focus on in
the second web.
Adjustments:
Gifted and Talented: Ask students to brainstorm other main ideas that have to do with the theme
of under the sea (ex. Animals under the sea, plants under the sea, jobs
under the sea).
Visual Impairment: Provide large print main idea web, be sure writing on board is visible.
Mobility: No adjustments needed.
ADD/ADHD: Provided one-on-one time with student while filling in main idea web.
References:
What lives in the sea? web. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
http://www.teacherspayteachers.com/Product/What-lives-in-the-sea-Web-783246
Main Idea Web
68
Art/Science
Ocean in a Bottle
45 minutes
Standards:
Fine Arts
69
State Goal 26: Through creating and performing, understand how works of art are
produced.
A. Understand processes, traditional tools and modern technologies used in the
arts.
26.A.1e. Visual Arts: Identify media and tools and how to use them in a
safe and responsible manner when painting, drawing and constructing.
B. Apply skills and knowledge necessary to create and perform in one or more of
the arts.
26.B.1d. Visual Arts: Demonstrate knowledge and skills to create visual
works of art using manipulation, eye-hand coordination, building and
imagination.
Science
B. Know and apply the concepts, principles and processes of technological
design.
11.B.1c. Build the device using the materials and tools provided.
D. Know and apply concepts that describe force and motion and the principles
that explain them.
12.D.1a. Identify examples of motion (e.g., moving in a straight line,
vibrating, rotating).
E. Know and apply concepts that describe the features and processes of the Earth
and its resources.
12.E.1a. Identify components and describe diverse features of the Earths
Objectives:
1. Students will practice fine motor skills.
2. Students will observe the reactions between oil and water.
Rationale:
Students will observe a scientific reaction while practicing fine motor skills and creating an art
project.
Materials
Empty bottle
Water
Oil
Funnel
Food coloring
Craft foam
Scissors
Stencils
Markers
Example Ocean in a Bottle
Procedure:
Lesson Preparation
Ask for parent volunteers to help during this lesson
70
1.
Collect empty water bottles from various locations (student homes, school recycling,
personal use, etc.)
Pre-fill water bottles with 2/3 water and blue food coloring.
Create example.
2.
3.
Lesson
1. Show students example Ocean in a Bottle. Let students observe the separation of oil and
water.
2. Shake the bottle so students can see the two liquids mix together.
3. Have the students trace ocean animals on the craft foam using the stencils provided.
4. Ask them to cut out the animals once they have traced them.
5. Once they are finished cutting out the animals, have them bring the animals to a parent
volunteer or teacher to help them put in the bottle.
6. Have the students hold the bottle while the parent volunteer or teacher pours in the oil. Have
the adult close the lid of the water bottle tightly.
7. Allow the students time to play with their Ocean in a Bottle.
8. Once each student has finished their Ocean in a Bottle, begin clean up by singing Fish are
Swimming.
Assessment:
Student safety and cooperation should be monitored throughout lesson. Each student should be able
to complete an Ocean in a Bottle within the time frame.
Adjustments:
Gifted and Talented: Allow students to help pour water and oil into bottle.
Visual Impairment: Provide pre-traced animals for students to cut out.
Mobility: Be sure there is room for students to reach parent volunteers or teacher.
ADD/ADHD: No adjustments necessary.
References:
Easy ocean-themed crafts for kids. (n.d.). Parenting RSS. Retrieved April 22, 2014, from
http://www.sheknows.com/parenting/articles/1002851/ocean-themed-crafts-for- kids
Salty Sea
2 days, 35 minutes
Standards:
Science
11.A.1c. Collect data for investigations using measuring instruments and
technologies.
11.A.1d. Record and store data using available technologies.
E. Know and apply concepts that describe the features and processes of the Earth
and its resources.
12.E.1a Identify components and describe diverse features of the Earths
71
13.A.1c Explain how knowledge can be gained by careful observation.
Language Arts
IL.CC.2.W.
a topic,
concluding
Social Emotional
D. Identify and manage ones emotions and behavior.
relationships.
others.
community contexts.
E. Contribute to the well-being of ones school and community.
Objectives:
1. Students will observe the effects of salt in water.
2. Students will record observations.
3. Students will be able to explain the effects of salt in water.
Rationale:
Students will use observational skills and be able to explain the effects of salt in water, as in the
ocean.
Materials
2 clear plastic jugs (1 labeled freshwater, 1 labeled saltwater)
8 cups of warm water
cup of salt
2 raw potatoes
Measuring cups
Spoon
Dixie cups (half labeled freshwater, half labeled saltwater)
Marker
Freezer
Paper
Pencil
Procedure:
Lesson Preparation
1. Gather all materials and locate freezer space for overnight use.
Lesson
Day 1
1. Begin lesson by asking if any students have been to the ocean and tasted the water. If a
student has, have them explain the taste, if none have, explain that the water tastes salty.
72
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Tell students the water tastes salty because there is salt in ocean water, it is called saltwater;
lakes and rivers are usually not salty and therefore are called freshwater.
Explain to students that saltwater and freshwater have differences because of the salt.
Demonstrate one of the differences by showing how a raw potato sinks in freshwater and
floats in saltwater.
Tell students to observe how the potato reacts in each jug of water.
Pour 4 cups of water into each jug, gradually pour cup of salt into the jug labeled
saltwater.
Stir the salt water with a spoon until all the salt has dissolved.
Place a potato in each jug. Watch as the potato in the freshwater jug sinks while the potato in
the saltwater jug floats.
Have the students write down what they observe during this demonstration.
Share observations as a class.
While students are writing and discussing as a class, pour freshwater into freshwater Dixie
cups and saltwater into saltwater Dixie cups.
Explain to the students that the salt in the water helps to carry the weight of the potato and
keep it afloat.
Ask students to write two sentences about why the potato floats in saltwater but sinks in
freshwater.
Tell students tomorrow they will observe how temperature affects saltwater and freshwater.
Transition to lunch line by singing Fish are Swimming.
While students are at lunch put Dixie cups into freezer.
14.
15.
16.
Day 2
Before Lesson
1. Take cups out of freezer before the Bathroom Break.
Lesson
1. Ask students to share what they observed and learned about saltwater and
freshwater the
day before with a partner.
2. While students are discussing this topic, pass out a Dixie cup of freshwater and saltwater to
each pair of students.
3. Tell the students to observe each cup of water and discuss and write down their observations
of each cup of water.
4. Allow students to observe and discuss with their partners for 10 minutes.
5. Ask students to share their observations with the whole class.
6. The saltwater should be less solid that the freshwater, explain to the students that it takes
colder temperatures for saltwater to freeze. The more salt in the water, the lower the
temperature must be for the water to freeze solid like freshwater freezes.
7. Ask students to write two sentences about how temperature affects saltwater and freshwater.
8. Ask students to turn in their observation notes while singing Once I Saw an Octopus to
transition to lunch.
Assessment:
Student attention, observations, and safety should be observed during the potato demonstration.
Participation in class discussions and partner-work should be assessed. Additionally, observation
notes and explanations should be reviewed for content and understanding of concepts.
Adjustments:
Gifted and Talented: Ask students why they think the potato floats in saltwater, and does
not
freeze as solidly as the freshwater. Ask them to write 4 sentences about each
topic. Read
through their explanations before sharing the scientific explanations.
Visual Impairment: Provide seating close to the potato demonstration.
Mobility: Provide seating close to the potato demonstration.
ADD/ADHD: Allow students to safely participate in the potato demonstration.
References:
Meyers, J. (2011, December 4). Second-grade science lessons using salt. eHow. Retrieved April 22,
73
2014, from http://www.ehow.com/info_12180499_secondgrade-science-lessons-usingsalt.html

Ocean water and whale activity. (n.d.). Ocean water and Whale Activity. Retrieved April
2014, from
22,
http://www.proteacher.org/a/118009_Ocean_water_and_Whale_Activity.html
Math/Science
How Big is a Blue Whale?
1 hour
Standards:
Math:
IL.CC.2.MD. Measurement and Data
Measure and estimate lengths in standard units.
IL.CC.2.MD.1. Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks and measuring
IL.CC.2.MD.3. Estimate lengths using units of inches, feet, centimeters,
and meters.
tapes.
74
IL.CC.2.MD.4 Measure to determine how much longer one object is than

another, expressing the length difference in terms of a standard length
unit.
Represent and interpret data.
IL.CC.2.MD.9. Generate measurement data by measuring lengths of
several objects to the nearest whole unit, or by making repeated
measurements of the same object. Show the measurements by making a
line
plot, where the horizontal scale is marked off in whole-number units.
Science:
State Goal 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments and solve problems.
technologies.
State Goal 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
A. Know and apply concepts that explain how living things function, adapt and change.
12.A.1a. Identify and describe the component parts of living things (e.g.,
birds have feathers; people have bones, blood, hair, skin) and their major
functions.
12.A.1b. Categorize living organisms using a variety of observable
features
(e.g., size, color, shape, backbone).
B. Know and apply concepts that describe how living things interact with each other and with
their environment.
12.B.1.a. Describe and compare characteristics of living things in
State Goal 13: Understand the relationships among science, technology and society in historical and
contemporary contexts.
B. Know and apply concepts that describe the interaction between science,
technology and
society.
13.B.1a. Explain the uses of common scientific instruments (e.g., ruler,
thermometer, balance, probe, computer).
13.B.1b. Explain how using measuring tools improves the accuracy of
estimates.
Social Emotional
E. Identify and manage ones emotions and behavior.
relationships.
others.
community contexts.
F. Contribute to the well-being of ones school and community.
Objectives:
1. Students will practice estimation and measurement.
2. Students will understand the size of a Blue Whale.
3. Students will practice observation and data collection.
Rationale:
75
Students will use various estimation and measurement devices to visually represent the size of a Blue
Whale, the largest mammal in the ocean, thereby conceptualizing a large unit of measurement.
Materials:
Pictures/Videos of Blue Whales
Fact Sheet on Blue Whales
Measurement Chart
100 Feet of Rope or Twine, including indications of each foot
Pre-made Whale Head and Tail
Markers/Crayons
Pencils
Blue Painters Tape
Yard Sticks
Long Hallway or Outdoor Space
Procedure:
Before Lesson
1. Prepare life-size cutouts of a Blue Whale head and tail based on research of Blue Whales.
2. Prepare Fact Sheet on Blue Whales.
3. Gather pictures of Blue Whales to share with students.
4. Create a measurement chart for students to record their observations on.
Lesson
1. Introduce students to the Blue Whale by sharing pictures/videos of the Blue Whale.
2. Hand out the Fact Sheet and go over the information with the students. Allow time for
questions and discussion about the information provided.
3. Separate students into two groups. Assign the Head of the Blue Whale to one group, and the
Tail of the Blue Whale to another group.
4. Ask students to color/decorate the head or tail based on the pictures and videos they have
seen.
5. Have the students measure the head or tail, in feet, and record their measurements on the
data chart. Have the groups share this information with each other.
6. Have the Head group stand on one side of the hallway, ask the Tail group to estimate how far
100 feet down the hallway is and stand there.
7. Have a student in the Head group hold the end of the rope, while one student form the Tail
group carries the rope to their estimated location. Have the students record their estimation;
if the estimation is less than 100 feet, the rope will provide the measurement, if the
estimation is more than 100, have the one student stand where the rope ends, and hold the
beginning of the rope, while another students walks to the estimation location.
8. Have the students observe how long 100 feet is, based on the length of the rope. Mount the
head and tail at the beginning and end of the rope, respectively.
9. Ask the students to estimate how many children it would take to be the same size as a Blue
Whale; have them write down their estimate.
10. Have students pair off within their groups, have one student use the blue painters tape to
measure out the height of their partner. Have students switch, so each student has a length of
blue painters tape that represents his or her height.
11. Ask the students to write their name on their piece of tape.
12. Have the students place their pieces of tape end to end along the rope to demonstrate how
many children it takes to be the same size as the Blue Whale.
13. Count the pieces of tape together as a class and have the students write the final number on
their measurement chart.
14. Discuss which students estimated closest and farthest from the actual number.
15. Ask the students to write 2-3 sentences on what they observed and learned about Blue
Whales.
16. Collect the measurement chart from each student and transition into Bathroom Break by
singing Fish are Swimming.
76
Assessment:
Observe student involvement throughout the lesson, participation in each portion of the activity is
essential. Review their measurement chart; they data they write down should be accurate and logical.
Read the observation sentences for sentence structure, description, and content.
Adjustments:
Gifted Students: Ask students to measure their own length of tape with the yardstick
to discover how tall they are, have them record their height on the
measurement chart.
Visual Impairment: Provide large font measurement chart, fact sheet and yardstick.
Mobility: Group students in threes or fours instead of pairs to measure each
other with tape.
ADD/ADHD: No adjustment needed.
References:
Blue Whale. (n.d.). American Cetacean Society. Retrieved March 31, 2014, from
http://acsonline.org/fact-sheets/blue-whale-2/
Blue Whale. (n.d.). Natural History Notebooks. Retrieved March 31, 2014, from
http://www.nature.ca/notebooks/english/bluwale.htm
How big is a Blue Whale?. (n.d.). TeacherVision. Retrieved March 30, 2014, from
https://www.teachervision.com/science/lesson-plan/2548.html
Blue Whales
Largest mammal in the ocean.
77
Smooth body.
Blue-gray Color.
90-100 feet long.
100 tons (200,000 pounds)
Eats krill.
Eats 4 tons (16,000) of food a day.
Can be found in all oceans of the
world.
Migrate to tropical waters in
winter months.
Often travel in pairs.
Can be found in larger groups of
50-60 whales.
Fast swimmers.
Shy animals.
Name:_________________________
78
Measurement Chart
Measurement
Estimation
Head
Actual
Tail
Body
Number of
Children
Observations:
Octopus Detail Web
79
1 hour
Standards:
Language Arts
IL.CC.2.RL.
Craft and Structure
IL.CC.2.RI.
Craft and Structure
makes in a text.
IL.CC.2.SL.
Science
B. Know and apply concepts that explain how living things function, adapt and
change.
major
functions.
Social Emotional
F. Identify and manage ones emotions and behavior.
relationships.
others.
community contexts.
G. Contribute to the well-being of ones school and community.
Objectives:
1. Students will identify a main idea.
2. Students will provide supporting details.
3. Students will collaborate to discuss supporting details.
Rationale:
Students will gain additional practice with main idea and supporting details.
80
Materials
Octopus Detail Web
Pencil
Board
Markers
Procedure:
Lesson Preparation
1. Print Octopus Detail Web
Lesson
1. Begin by giving each student his or her final Main Idea Web from the Main Idea: What
Lives in the Sea? Lesson.
2. Inform the students that they will be gaining more practice with providing supporting
details to a main idea today.
3. Have the students choose one of the animals from their Main Idea Web, and write the name
of that animal in the head of the octopus. Explain that this animal will be their main idea.
4. Ask the students to provide details about that animal by writing what they know about that
animal in the octopus tentacles.
5. Provide an example on the board for the students to reference (Ex. Main Idea: Dolphin,
Details: mammal, blue or grey color, blow-hole, etc.)
6. Give students 20 minutes to fill in their details on the Octopus Detail Web.
7. Ask students to share what animal they chose to write details about, pair up students who
have differing animals.
8. Have students share their details with a partner and discuss what each student knows about
their partners animal. Have students write down any new details learned from their
discussion.
9. Ask students to return to their seats, collect Octopus Detail Webs while singing Once I Saw
an Octopus.
Assessment:
Student participation in partner discussion should be monitored; both students should share their
ideas and talk an equal amount. Review the Octopus Detail Webs for accurate details about the
chosen animal.
Adjustments:
Gifted and Talented: Provide a web with more spaces for details, allow students to do
research if necessary.
Visual Impairment: Provide large print Octopus Detail Web, be sure writing on board is
Mobility: Be sure the student can comfortably interact with their partner.
ADD/ADHD: Allow students to move to a different location in the room when talking
their partner.
more
visible.
with
References:
Free octopus in sunglasses clipart. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
http://www.teacherspayteachers.com/Product/Free-Octopus-in-
Sunglasses-Clipart-1138264
81
Octopus Detail Web
82
Gym: Movement
Octopus Tag/Light House and Ships
20 minutes/20 minutes
Standards:
people.
activity.
Social Emotional
83

relationships.
others.
community contexts.
A. Contribute to the well-being of ones school and community.
Objectives:
1. Students will participate in physical activity.
Rationale:
Students will participate in a Under the Sea related movement activities.
Materials
Large Space
Soft Dodge Balls
Procedure:
Lesson Preparation
1. Locate large space that is available for safe ball throwing.
Lesson
1. Explain to students that they will be playing two games with Under the Sea themes.
2. The first game is called Octopus Tag.
3. Explain the rules of the game to the students:
Three students will begin as an Octopus, these students will be the only
ones allowed to
throw the balls. Once you are hit with a ball, you must sit down
where you were hit. One sitting,
you become part of the octopus and try to tag
other students who are not out yet. The last three
students to get hit by a ball, or tagged by a part of the Octopus become the new Octopus.
4. After 20 minutes of play, gather students to explain the rules of a second game.
5. Explain rules of Light House and Ships:
One student will be a Light House and will stand in one area of the room.
Half of
the remaining students will sit among the room and be Rocks. The other
half of the students will
close their eyes so they do not know where the Light
House or Rocks are located, they are
called Ships. The Ships will keep their eyes
closed while the Light House makes a
distinguishing noise (beep, hum, sing) to help the Ships Locate the Light House. The Rocks remain
still and say swish the
whole game. The Ships will carefully walk around the room to try and find
the
Light House, if they bump into a Rock, they become a Rock too. The first Ship to
find the
Light House becomes the new Light House for the next game. The Rocks
become Ships, and the
Ships become Rocks.
6. After 20 minutes of play, end the game and transition to Bathroom Break by singing Once I
Saw and Octopus.
Assessment:
Student participation and safety will be observed and recorded.
Adjustments:
Gifted and Talented: Begin Octopus Tag with one student. Begin Light House and Ships
with
more Rocks.
Visual Impairment: Provide large soft dodge balls for Octopus Tag. No adjustments needed for Light
House and Ships.
Mobility: No adjustments needed for Octopus Tag. Rocks should be spaced far apart in beginning of
Light House and Ships.
84
References:
Gym games for school-age kids!. (n.d.). Kid Activities. Retrieved April 22, 2014, from
http://www.kidactivities.net/category/games-school-age-gym.aspx
Math/Science
Beach Creature Measuring
1 hour
Standards:
IL.CC.2.MD. Measurement and Data
Measure and estimate lengths in standard units.
IL.CC.2.MD.1. Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks and measuring
IL.CC.2.MD.3. Estimate lengths using units of inches, feet, centimeters,
and meters.
IL.CC.2.MD.4 Measure to determine how much longer one object is than
another, expressing the length difference in terms of a standard length
Represent and interpret data.
tapes.
unit.
85
IL.CC.2.MD.9. Generate measurement data by measuring lengths of

several objects to the nearest whole unit, or by making repeated
measurements of the same object. Show the measurements by making a
line
plot, where the horizontal scale is marked off in whole-number units.
Science:
State Goal 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments and solve problems.
technologies.
B. Know and apply concepts that explain how living things function, adapt and change.
12.A.1a. Identify and describe the component parts of living things (e.g.,
birds have feathers; people have bones, blood, hair, skin) and their major
functions.
features
their environment.
12.B.1.a. Describe and compare characteristics of living things in
State Goal 13: Understand the relationships among science, technology and society in historical and
contemporary contexts.
B. Know and apply the accepted practices of science.
technology and
society.
13.B.1a. Explain the uses of common scientific instruments (e.g., ruler,
thermometer, balance, probe, computer).
13.B.1b. Explain how using measuring tools improves the accuracy of
estimates.
Social Emotional
G. Identify and manage ones emotions and behavior.
relationships.
others.
community contexts.
H. Contribute to the well-being of ones school and community.
Objectives:
1. Students will practice measuring skills.
2. Students will record measurements.
Rationale:
Students will practice measurement skills using a ruler and record the measurements.
Materials
Beach Creature Measuring Table
86
Beach Creatures
Ruler
Procedure:
Lesson Preparation
1. Create Beach Creature Measuring Table
2. Cut out Beach Creatures.
Lesson
1. Tell students they will practice their measuring skills by using a ruler to measure different
beach creatures.
2. Demonstrate a measurement example with all students, show them how to use a ruler and
correctly fill out the Beach Creature Measuring Table.
3. Allow remaining time for students to measure all the Beach Creatures and record the
measurements on the Beach Creature Measuring Table.
4. Conclude lesson by collecting Beach Creature Measuring Table and singing Once I Saw an
Octopus.
Assessment:
Correctly recorded measurements for each creature will be reviewed.
Adjustments:
Gifted and Talented: Have students measure Beach Creatures in centimeters instead of
Visual Impairment: Provide large font Beach Creature Measuring Table and ruler. Be
measurement example is visible.
ADD/ADHD: Allow students to measure the Beach Creatures at a location other than
desk or table.
inches.
sure
their
References:
Beach creature measuring. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
http://www.teacherspayteachers.com/Product/Math-Centers-Beach-Creature-
Measuring-
205745
87
Name_______________________________________
Beach Creature Measuring Table

Measure each animal, in inches, from black line to black line.
Record your answer in the box.
Beach Creature
How Many Inches?
Jellyfish
Seahorse
88
Starfish
Crab
Shell
89
Clam
Octopus
Turtle
90
Fish
Whale
91
Beach Creatures
Seahorse
92
Jellyfish
93
Starfish
94
Crab
95
Shell
Clam
96
Octopus
97
Turtle
98
Fish
99
Whale
Social Studies/Science/Language Arts
100
Taking Care of Our Oceans

2 days, 30 minutes
Standards:
Social Studies
State Goal 17: Understand world geography and the effects of geography on society,
with an emphasis on the United States.
17.A.1a Identify physical characteristics of places, both local and global (e.g.,
regions, bodies of water).
locations, roads,
B. Analyze and explain characteristics and interactions of the Earths physical

systems.
17.B.1a Identify components of the Earths physical systems.
17.B.1b Describe physical components of ecosystems.
C. Understand relationships between geographic factors and society.

17.C.1a Identify ways people depend on and interact with the physical environment (e.g.,
farming, fishing, hydroelectric power).
17.C.1b Identify opportunities and constraints of the physical environment.
D. Understand the historical significance of geography.

17.D.1 Identify changes in geographic characteristics of a local region (e.g.,
community).
town,
Science
change.
major
functions.
technology and society.
13.B.1d Identify and describe ways that science and technology affect
peoples everyday lives (e.g., transportation, medicine, agriculture,
sanitation, communication occupations).
13.B.1e Demonstrate ways to reduce, reuse and recycle materials.
Language Arts
IL.CC.2.RI.
IL.CC.2.R1.1 Ask and answer such questions as who, what, where, when,
Craft and Structure
IL.CC.2.RI.5. Know and use various text features (e.g., captions, bold
print, subheadings, glossaries, indexes, electronic menus, icons) to locate
101
key facts or information in a text efficiently.

IL.CC.2.W.
IL.CC.2.W.1. Write opinion pieces in which they introduce the topic or
book they are writing about, state an opinion, supply reasons that support
the opinion, use linking words (e.g., because, and, also) to connect opinion
and
reasons, and provide a concluding statement or section.
a topic,
concluding
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. Students will learn about the importance of keeping beaches and oceans clean.
2. Students will compare and contrast clean and polluted beaches.
3. Students will research how to take care of the ocean.
4. Students will write about how to take care of the ocean.
Rationale:
Students will learn about ocean pollution and research and write about ways to stop pollution.
Materials
Taking Care of Our Ocean Website: http://www.healthebay.org/about-bay/current-policyissues/keeping-ocean-healthy
Polluted Beach Picture
Clean Beach Picture
Computers
Paper
Pencil
Procedure:
Lesson Preparation
1. Pre-set computers with Taking Care of Our Ocean Website
Lesson
Day 1
102
1.
2.
3.
4.
5.
6.
7.
Day 2
1.
2.
3.
4.
Introduce lesson by showing the students a picture of a polluted beach and a picture of a
clean beach.
Ask students to write down similarities and differences between the two pictures. Allow 5
minutes for writing time.
Ask students to share their observations. Ask the students which beach they would rather go
to and why.
Explain to students that if we do not take care of the oceans and beaches, all beaches could
end up looking like the polluted beach.
Tell students they are going to spend the rest of the lesson time today, and time the next day
researching ideas on how to take care of our ocean by reading through the Taking Care of
Our Ocean website.
Give students remaining time to do initial research, ask students to take notes about what
they discover.
End lesson and begin pack-up by singing Once I Saw an Octopus.
Begin lesson by asking students to share some of the information they discovered yesterday
while researching about how to take care of our oceans.
Inform students that they may take more time to research today, and they must write a
paragraph explaining one way to take care of the ocean.
Give students remaining time to do additional research and write paragraph. With 15
minutes left, encourage students to begin writing if they havent begun already.
End lesson by collecting each students paragraph and singing Three Little Fish.
Assessment:
Appropriate computer use should be monitored at all times. Read through student paragraphs for
content, spelling, sentence structure, and research information.
Adjustments:
Gifted and Talented: Ask students to create a poster based on their research and
information.
Visual Impairment: Set computer to large sized font.
Mobility: Be sure student can access computer.
ADD/ADHD: No adjustments necessary, computer use will encourage student.
paragraph
References:
Clearwater beach homes & condos for sale. (n.d.). Clearwater Florida Real Estate. Retrieved April 22,
2014, from http://www.sandbarstosunsets.com/category/parks-and-recreration/page/2/
Earth end. (n.d.). Earth End New Beginning RSS. Retrieved April 22, 2014, from
http://www.earthend-newbeginning.com/tag/beach-pollution/
Taking care of our oceans. (n.d.). National Geographic Education. Retrieved April 22,
from
2014,
http://education.nationalgeographic.com/archive/xpeditions/lessons/14/gk2/seasca
re.html?ar_a=1
103
Polluted Beach
Clean Beach
104
Language Arts/Art/Science
Under the Sea Puzzle: Main Idea and Details
1 hour
Standards:
Language Arts
IL.CC.2.RL.
Craft and Structure
IL.CC.2.RI.
Craft and Structure
makes in a text.
IL.CC.2.SL.
Fine Arts
105
produced.
arts.
the arts.
imagination.
Science
C. Know and apply concepts that explain how living things function, adapt and
change.
major
functions.
Social Emotional
H. Identify and manage ones emotions and behavior.
relationships.
others.
community contexts.
I. Contribute to the well-being of ones school and community.
Objectives:
1. Students will identify a main idea.
2. Students will identify details.
Rationale:
Students will gain additional main idea and detail practice.
Materials
Under the Sea example puzzle
Under the Sea puzzle
Board
Crayons
Scissors
Main Idea & Details Puzzle Graphic Organizer
Procedure:
106
Lesson Preparation
1. Cut out Under the Sea example puzzle.
2. Print blank Under the Sea puzzle.
Lesson
1. Begin lesson by describing the main idea as a puzzle, and details as puzzle pieces.
2. Show students each puzzle piece from the Under the Sea example puzzle. Ask them to
identify each animal as it is shown, and reinforce the idea that each animal is a detail in the
entire puzzle.
3. Put the puzzle up on the board and describe the full picture as the main idea of Under the
Sea.
4. Hand out blank Under the Sea puzzle and Main Idea & Details Graphic Organizer.
5. Ask the students to fill out the Main Idea & Details Graphic Organizer based on the blank
Under the Sea Puzzle.
6. Once they have completed the Main Idea & Details Graphic Organizer, allow students to
color and cut out the blank Under the Sea puzzle.
7. End lesson by collecting the Main Idea & Details Graphic Organizer and signing Three Little
Fish.
Assessment:
Correct completion of the Main Idea & Details Graphic Organizer will be reviewed.
Adjustments:
Gifted and Talented: Ask students to write a short story based on the Under the Sea Puzzle.
Visual Impairment: Be sure the Under the Sea example puzzle is large and visible to the
student.
Mobility: Provide cutting assistance if necessary.
ADD/ADHD: Allow students to color and cut out the Under the Sea puzzle in a location
other
than at their desk.
References:
Under the sea coloring page. (n.d.). Education.com. Retrieved April 22, 2014, from
http://www.education.com/worksheet/article/color-ocean-friends/
Using a puzzle to teach main idea and details. (n.d.). Teachers Pay Teachers. Retrieved
22, 2014, from http://www.teacherspayteachers.com/Product/Using-a-
April
Puzzle-to-Teach-Main-
Idea-and-Details-1120883
Blank Under the Sea Puzzle

107
Main Idea and Details Puzzle Graphic Organizer

108
Music/Art
Ocean Sounds
109
45 Minutes
Standards:
Fine Arts
produced.
arts.
26.A.1c Music: Identify a variety of sounds and sound sources (e.g.,
instruments, voices and environmental sounds).
the arts.
imagination.
Objectives:
1. Students will recognize ocean/animal sounds.
2. Students create drawings based on sounds.
Rationale:
Students will experience ocean/animal sounds and creatively depict them through drawings.
Materials
Ocean Sounds CD
Paper
Crayons/Markers
Procedure:
Lesson Preparation
1. Obtain an ocean sounds CD.
Lesson
1. Introduce lesson by sharing with students that they will be listening to different sounds from
the ocean and ocean animals.
2. Ask the students to draw a picture of what they think the sounds represent.
3. Play each piece of music while students draw.
4. Share what types of sounds were being played after each track is over.
5. Ask students to give you their favorite drawing to be hung around the room while singing
Three Little Fish.
Assessment:
Student participation in the form of drawing should be monitored; the students should always be
creating ocean scenes.
Adjustments:
Gifted and Talented: Ask students to write a sentence describing how each of the ocean
makes them feel.
Visual Impairment: No adjustments necessary.
Mobility: Provide large crayons/markers if necessary.
ADD/ADHD: Allow students to sit and draw in a space other than their desk or table.
sounds
110
References:
Splashing fish, singing whales and rainforest trails. (n.d.). EekoWorld. Retrieved April
22,
2014, from http://pbskids.org/eekoworld//parentsteachers/lessons3_1.html
Oceanic Food Chain
35 Minutes
Standards:
Science
A. Know and apply concepts that explain how living things function, adapt and change.
features
their environment.
Language Arts
IL.CC.2.RL.
111

setting,
or plot.
IL.CC.2.RI.
IL.CC.2.RI.1. Ask and answer such questions as who, what, where, when,
IL.CC.2.RI.3. Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical procedures in a
text.
Craft and Structure
IL.CC.2.RI.4. Determine the meaning of words and phrases in a text
relevant to a grade 2 topic or subject area.
IL.CC.2.W.
a topic,
concluding
IL.CC.2.SL.
IL.CC.2.SL.1a. Follow agreed-upon rules for discussions (e.g., gaining the
floor in
respectful ways, listening to others with care, speaking one at a
time about the
topics and texts under discussion).
IL.CC.2.SL.1c. Ask for clarification and further explanation as needed
about the topics and texts under discussion.
IL.CC.2.L.
Conventions of Standard English
IL.CC.2.L.1a. Use collective nouns (e.g., group).
IL.CC.2.L.1b. Form and use frequently occurring irregular plural nouns.
IL.CC.2.L.1c. Use reflexive pronouns (e.g., myself, ourselves).
IL.CC.2.L.1d. Use adjectives and adverbs, and choose between them
depending on what is to be modified.
Social Emotional
B. Identify and manage ones emotions and behavior.
community contexts.
3.A.1b. Identify social norms and safety considerations that guide
behavior.
Objectives:
1. Students will be able to describe a food chain and a food web.
2. Students will be able to put an oceanic food chain in the correct order.
3. Students will practice handwriting.
4. Students will be able to explain the differences between a food chain and a food web.
112
Rationale:
Students will be introduced to food chains and food webs through the book Who Eats What? Food
Chains and Food Webs by Patricia Lauber, and they will practice order food chains and expanding
food chains to food webs.
Materials:
Who Eats What? Food Chains and Food Webs by Patricia Lauber
Stackable cups (plastic or foam)
Pictures of Oceanic animals (plankton, striped anchovy, Atlantic mackerel, dog snapper,
giant barracuda) add additional animals as necessary
Markers
Glue/Tape
Board
Teacher example of finished cups
Procedure:
Before Lesson
1. Create a teacher example of cups completed with pictures, names and in the correct food
chain order.
2. Teacher can choose to prepare cups by writing animal names and/or attaching pictures, or
the students can do all steps. In this lesson, eat student will be given the cups with pictures on
them.
3. Write plants, striped anchovy, Atlantic mackerel, dog snapper, and giant barracuda on the
board. Do not write the animals in order of the food chain-these are simply for student
reference for spelling.
4. Post the pictures of each animal next to their name.
Lesson
1. Begin by telling the students that you will be reading a book that the differences between a
food chain and a food web. Explain to the students that a food chain or web describes the
types of foods different animals eat.
2. Read Who Eats What? Food Chains and Food Webs by Patricia Lauber.
3. After reading the book, ask students to write one sentence describing a food chain and one
sentence describing a food web. During this time pass out cups and markers.
4. Ask the students to write the name of each animal under their corresponding picture on each
cup.
5. Tell the students to stack their cups in the correct order of the food chain, the producer
should be on the bottom of the stack, and the highest consumer should be at the top of the
stack.
6. Have the students raise their hands to have you check their completed stacks.
7. Once the students have the cups stacked in the correct order, have them write the correct
food chain order on a piece of paper.
8. As students will complete this activity at different times, ask students to brainstorm a food
web that could be created from this food chain.
9. Allow the students to brainstorm food webs until all students have completed their stacks
and written out the correct food chain order.
10. Go through the correct food chain order as a class. Write the order on the board.
11. As a class, brainstorm a few additions to the food chain to create a food web.
12. End the lesson by asking the students to describe the differences between a food chain and a
food web. Ask students to write another sentence describing the differences.
13. Collect student sentences and food chains/webs while singing Three Little Fish.
Assessment:
Sentence structure, description and cohesion of sentences describing a food chain and food web, as
well as the differences between a food chain and food web will be evaluated. Students will be
113
monitored and checked throughout the cup stacking, they will not be able to write out the food chain
until their stack is correct, thus providing in-lesson assessment. Handwriting practice will occur both
on cups, and in sentence writing.
Adjustments:
Gifted Students: Students can be given additional cups with animal pictures and names to
food web by stacking the cups in a pyramid formation.
Visual Impairment: Prepare the cups with large print animal names; all students can
correct animal pictures to cups.
Mobility: Provide a variety of cup sizes to all students, so student does not feel singled
can practice needed skills.
ADD/ADHD: Allow students to stack cups at a location other than their desk or table.
create a
attach
out and
References:
Diving Indonesia. (n.d.). Ido Pacific images. Retrieved April 7, 2014, from
http://www.indopacificimages.com/index.php/indonesia/diving-indonesia-bali-earlymorning-on-the-liberty-wreck-at-tulamben/
Dog Snapper. (n.d.). FLMNH Ichthyology Department. Retrieved April 7, 2014, from
http://www.flmnh.ufl.edu/natsci/ichthyology/gallery/Descript/DogSnapper/Dogsnapper.html
Lauber, P. (1995). Who eats what?: food chains and food webs. New York, NY: HarperCollins.
Ocean Food Links. (n.d.). Education Place Activity. Retrieved April 7, 2014, from
http://www.eduplace.com/activity/ocean_food.html
Oceana. (n.d.). Atlantic Mackerel. Retrieved April 7, 2014, from http://oceana.org/en/explore/marinewildlife/atlantic-mackerel
Planet Plankton. (n.d.). Estuaries 101 Middle School Curriculum. Retrieved April 7, 2014, from
http://estuaries.noaa.gov/Teachers/plankton.aspx
Roberts, A. (2012, August 6). Tadpoles, Frogs, And Crickets: Learning About The Food Chain |
Earth Mama's World. Earth Mamas World. Retrieved April 7, 2014, from
http://www.earthmamasworld.com/learning-about-the-food-chain/
Striped Bass Seine Survey. (n.d.). Maryland Department of Natural Resources. Retrieved
April 7,
2014, from http://dnr.maryland.gov/fisheries/juvindex/anchovy.html
114
Animal Pictures
Plankton
115
Striped Anchovy
Atlantic Mackerel
116
Dog Snapper
Giant Barracuda
Math
Under the Sea-quencing
1 hour
Standards:
Math
State Goal 10: Collect, organize and analyze data using statistical methods; predict
results; and interpret uncertainty using concepts of probability.
A. Organize, describe and make predictions from existing data.
10.A.1a. Organize and display data using pictures, tallies, tables, charts or bar
10.A.1b. Answer questions and make predictions based on given data.
graphs.
Social Emotional
I. Identify and manage ones emotions and behavior.
relationships.
others.
community contexts.
J. Contribute to the well-being of ones school and community.
117

Objectives:
1. Students will be able to finish a sequence.
2. Students will create their own sequence.
Rationale:
Students will gain practice with sequencing and patterns.
Materials
Picture Manipulatives
Sea-quencing Worksheet
Procedure:
Lesson Preparation
1. Use same picture manipulatives as in Under the Sea Adventures in Math lesson.
2. Create Sea-quencing Worksheet.
Lesson
1. Introduce lesson to students by explaining how to find a sequence and pass out the picture
manipulatives.
2. Show students and example of a sequence pattern (bluefish, puffer fish, girl, bluefish, puffer
fish, girl)
3. Explain that this is a sequence pattern because it repeats, and you can guess what object will
come next.
4. Show another sequence pattern example (clownfish, whale, dolphin, clownfish, whale, ____)
5. Ask the students to show the picture manipulative that would finish the sequence (dolphin).
6. Give student the remaining time to complete the Sea-quencing Worksheet.
7. Collect Sea-quencing Worksheet and sing Three Little Fish.
Assessment:
Correct responses to Sea-quencing Worksheet will be evaluated.
Adjustments:
Gifted and Talented: Ask students to create their own sequencing patterns.
Visual Impairment: Provide large print worksheet and picture manipulatives.
ADD/ADHD: Provide one-on-one instruction during work time.
References:
Under the sea sequencing. (n.d.). Linda Loo's Home. Retrieved April 22, 2014, from
http://www.lindaloos.com/11239240609
118
Name_____________________________
Under the Sea-Quencing
Finish each sequencing pattern by filling in the correct item in the blank.
1.
________
2.
3.
4.
5.
________
________
________
________
6.
7.
8.
9.
________
________
________
________
119
10.
________
Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
120
10.
Drab Crab Vocab
1 hour
Standards:
Language Arts
IL.CC.2.RL.
setting,
or plot.
IL.CC.2.R1.
text.
IL.CC.2.W.
and
IL.CC.2.SL.
floor in
time about the
IL.CC.2.L.
Science
change.
121
major
functions.
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. Students will be exposed to oceanic vocabulary words.
2. Students will learn definitions of oceanic vocabulary words.
3. Students will practice using oceanic vocabulary words in a sentence.
Rationale:
Students will learn oceanic vocabulary words and be able to use them in a sentence.
Materials
Vocabulary Cards
Definition Cards
Its Time for Crab Vocabulary Worksheet
Pencil
Procedure:
Lesson Preparation
1. Create Vocabulary and Definition Cards.
2. Create Its Time for Crab Vocabulary Worksheet.
Lesson
1. Introduce lesson by explaining to students that they will be learning new oceanic vocabulary
words that are related to the theme of the day A House for a Hermit Crab.
2. Read through the 12 words and definitions with the students. Ask the students if they have
ever heard of the word or used it before. If they students have, ask them for examples.
3. Hand out Vocabulary Cards and Definition Cards. Ask students to match the Vocabulary
Card with the correct Definition Card.
4. Have students check with teacher to be sure all matches are correct.
5. Once the student has all cards matched correctly, give them the Its Time for Crab
Vocabulary Worksheet.
6. Ask students to complete the worksheet.
7. Once the students have competed the worksheet, have them write a sentence using each new
vocabulary word on the back of their paper.
8. Allow them to continue this activity until time runs out, transition by singing Five Cranky
Crabs.
Assessment:
122
Observe Vocabulary Card and Definition Card matching and ensure correct answers before giving
students the Its Time for Crab Vocabulary Worksheet. Review worksheet for correct answers, as
well as sentences for content, spelling, and coherence.
Adjustments:
Gifted and Talented: Ask students to write a story using all of the new vocabulary words.
Visual Impairment: Provide large print Vocabulary Cards, Definition Cards, and Its
for Crab Vocabulary Worksheet.
ADD/ADHD: Provide one-on-one instruction while student is working on Time for Crab
Vocabulary Worksheet.
References:
Don't be a drab crab and vocab. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014,
Time
from
http://www.teacherspayteachers.com/Product/Free-Dont-Be-a-Drab-Crab- and-Vocab-244748
Vocabulary Cards
123
124
125
Definition Cards
126
127
Its Time for Crab Vocabulary Worksheet
128
Gym: Movement
Under the Sea Board Game
129
45 Minutes
Standards:
people.
activity.
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. Students will perform various physical movements.
2. Students will work with a partner.
Rationale:
Students will work with a partner to monitor their physical activity.
130
Materials
Under the Sea Game Board
Under the Sea Game Cards
Game pieces
Dice
Procedure:
Lesson Preparation
1. Print out Under the Sea Game board and cards.
Lesson
1. Introduce lesson by telling students they will be playing a board game with a partner.
2. Go through each action on the Game Cards as a class.
3. Divide class into partners; pass out game boards, cards, game pieces and dice to each pair.
4. Explain to the students that they will one at a time, they will pick a game card, read the card
and perform the action on the card. Their partner will make sure they do what the card says
correctly.
5. Once the student has completed the action on the card, they can roll the dice and move their
game piece that many spaces.
6. Tell the students to play rock, paper, scissors to determine who will go first.
7. The students will continue to play until time runs out, when time is finished end game and
collect materials while singing Five Cranky Crabs.
Assessment:
Student participation and activity will be monitored throughout the activity. Appropriate partner
work should be evaluated.
Adjustments:
Gifted and Talented: After playing one game, ask students to write their own game cards
share them with another pair of students.
Visual Impairment: Provide large font Under the Sea Game board and cards.
Mobility: Provide large dice and game pieces if necessary.
and
References:
Under the sea game board. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
http://www.teacherspayteachers.com/Product/Under-the-Sea-Game-Board395578
131
Under the Sea Game Board
132
Under the Sea Game Cards
133
Walk like a Crab for 30 seconds

Jump up and down like a Dolphin 10 times
Flap your fins like a Fish and do 20 jumping

jacks.
Swim like a Fish around the room 5 times
Wiggle your arms and legs like an Octopus for 15

Seconds
Float around the room on your tiptoes like a

Seahorse 5 times.
Be strong like a Shark and do 10 push ups
Scrunch up like a Turtle in a shell and do 10 sit

ups
134
Open and close your arms like a Clam 15 times
Stretch like a Puffer Fish and touch your toes 20

times
Shell Exploration
35 Minutes
Standards:
Science
135

B. Know and apply the accepted practices of science.
13.A.1a. Use basic safety practices (e.g., not tasting materials without
permission, stop/drop/roll).
Language Arts
IL.CC.2.W.
a topic,
concluding
Social Emotional
J. Identify and manage ones emotions and behavior.
relationships.
others.
community contexts.
behavior.
Objectives:
1. Students will observe seashells.
2. Students will use scientific tools.
3. Students will use creative writing skills.
Rationale:
Students will explore seashells using scientific tools and practice creative writing skills.
Materials
Seashells (a variety of types)
Magnifying glass
Flashlight
Board
Markers
Procedure:
Lesson Preparation
1. Find a variety of seashells.
136
2. Locate a magnifying glass and flashlight for each student.

Lesson
1. Introduce lesson by asking the students if they have ever been to the seashore or seen a
picture of the seashore (At this point, students will have seen pictures in previous lessons
during the unit).
2. Ask students to share what they have seen at the seashore; write all responses on the board.
Cut off responses after 5 minutes, if shells are listed, mention that they will be learning more
about shells today. If shells are not listed, add a few more items you know have seen on the
seashore, including shells.
3. Ask students if they know where shells come from, accept a few responses.
4. Explain to students that animals live in shells, and they can be found on the seashore, when
the animal no longer needs the shell to live in.
5. Hand out a seashell to each student, if you have enough shells to provide more than one
seashell to each student, do so. Pass out magnifying glass and flashlight as well.
6. Ask students to observe the shells closely, instruct them to use the flashlight and magnifying
glass to look at the shells more closely.
7. Ask students to write down their observations of the shells and what they like most about
each shell. Allow about 10 minutes for exploration, if necessary have students switch shells so
they can observe more than one type of shell.
8. After 10 minutes, ask students to write a story about their shell, and the animal that used to
live in it. Remind them to think about the main idea of the story and add in details.
9. Allow rest of time for students to write. When time is up, transition to lunch line by singing
Five Cranky Crabs.
Assessment:
Student participation in group discussion should be recognized. Continuous observation and notes of
shells should be monitored as well. Student stories should be reviewed for main ideas and details,
sentence structure, content, and coherence.
Adjustments:
Gifted and Talented: Provide students with a Main Idea and Details graphic organizer,
students to fill it out based on the story they wrote.
Visual Impairment: Be sure board is visible.
Mobility: Provide larger shells for students to observe and explore.
ADD/ADHD: Provide one-on-one instruction during creative writing time.
ask
References:
Swell shells. (n.d.). NTTI Lesson. Retrieved April 22, 2014, from
http://www.thirteen.org/edonline/nttidb/lessons/jx/shlljx.html
137
Math/Language Arts
Hermit Crabs Year
1 hour
Standards:
Math
State Goal 10: Collect, organize and analyze data using statistical methods; predict
results; and interpret uncertainty using concepts of probability.
B. Organize, describe and make predictions from existing data.
10.A.1a. Organize and display data using pictures, tallies, tables, charts or bar
10.A.1b. Answer questions and make predictions based on given data.
graphs.
Language Arts
IL.CC.2.RL.
setting,
or plot.
IL.CC.2.R1.
text.
IL.CC.2.W.
and
IL.CC.2.SL.
floor in
time about the
IL.CC.2.L.
138
Social Emotional
K. Identify and manage ones emotions and behavior.
relationships.
others.
community contexts.
K. Contribute to the well-being of ones school and community.
Objectives:
1. Students engage in listening for information.
2. Students will practice memory skills.
3. Students will perform sequencing and ordering.
Rationale:
Students will listen for information and recall that information to put events in order.
Materials
A House for a Hermit Crab by Eric Carle
A Hermit Crabs Year Worksheet
A Hermit Crabs Year Cutouts
Scissors
Glue stick
Procedure:
Lesson Preparation
1. Create A Hermit Crabs year worksheet and cutouts.
Lesson
1. Begin by informing the students that you will be reading a story about animals in the ocean
and that the story will have a lot of new and different animals.
2. Ask the students to raise their hands each time a new animal is said in the story.
3. Read through A House for a Hermit Crab, when a student raises their hand and recites the
name of new animal, write the animal name on the board.
4. Tell the students we will revisit the new animals during the Social Studies lesson.
5. Relate to the students that all twelve months of the year were mentioned in the story. Ask
students to recite the months of the year in order.
6. Hand out A Hermit Crabs Year worksheet and cutouts, as well as scissors.
7. Ask students to put the cutouts in order on the Hermit Crabs Year worksheet. Have the
students check the order with you before giving them a glue stick to finish their work.
8. Allow students to continue working, if students complete task early have them practice
writing out the months of the year on a separate sheet of paper.
9. End lesson by collecting the A Hermit Crabs Year worksheet and singing Five Cranky Crabs.
Assessment:
Students must check correct order of events with teacher before gluing the final product. Make not of
any repeated mistakes or errors.
Adjustments:
Gifted and Talented: Have students write a sentence about what they do each month of
year.
Visual Impairment: Be sure book is visible to students when being read. Use large font
Mobility: Provide assistance with cutting if necessary.
the
cutouts.
139
ADD/ADHD: Allow student to use computer to put cutouts in order.

References:
A house for hermit crab free unit study and Lapbook. (n.d.). A House for Hermit Crab Free Unit
Study and Lapbook. Retrieved April 22, 2014, from
http://www.homeschoolshare.com/a_house_for_hermit_crab.php
A Hermit Crabs Year Worksheet
140
A Hermit Crabs Year Cutouts
141
Answer Key
January: He outgrew his shell.
February: He found a new shell.
March: He met the sea anemone.
142
April: He met the starfish.

May: He discovered the coral.
June: He came to the snails.
July: He met the sea urchins.
August: He wandered into the seaweed forest.
September: He found the lantern fish.
October: He approached the smooth pebbles.
November: He outgrew his shell.
December: He gave his shell away.
Social Studies/Language Arts

A House for Oceanic Animals
30 Minutes
Standards:
Social Studies:
State Goal 17: Understand world geography and the effects of geography on society, with an
emphasis on the United States.
17.A.1a. Identify physical characteristics of places, both local and global
(e.g., locations, roads, regions, bodies of water).
143
17.A.1b. Identify the characteristics and purposes of geographic

representations including maps, globes, graphs, photographs, software,
digital
images and be able to locate specific places using each.
Language Arts
IL.CC.2.RL.
setting,
or plot.
IL.CC.2.R1.
text.
IL.CC.2.W.
and
IL.CC.2.SL.
floor in
time about the
IL.CC.2.L.
Social Emotional
C. Identify and manage ones emotions and behavior.
1A.1a. Recognize and accurately label emotions and how they are linked
to behavior.
Objectives:
1.
2.
3.
4.
Students will know the names of each ocean.

Students will understand ocean geography.
Students will recognize that different animals have different homes.
Students will articulate their feelings through writing.
Rationale:
The students will learn about animal homes in the ocean through the reading of the book A House for
a Hermit Crab, they will apply the knowledge of animals moving homes to their own feelings.
Materials:
Pictures of oceanic animals with names
Map
144
Tape
Board
Marker
Paper
Pencil
Procedure:
Before Lesson
5. Print out pictures of oceanic animals with names mentioned in the story A House for a
Hermit Crab by Eric Carle.
Lesson
1. Remind the students about the new animals they heard about in A House for a Hermit Crab,
read through the animals, and introduce the picture of each animal, allow students to look at
the pictures closely and become familiar with the animal.
2. Introduce the Pacific, Atlantic, Indian, Arctic and Southern (Antarctic) oceans to the
students by showing them where they are located on the map.
3. Read the name of the animal and tape it to the ocean where it lives. Continue this process
until all of the animals are placed on the map.
4. Discuss how each of the animals lives in a home, just like the students; sometimes they
migrate, like a family may move from one home to another.
5. Ask the students to think about how they would feel if they had to move out of their house.
Have them write 5-6 sentences about their feelings.
6. Collect the student writings and end by singing Five Cranky Crabs.
Assessment:
Student participation in raising their hand to indicate the naming of a new animal within the story.
Sentence structure, description, and cohesion of students written feelings will be evaluated.
Adjustments:
Gifted Students: Ask student to pick an animal to study more closely. Provide them with
information on that animal and ask them to write 5-6 sentences about that specific
Visual Impairment: Use large animal pictures and large font for the animal names.
ADD/ADHD: Provide a movement break in between reading the story and exploring the
animal.
map.
References:
Ocean science and social studies ideas. (n.d.). Under the Sea Ocean Unit. Retrieved March 31, 2014,
from http://www.teachingheart.net/oceanscienceandss.html
Under the deep blue sea. (n.d.). EDSITEment. Retrieved March 31, 2014, from
http://edsitement.neh.gov/lesson-plan/under-deep-blue-sea#sect-activities
145
Professional Resources
A house for hermit crab free unit study and Lapbook. (n.d.). A House for Hermit Crab Free Unit
Study and Lapbook. Retrieved April 22, 2014, from
http://www.homeschoolshare.com/a_house_for_hermit_crab.php
Aquarium habitats. (n.d.). National Geographic Education. Retrieved April 22, 2014, from
http://education.nationalgeographic.com/archive/xpeditions/lessons/08/g35/aquarium.html?
ar_a=1
Beach creature measuring. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
http://www.teacherspayteachers.com/Product/Math-Centers-Beach-Creature-
Measuring-
205745
Blue Whale. (n.d.). American Cetacean Society. Retrieved March 31, 2014, from
http://acsonline.org/fact-sheets/blue-whale-2/
Blue Whale. (n.d.). Natural History Notebooks. Retrieved March 31, 2014, from
http://www.nature.ca/notebooks/english/bluwale.htm
146
Classroom fish tanks. (n.d.). Classroom Fish Tanks. Retrieved April 22, 2014, from
http://www.fishchannel.com/setups/freshwater/treasures-in-glass-boxes-2.aspx
Clearwater beach homes & condos for sale. (n.d.). Clearwater Florida Real Estate. Retrieved April 22,
2014, from http://www.sandbarstosunsets.com/category/parks-and-recreration/page/2/
Diving Indonesia. (n.d.). Ido Pacific images. Retrieved April 7, 2014, from
http://www.indopacificimages.com/index.php/indonesia/diving-indonesia-bali-earlymorning-on-the-liberty-wreck-at-tulamben/
Dog Snapper. (n.d.). FLMNH Ichthyology Department. Retrieved April 7, 2014, from
http://www.flmnh.ufl.edu/natsci/ichthyology/gallery/Descript/DogSnapper/Dogsnapper.html
Don't be a drab crab and vocab. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014,
from
http://www.teacherspayteachers.com/Product/Free-Dont-Be-a-Drab-Crab- and-Vocab-244748
Earth end. (n.d.). Earth End New Beginning RSS. Retrieved April 22, 2014, from
http://www.earthend-newbeginning.com/tag/beach-pollution/
Easy ocean-themed crafts for kids. (n.d.). Parenting RSS. Retrieved April 22, 2014, from
http://www.sheknows.com/parenting/articles/1002851/ocean-themed-crafts-for- kids
Free octopus in sunglasses clipart. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
http://www.teacherspayteachers.com/Product/Free-Octopus-in-
Sunglasses-Clipart-1138264
Gym games for school-age kids!. (n.d.). Kid Activities. Retrieved April 22, 2014, from
http://www.kidactivities.net/category/games-school-age-gym.aspx
How big is a Blue Whale?. (n.d.). TeacherVision. Retrieved March 30, 2014, from
https://www.teachervision.com/science/lesson-plan/2548.html
http://www.teacherspayteachers.com/Product/Under-The-Sea-Adventures-in-
Math-911585
147
http://www.teacherspayteachers.com/Product/What-lives-in-the-sea-Web-783246
Lauber, P. (1995). Who eats what?: food chains and food webs. New York, NY: HarperCollins.
Meyers, J. (2011, December 4). Second-grade science lessons using salt. eHow. Retrieved April 22,
2014, from http://www.ehow.com/info_12180499_secondgrade-science-lessons-usingsalt.html
Ocean Food Links. (n.d.). Education Place Activity. Retrieved April 7, 2014, from
http://www.eduplace.com/activity/ocean_food.html
Ocean science and social studies ideas. (n.d.). Ocean Science and Social Studies Ideas. Retrieved April
22, 2014, from http://www.teachingheart.net/oceanscienceandss.html
Ocean science and social studies ideas. (n.d.). Under the Sea Ocean Unit. Retrieved March 31, 2014,
from http://www.teachingheart.net/oceanscienceandss.html
Ocean water and whale activity. (n.d.). Ocean water and Whale Activity. Retrieved April
2014, from
22,
http://www.proteacher.org/a/118009_Ocean_water_and_Whale_Activity.html
Oceana. (n.d.). Atlantic Mackerel. Retrieved April 7, 2014, from http://oceana.org/en/explore/marinewildlife/atlantic-mackerel

Planet Plankton. (n.d.). Estuaries 101 Middle School Curriculum. Retrieved April 7, 2014, from
148
http://estuaries.noaa.gov/Teachers/plankton.aspx
Preschool ocean themed lesson plan. (n.d.). Brilliant Bundles. Retrieved April 22, 2014, from
http://brilliantbundles.blogspot.com/2012/02/preschool-ocean-themed-lesson-plan.html
Roberts, A. (2012, August 6). Tadpoles, Frogs, And Crickets: Learning About The Food Chain |
Earth Mama's World. Earth Mamas World. Retrieved April 7, 2014, from
http://www.earthmamasworld.com/learning-about-the-food-chain/
Splashing fish, singing whales and rainforest trails. (n.d.). EekoWorld. Retrieved April
22,
2014, from http://pbskids.org/eekoworld//parentsteachers/lessons3_1.html

Striped Bass Seine Survey. (n.d.). Maryland Department of Natural Resources. Retrieved
April 7,
2014, from http://dnr.maryland.gov/fisheries/juvindex/anchovy.html

Swell shells. (n.d.). NTTI Lesson. Retrieved April 22, 2014, from
http://www.thirteen.org/edonline/nttidb/lessons/jx/shlljx.html
149
Taking care of our oceans. (n.d.). National Geographic Education. Retrieved April 22,
from
2014,
http://education.nationalgeographic.com/archive/xpeditions/lessons/14/gk2/seasca
re.html?ar_a=1
Under the deep blue sea. (n.d.). EDSITEment. Retrieved March 31, 2014, from
http://edsitement.neh.gov/lesson-plan/under-deep-blue-sea#sect-activities
Under the sea ABC order {freebie}. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
http://www.teacherspayteachers.com/Product/Under-the-Sea-ABC-Order-freebie-662970
Under the sea adventures in math. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
Under the sea coloring page. (n.d.). Education.com. Retrieved April 22, 2014, from
http://www.education.com/worksheet/article/color-ocean-friends/
Under the sea game board. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
http://www.teacherspayteachers.com/Product/Under-the-Sea-Game-Board395578
Under the sea preschool activities. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014, from
Under the sea sequencing. (n.d.). Linda Loo's Home. Retrieved April 22, 2014, from
http://www.lindaloos.com/11239240609
Using a puzzle to teach main idea and details. (n.d.). Teachers Pay Teachers. Retrieved
22, 2014, from http://www.teacherspayteachers.com/Product/Using-a-
April
Puzzle-to-Teach-Main-
Idea-and-Details-1120883
150
What lives in the sea? web. (n.d.). Teachers Pay Teachers. Retrieved April 22, 2014
Lesson Plans
Week 2
151
Language Arts
Ocean Word Sort
1 hour
Standards:
Language Arts
1. CC.L.2.1 Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking.
a. Use collective nouns
e. Use adjectives and adverbs, and chose between them depending on what is to be
modified.
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. The students will be able to identify nouns from a word list.
2. The students will be able to identify verbs and adjectives from a word list.
Rational:
This lesson allows the students to sort their vocabulary words, related to our topic, based on if
they are a noun, verb or adjective. It allows the students to become more familiar with each word as
they are having to sort it into its appropriate category.
Materials:
Three sorting mats- noun, verb, adjective (per group)
12 cards containing ocean nouns (per group)
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12 cards containing ocean verbs (per group)

12 cards containing ocean adjectives (per group)
Procedure:
Lesson Preparation
1. Print, cut and laminate the three sorting mats; and noun, verb, and adjective cards.
2. Do that for all five groups in the class.
3. Places each groups set in a designated folder.
Lesson
1. Review nouns, verbs and adjectives with the students.
2. Introduce the different vocabulary words and go over the ones the children do not know or
have not heard before.
3. Show the students what they are going to be receiving from you and demonstrate how you
would like them to sort the words.
4. Have the children work in their table groups of four to sort all the words.
5. Once the kids are done, have them check their work with the teacher.
6. When the set has been correctly sorted, have the students write down each grouping of
words in their language arts notebook.
Transition
1. Have the students act like they are swimming while lining up for gym.
Assessment:
The assessment for this activity will be a quick assessment from the teacher as she comes around
to make sure each group has each vocabulary word placed in the correct category.
Adjustments:
There are a few adjustments that can me made for this lesson. Children who need an extra
challenge can come up with new vocabulary words that work with the ocean unit. For children who
are visually impaired, you can have the print enlarged on the cards or made into braille if needed.
Children who have a mobility problem can have the group come to their desk area to work or can
have their group meet at an accessible table for that person. This activity is great for children who
have ADD/ADHD because they will be constantly moving by placing the cards on the correct mat. It
is also a fast enough pace for them so they will not lose interest.
References:
Wideman, S. (2012). Ocean word sort: Nouns, verbs, adjectives. www.teacherspayteachers.com
153
154
155
156
157
158
Gym
Jellyfish Tag
45 Minutes
Standards:
159

1. State Goal 19: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity. A. Demonstrate physical competency in individual and team
sports, creative movement and leisure and work-related activities. 19.A.1: Demonstrate
control when performing fundamental locomotor, and nonlocomotor and manipulative skills.
2. State Goal 19: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity. B. Analyze various movement concepts and applications. 19.B.1:
Understand spatial awareness and relationships to objects and people.
3. State Goal 19: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity. C. Demonstrate knowledge of rules, safety and strategies during
physical activity. 19.C.1: Demonstrate safe movement in physical activities.
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. The students will be able to show control of their own body while running around the gym.
2. The students will be able to know when to run away from a jellyfish, or how to maneuver
around people that are in their way.
3. The students will be able to demonstrate that they understand how to safely participate in
physical activities that contain movement.
Rational:
This lesson/activity helps the students understand how long a jellyfish tentacle really is and how
easy it is to get stung by one.
Materials:
2 Streamers
Procedure:
Lesson Preparation
1. Get two equal in length streamers ready.
Lesson
1. Explain to the students that they are going to be playing jellyfish tag.
2. Explain to the students the rules of the game.
3. Rules
a. Two people get a streamer and are considered the taggers
b. The rest of the class runs around trying not to get tagged by the two jellyfish.
c. If a streamer touches someone they are considered tag and are not the jellyfish. The
old jellyfish is no longer a jellyfish and has to run away from the current jellyfish.
4. When there is 10 minutes left in class the gym teacher will gather the students up to cool
down by doing a few stretches.
Transition
1. In order to line up to go back to the classroom, each student needs to walk like a crab to the
line.
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Assessment:
The assessment for this lesson will be very informal. All the teacher will do is make sure that the
students are participating and playing by the rules.
Adjustments:
This activity is great for students who have ADD/ADHD because they will be constantly moving
around. Students who are visually impaired could have a partners hand to hold on to while moving
about the gym. Those who have low motor skills can be a permanent jellyfish by sitting in the middle
of the gym trying to tag others with their arms. Lastly, if the class needs a challenge, the teacher can
allow for more jellyfish to be taggers.
Science
Magnet Fishing
35 Minutes
Standards:
Science
1. State Goal 11: Understand the processes of scientific inquiry and technological design to
investigate questions conduct experiments and solve problems. A: Know and apply the
concepts, principles, and processes of scientific inquiry. 11.A.1d record and store data using
available technologies.
2. State Goal 11: Understand the processes of scientific inquiry and technological design to
investigate questions conduct experiments and solve problems. A: Know and apply the
concepts, principles, and processes of scientific inquiry. 11.A. 1f: Compare observations of
individuals and group results.
3. State Goal 12: Understand the fundamental concepts, principles and interconnections of the
life, physical and earth/space sciences. D. Know and apply concepts that describe force and
motion and the principles that explain them. 12.D.1b: Identify observable forces in nature
(e.g., pushes, pulls, gravity, magnetism).
4. State Goal 19: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity. A: Demonstrate physical competency in individual and team
control when performing fundamental locomotor, nonlocomotor and manipulative skills.
5. Social Emotional Learning Goal 2: Use social-awareness and interpersonal skills to establish
and maintain positive relationships. A: Recognize the feelings and perspectives of others.
2A.1a: Recognize that others may experience situations differently from oneself.
Social Emotional
relationships.
others.
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community contexts.
Objectives:
1. The students will be able to record how many of each fish they caught.
2. The students will be able to compare the amount of they have caught to the total classes fish
count.
3. The students will be able to use magnets to catch fish.
4. The students will be able to work on gross motor control while fishing for fish.
5. The students will be able to recognize that their fish count is different than their classmates.
Rational:
This lesson integrates science and movement. The science aspect of the lesson is the magnet
used to catch the fish and record the data on their fish sheet. The movement aspect of the lesson is
the actual fishing for the fish around the room.
Materials:
Paper cut out fish, laminated with a paper clip attached to each fish.
Fishing poles, made out of craft sticks, fishing wire, and a magnet at the end of the string.
(The string might need to be taped onto the craft stick, as well as tied.)
Paper to keep track of the different types of fish they have caught.
Smart Board
Procedure:
Lesson Preparation
1. Make the fishing poles and fish.
2. Scatter fish around the room.
Lesson
1. To start the lesson off, the teacher will review with the students on how magnets work and
attract some objects, but not others.
2. Then the teacher will tell the students that they are going to go fishing in the classroom.
3. The teacher will demonstrate how to catch a fish on the floor with a magnet-fishing pole.
4. Then, the teacher will explain to the children that there are several different kinds of fish
scattered through out the room and that they are going to fish for each type of fish and when
they catch a fish they will mark it off on their piece of paper as caught.
5. Once the students have recorded the fish they have caught, they will return the fish to the
wild to allow for others to fish for it.
6. When the time is up the teacher will have the students return to their desks.
7. The teacher will then pull up pictures of the fish on the Smart Board and they will make
tallies of how many of each fish the class collected as a whole and compare how their
individual results differ from the whole classes results.
8. Then, the teacher will have the assigned paper collector go around and collect all the fishing
poles. Another student will go around and collect the fish tracking paper.
9. During this time, the rest of the class will be picking the fish up off the ground and returning
them to the teacher.
Transition
1. Dismiss students to grab their lunch bag or card by table groups.
Assessment:
The teacher will informally assess the students while they are fishing around the room
making sure they are controlling their gross motor muscles well and actively participating in the
activity correctly (using the magnets and not picking fish up with hands). The teacher will also
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informally assess the students on their classroom conversation when they compare their data to the
whole classes data. Formally the teacher will assess the students on how well they recorded their
data on their own paper.
Adjustments:
This activity can be modified several ways for many different types of children. For students
who have very low eyesight, I will design some of the fish to be large enough for them to see. For
students who have a hard time getting around the room due to low mobility I will make sure that
there are plenty fish scattered around in open areas so their wheel chair can get through. If they are
not in a wheel chair, but still have problem with movement, I will then scatter enough fish around
their desk area so they do not need to move around so much. For students who have a hard time with
fine motor skills, I will make sure that their fishing pole (craft stick) is large and wide enough for
them to hold with ease. To challenge students who might need it, I will have them fish for fish in a
more restricted area to challenge their fine and gross motor skills. This activity is really good for
children who have ADD/ADHD because they are up out of their seats the whole time, moving about
the room fishing.
The teacher ahead of time will make the fishing poles from the following materials.
163
The fish will be colored and laminated from coloring pages and then paper clipped:
164
References:
Hagio Graphic. One fish two fish coloring pages. Retrieved from http://hagiographic.com/one-fishtwo-fish-coloring-pages/
The Color. Sea life. Retrieved from http://www.thecolor.com/category/coloring/sea life.aspx
Hello Kids. Fish makes bubbles coloring page. Retrieved from
http://www.hellokids.com/c_7547/coloring-pages/animal-coloring-pages/sea-animalscoloring-pages/fish-coloring-pages/fish-makes-bubbles
Name_____________________
Fish Count
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Type of Fish
Tallies of Times
Caught
Math
How Many Fish Are In Your Sea?
60 Minutes
Standards:
Math
1. CC.2.MD.10 Draw a picture graph or bar graph (with single-unit scale) to represent a data
set with up to four categories. Solve simple put-together, take-apart, and compare problems
using information presented in a bar graph.
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2.
CC.2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
3. Social Emotional Learning Standard. Goal 2: Use social-awareness and interpersonal skills
to establish and maintain positive relationships. A: Recognize feelings and perspectives of
others. 2A.1a. Recognize that others may experience situations differently from oneself.
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. The students will be able to complete a bar graph when given the specific information that is
needed.
2. The students will be able to write comparative sentences comparing and describing the fish
that are in their sea.
3. The students will be able to understand that their results may differ from their peers.
Rational:
The two subjects I am integrating in this lesson are math and language arts. For math the
students will be creating a bar graph to represent the types of fish in their sea. For language arts the
students will be writing comparative sentences comparing the amount of each fish in their sea.
Materials:
Colored Goldfish crackers
A premade blank graph
Procedure:
Lesson Preparation
1. Have the graphs made and goldfish ready to go.
Lesson
1. The teacher will review with the students how to construct a simple bar graph.
2. The teacher will then have a student pass out the premade blanks graphs to each student.
3. The teacher will give a hand full of colored Goldfish crackers to each student.
4. The student will graph how many fish they have of each color.
5. Once the students are done graphing, then they will have to write a couple sentences
comparing the amount of fish they have for each color.
6. When the student has finished they can turn their work in to the designated turn it in bin.
Transition
1. Have students ABC pattern their goldfish by color and once that is done they are able to line
up for the bathroom.
Assessment:
The teacher will assess the students on three different things. The first thing the teacher
would assess the students on is whether or not they correctly constructed a bar graph. The second
thing the teacher would assess the students on is whether or not they were able to produce two
comparative sentences based on the results of their bar graph.
Adjustments:
167
The students who are struggling with constructing a bar graph with several data sets will
then only receive two different fish colors to plot and compare. The gifted students will have to add
up different combinations of fish based on colors. An example would be how many blue and red fish
are there? For a child who is colored blind a student or teacher could help them organize their fish by
color and sticky note the written word of the color next to the respective pile. A child who is autistic
could sort their fish by color and then verbally communicate the number of each fish they have per
color. Then a teacher or aid could help them graph it based upon the severity of the childs autism.
Name___________________
Number of Fish
Gold Fish Graph

14
13
12
11
10
9
8
7
6
5
4
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3
2
1
Purple
Green
Yellow
Color
Social Studies
Ocean Exploration
30 Minutes
Standards:
Social Studies
1. State Goal 17: Understand world geography and the effects of geography on society, with an
emphasis on the United States. A. Locate, describe and explain places, regions and features
on the Earth. 17.A.2a: Compare the physical characteristics of places including soils,
landforms, vegetation, wild life, climate, and natural hazards.
emphasis on the United States. B. Analyze and explain characteristics and interactions of
Earths physical systems. 17.B.1b: Describe physical components of ecosystems.
3. CC.RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
4. CC.W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and
5. CC.SL.2.2: Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
6. CC.OA.2.1: Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem.
life, physical and earth/space sciences. B. Know and apply concepts that describe how living
things interact with each other and their environment. 12.B.1a: Describe and compare
characteristics of living things in relationship to their environments.
Social Emotional
relationships.
others.
community contexts.
169

Objectives:
1. The students will be able to identify and list any physical characteristics of their ocean zone.
2. The students will be able to describe the ecosystem within their chosen ocean zone of study.
3. The students will be able to answer who, what, where, when, why, and how questions about
their ocean zone.
4. The students will be able to draw facts from sources to use to write informatively about their
ocean zone.
5. The students will be able to apply what they heard from the T-bot and Peabody book
towards their report.
6. The students will be able to correctly create a submarine under the allowed budget.
7. The children will be able to describe characteristics about their ocean zone.
Rational:
This activity integrates the subjects of math and social studies. The social studies aspect is the
students learning about the different zones in the ocean. The math portion is when the students are
constructing their submarine and is having to make sure their submarine is built under budget. This
week long project also works on communication skills between the children in each group and
strengthens their research skills.
Materials:
T-Bot and Peabody Explore the Ocean by Karen and Jonathan Fluck
Computers with internet access to http://oceanexplorer.noaa.gov/edu/welcome.html

Submarine Parts Catalog
Journal
Procedure:
Lesson Preparation
1. The teacher will have the book T-Bot and Peabody Explore the Ocean by Karen and Jonathan
Fluck.
2. The teacher will have copies of the journals for each individual.
170
3.
The teacher will have copies of the submarine parts list for each group.
Have the website (http://oceanexplorer.noaa.gov/edu/welcome.html) link saved and ready to
go on all available computers.
Lesson
1. Read T-Bot and Peabody Explore the Ocean.
2. After reading the book, in the students table groups, have them decide which zone of the
ocean they are going to study.
3. Lesson will be continued onto the following day.
Transition
1. Sing goodbye song.
a. Sing goodbye (insert name)- three times. Then say were glad you came today. Do it
for each student and as his or her name is being sung they pack up for home.
Adjustments:
There are not that many adjustments that need to be made for the first day of this lesson. For
children who are visually impaired, I would try to make sure to show the pictures closer to them, or
provide them with their own copy of the book. For children with Add/ADHD I would make sure they
have a stress ball or something to play with while they are sitting and listening to the story so they do
not disturb others.
References:
Fluck, J. Explore the ocean. www.teacherspayteachers.com
Language Arts
Ocean Dictionary
60 Minutes
Standards:
Language Arts
1. CC.RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic
of subject area.
Social Emotional
relationships.
others.
community contexts.
171

Objectives:
1. The students will be able to define words and phrases that are relevant to the ocean unit
being studied.
Rational:
This lesson is important for students to be able to create their own resources for defining and
looking up meaningful vocabulary words.
Materials:
Dictionary
Any informational ocean books or learning sites
Definition sheets
Procedure:
Lesson Preparation
1. The teacher will have several copies made of individual dictionary pages for each student.
2. The teacher will have a folder on each computer of approved ocean sites that can be visited.
3. The teacher will have books that are related to the ocean that can be used.
Lesson
1. The teacher will inform the students that they will be constructing their own ocean
dictionary.
2. The teacher will explain that as they come across an ocean related word that they do not
know, they should add it to their dictionary.
3. The teacher will demonstrate how to fill out a personal dictionary page.
4. The paper passer will pass out personal dictionary packets to each child while someone else
passes out dictionaries.
5. The students will be given free time to read about the ocean.
6. When they come across an ocean word they do not know they will add it to their dictionary.
7. Every couple of days the teacher will look through the dictionaries to make sure the students
are adding words to it.
8. When the dictionary is full or the unit is over, the teacher will collect the personal
dictionaries for a completion grade.
Transition
1. Walk like crabs to line up for art.
Assessment:
For this lesson the students will be assessed on if they added any words to their own personal
dictionary through out the unit.
Adjustments:
Children who have ADD/ADHD should be allowed to stand up at their desk if needed or play with
a stress ball. Students with visual impairment will be given a special computer to type their words on
and a large print dictionary. Students who have issues with mobility will not have any problems
completing this assignment. Students who need a challenge can find bigger words to define.
References:
Regier, N. Under the sea dictionary. www.teacherspayteacher.com
Under the Sea Dictionary Cover
172
Under the Sea Dictionary Pages
173
Art
174
Jelly Fish
45 Minutes
Standards:
Fine Arts
1. State Goal 26: Through creating and performing, understand how works of are produced. A:
Understand processes, traditional tools and modern technologies used in the arts. 26.A.1e:
Identify media and tools and how to sue them in a safe and responsible manner when
painting, drawing and constructing.
2. State Goal 26: Through creating and performing, understand how works of are produced. B:
Apply skills and knowledge necessary to create and perform in one or more of the arts.
26.B.1d: Demonstrate knowledge and skills to create visual works of art using manipulation,
eye-hand coordination, building and imagination.
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. The students will be able to use tool appropriately to make their jellyfish.
2. The students will be able to use their imagination when creating their jellyfish.
Rational:
This activity allows for the students to express their creativity while working on their fine motor
skills.
Materials:
Styrofoam bowls
Blue and white streamers
Scissors
Glue
Procedure:
Lesson Preparation
1. The teacher will lie out the streamers at the front table along with a couple pairs of scissors.
2. Each table will have a couple bottles of glue.
3. The bowls will already be sitting at each individual seat.
Lesson
1. The teacher is going to explain to the students that they are going to make jellyfish.
2. The teacher then will show the students that the bowl is used as the jellyfishs body and the
streamers will be the tentacles.
3. The teacher will tell the students that they can cut five streamers to glue on their jellyfishs
body.
4. The teacher will then demonstrate how to cut the streamer at an appropriate length and how
to glue it on to the jellyfishs body.
5. The teacher will then show the students a finished product.
6. The teacher will then let the students complete the project on their own.
175
7.
When they have completed the project, they may put their name in the bowl along with
teachers name and put it on the rack to dry.
Transition
1. When lining up to go back to the classroom, the students will make fish lips.
Assessment:
This project will be graded for completion.
Adjustments:
This project is great for students who have ADD/ADHD because they are continuously moving.
Students that have limited visibility will have help with completing the project. Students who are
struggling with motor movement will be given a wide space to walk through so they can cut their own
streamers. Lastly, children who need a challenge can make more than one jellyfish depending on the
time.
References:
Cusimano. (2011). My under the sea 3rd birthday party. Cusimano Girls.
http://babycusimano.blogspot.com/2011/12/my-under-sea-3rd-birthday-party.html
Science
Beach Box
35 Minutes
Standards:
Science
life, physical and earth/space sciences. E: Know and apply concepts that describe the
features and process of the Earth and its resources. 12.E.1a: Identify components and
describe diverse features of the Earths land, water and atmospheric systems.
Social Emotional
relationships.
others.
community contexts.
Objectives:
176
1.
The students will be able to describe diverse features of the earths water.
Rational:
This lesson is important because it allows students to explore what a sea might feel like sensory
wise and allows the students to describe their feelings in writing.
Materials:
One sensory box per table grouping.
o Water
o Sand
o Shells
o Coral
o Starfish
o Sand dollars
o Etc
Journals
Procedure:
Lesson Preparation
1. Have all the sensory boxes prepped and ready to go.
Lesson
1. Have the students put their hands in the sensory box and have them feel around.
2. When they are done feeling, have them write what the objects in the box felt like.
3. Using the knowledge they just gathered, have the students write what they thing the real sea
feels like.
4. When the students are done they are to turn their journals into the teachers desk.
Transition
1. The students will swim like fish while they gather their things for lunch and line up.
Assessment:
The teacher will read each journal entry highlight the descriptive words found in each students
entry.
Adjustments:
This activity is great for students with ADD/ADHD because it has the students exploring new
materials using their senses. This activity is also great for those who ware visually impaired because
they can still describe what they feel in the book. They just might need someone to help them write.
Students who need a challenge, should be given the task of having to write a short paragraph
describing what they think the ocean feels like based on their experience with the sensory box. The
who have a hard time with mobility can also participate in this activity nicely because they can stay
at their desk the whole time and the sensory box can come to them.
177
Math
Comparing Expressions
60 Minutes
Standards:
Math
1. CC.NBT.2.4: Compare two three-digit numbers based on meaning of the hundreds, tens and
ones digit, using >,=, and < symbols to record the results of comparisons.
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. The students will be able to compare numbers accurately by using expressions.
Rational:
This lesson is important for students to learn how to use expressions to compare quantities based
on a given number.
Materials:
Comparing Expressions Worksheet
Procedure:
Lesson Preparation
1. Have enough copies of the worksheet made for the class.
Lesson
1. Review with the students how to use the appropriate math expressions <,= and > when
comparing number quantities.
2. Pass the worksheet out to the students and have them compete it individually.
3. Once they have completed it, they are allowed to check their answers with a friend.
4. When there is 10 minutes left of class the teacher will gather all the students to go over the
worksheet.
Transition
1. Call on each student individually and have them make a <, = or > sign with their hands and
then have them line up for the bathroom.
Assessment:
For this activity the students will be assessed on if they correctly use expressions to compare
numbers.
178
Adjustments:
Children who have ADD/ADHD should be allowed to sit on an exercise ball or stand while
completing this assignment. Students with visual impairment should be given a worksheet that is
blown up and made bigger. This activity does not affect students with low mobility because they can
sit at their desk and complete it. Students who need a bit of a challenge should be given a worksheet
where they would have to compare three numbers instead of two.
References:
Polk, A. Comparing expressions. Adventures of a Third Grade Teacher.
http://amber-polk.blogspot.com
179
Social Studies
Ocean Exploration
30 Minutes
180
Standards:
Social Studies
Social Emotional
relationships.
others.
community contexts.
Objectives:
their ocean zone.
ocean zone.
Rational:
This activity integrates the subjects of math and social studies. The social studies aspect is
the students learning about the different zones in the ocean. The math portion is when the students
are constructing their submarine and is having to make sure their submarine is built under budget.
This week long project also works on communication skills between the children in each group and
Materials:
181

Journal
Procedure:
Lesson Preparation
Fluck.
3. The teacher will have copies of the submarine parts list for each group.
Lesson
1. Continuing from the day befores social studies lesson.
2. Have the students build a submarine that is capable of exploring the chosen ocean zone by
using the provided submarine parts catalog.
3. Once the students are done building their submarine, have them draw it and explain why
they chose the parts they did.
4. Have the students keep the following in mind as they are building their submarine.
a. Make sure their submarine can with stand the water pressure in the zone they
picked.
b. Make sure the submarine is capable of keeping its researchers inside warm enough.
c. The more researchers each group has, the faster they are able to gather their needed
information.
d. The more researchers each group has in the submarine, the more oxygen they are
going need.
e. Some fish are scared of bright lights.
5. The lesson will be continued onto tomorrow.
Transition
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Adjustments:
For this specific lesson there are some adjustments that can be made. For children who need more
of a challenge, you can have them figure out other ways they can make a submarine that will survive
in their ocean zone. For children who are visually impaired you can increase the font size on the page
or translate it to braille. Children who have trouble mobility are able to stay at their desks. Children
who have ADD/ADHD, the teacher can walk by every so often and make sure they are on task with
the group.
References:
183
184
Language Arts
Writing about Crabs
60 Minutes
Standards:
Language Arts
definitions to develop points, and provide a concluding statement or sections.
185
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. The students will be able to use facts that they have looked up about crabs in order to write a
paragraph about a crab.
Rational:
It is important for students to learn how to use resources to write informative paragraphs.
Materials:
Books about crabs
Computers
Crab information organizer
Crab paragraph paper
Procedure:
Lesson Preparation
1. Gather books about crabs and find and save appropriate websites for the students to use.
2. Make plenty of copies of the crab information organizer and crab paragraph paper.
Lesson
1. First, the teacher is going to explain to the class that they are going to be using books and the
Internet to find facts about crabs so they can write an informative paragraph on them.
2. Next, the teacher is going to demonstrate how to use the graphic organizer.
3. Then the teacher is going to have the paper passer pass out the graphic organizer to each
student.
4. The students will then use the remainder of the time to fill out their graphic organizer using
either books or computers.
Transition
1. Make whale sounds while lining up for gym.
Adjustments:
Students who have a vision impairment would need large print books and graphic organizer.
Students with low mobility skills will need to either have a friend bring them a few books to look out
or a laptop to use at their desk. Those who have ADD/ADHD will do fine with this activity because
they are going to be up moving around. Those who need a challenge could be given a more complex
graphic organizer to fill out.
References:
Worf, H. Ocean writing: Crab. Worfs Wiggily Worm Workshop.
http://worfswiggleworms.blogspot.com/
186
187
Gym
Crab Kick Ball
45 Minutes
Standards:
188

1. State Goal 19: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity. A. Demonstrate physical competency in individual and team
control when performing fundamental locomotor, and nonlocomotor and manipulative skills.
2. State Goal 19: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity. B. Analyze various movement concepts and applications. 19.B.1:
Understand spatial awareness and relationships to objects and people.
3. State Goal 19: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity. C. Demonstrate knowledge of rules, safety and strategies during
physical activity. 19.C.1: Demonstrate safe movement in physical activities.
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. The students will be able to show control of their own body while crab walking from base to
base.
2. The students will be able to know when to kick the kickball, or how to maneuver around
people that are in their way.
3. The students will be able to demonstrate that they understand how to safely participate in
physical activities that contain movement.
Rational:
This lesson/activity helps the students understand how they can move their body in different ways,
and still get the same results.
Materials:
Kick ball
Bases
Procedure:
Lesson Preparation
1. Have the kick ball out and ready to go along with the bases already set up.
Lesson
1. Review the rules of kick ball with the students.
2. Then tell them that they are all going to be playing in the crab walk position.
3. Divide the teams up evenly.
4. Start the kick ball game.
Transition
1. The students will crab walk into line.
Adjustments:
Students who have ADD/ADHD will love this activity because of the continuous movement and
fast change of pace. Students who have low vision might have to be a ref so the ball does not hit them.
Students with limited mobility will have to be another ref since they are not able to maneuver in the
189
crab position. Students who need a challenge will be greatly challenged here by playing the whole
game in the crab walk position.
Science
What Do Whales Eat?
35 Minutes
Standards:
Science
life, physical and earth/space sciences. B: Know and apply concepts that describe how living
things interact with each other and with their environment. 12.B.1a: Describe and compare
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. The students will be able to describe what a whale eats.
Rational:
190
Younger children do not always know what specific animals eat, and they are curious to what
whales eat.
Materials:
Computer
Books about Whales
KWL Chart
Procedure:
Lesson Preparation
1. Have some different whale books and whale informational websites ready to go.
Lesson
1. Ask a student in the class if they know what a whale eats.
2. Have the class tell you what they know about whales and what they eat already.
3. Then have them tell you what they want to know.
4. Then as a class the teacher and children are going to look on line and in books to see what a
specific whales eat.
5. Once they are done finding out what different whales eat, they can write down what they
just learned in their science journal.
6. Lastly, the teacher will ask a couple students to share what they learned.
Transition
1. Have the children talk in whale as they grab there things and line up for lunch.
Assessment:
The assessment is going to be a very informal one and just to see who was able to retain the
information given to them in a short time and still recall that information.
Adjustments:
Those who are hard of seeing would either need to sit closer to the screen or listen real well to
what the teacher is reading. Those who have ADD/ADHD will have a stress ball to use during this
quiet sitting time. Those who have low mobility will be fine for this lesson because it can be
completed at their desk.
191
Math
Numerical Expressions
60 Minutes
Standards:
Math
comparing, with unknowns in all positions.
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. The students will be able to use the correct expressions when completing the word problems.
Rational:
It is important for students to be able to identify the correct expression for each equation when
written out in a word problem.
Materials:
Numerical expressions worksheet.
Procedure:
Lesson Preparation
1. Make sure there are enough copies for the class.
Lesson
1. Review key word problem words, like minus, times, split, etc.
2. Have the paper passer pass out the work sheet to each student.
3. Let the students work individually to complete the worksheet.
4. Then, when they have finished review it as a class.
5. Have the students turn in their completed paper.
Transition
1. Talk like dolphins while lining up for the bathroom.
Assessment:
The assessment here is to see how well each student understands the key words to look for in a
word problem.
Adjustments:
192
Children who are hard of seeing will need their worksheet blown up or they might need someone
to do it verbally with them. This is a great activity for those with minimum mobility because they can
stay seated at their desk. Those who need a challenge could help guide their peers on completing the
worksheet. Children who have ADD/ADHD should be allowed to stand while completing this, or sit
on an exercise ball.
References:
193
Social Studies
Ocean Exploration
194
30 Minutes
Standards:
Social Studies
Social Emotional
relationships.
others.
community contexts.
Objectives:
their ocean zone.
ocean zone.
Rational:
195
Materials:

Journal
Procedure:
Lesson Preparation
Fluck.
Lesson
1. Continuing off of the lesson from the day before in social studies.
2. Once the students have their submarine built, drawn and written their rational for, have
them explore their chosen zone.
3. While they are exploring their chosen ocean zone, have them research and record in their
journal the following:
a. Any animals that might live in the zone.
b. What the animals eat that live in the zone.
c. What are the animals predators if they have any?
d. The type of water pressure the zone has.
e. The amount of light that is available
Transition
Adjustments:
196
Children who have ADD/ADHD can get up and move around to find different books or new
reading spaces to do their research with their laptop. Children who have limited mobility can stay at
their desk to research and can use a laptop. Children who are visually impaired can have an aid help
them research on the computer. Children who need a challenge can find interesting facts about their
groups ocean zone.
References:
197
198
Language Arts
Writing about Crabs
Time Frame: 60 Minutes
199
Standards:
Language Arts
definitions to develop points, and provide a concluding statement or sections.
Social Emotional
L. Identify and manage ones emotions and behavior.
relationships.
others.
community contexts.
L. Contribute to the well-being of ones school and community.
Objectives:
1. The students will be able to use facts that they have looked up about crabs in order to write a
paragraph about a crab.
Rational:
It is important for students to learn how to use resources to write informative paragraphs.
Materials:
Books about crabs
Computers
Crab information organizer
Crab paragraph paper
Procedure:
Lesson Preparation
1. Gather books about crabs and find and save appropriate websites for the students to use.
2. Make plenty of copies of the crab information organizer and crab paragraph paper.
Lesson
1. The teacher will explain to the students that they are going to take their facts they found
yesterday, on their graphic organizer, and create an informative paragraph with them.
2. The paper passer will pass out the crab paper for writing the informative paragraph.
3. Once the students have completed the paragraph, they may turn it in.
Transition
1. Students will make dolphin noises while lining up for music.
Assessment:
Students will be given 6 points if they have included all the information on the graphic organizer
in their paragraph. Students will be given 4 points if they are missing 1-2 facts from the graphic
organizer. Students will be give 2 points if they are missing 3-4 facts off the graphic organizer in their
paragraph. Students will be given 1 point for including 1-2 facts off the graphic organizer into their
paragraph. Students will be given no points if they do not include any facts in their informational
paragraph from off their organizer.
Adjustments:
Students who have a vision impairment would need large print books and graphic organizer.
Students with low mobility skills will need to either have a friend bring them a few books to look out
or a laptop to use at their desk. Those who have ADD/ADHD will do fine with this activity because
200
they are going to be up moving around. Those who need a challenge could be given a more complex
graphic organizer to fill out.
References:
201
Music
Under the Sea
202
45 Minutes
Standards:
Fine Arts
1. State Goal 26: Through creating and performing, understand how works of art are
produced. A: Understand processes, traditional tools and modern technologies used in the
arts. 26.A.1a: Understand that the body is the primary tool of dance and identify secondary
tools.
Social Emotional
relationships.
others.
community contexts.
Objectives:
1. The students will be able to use their body as their primary tool for dance.
Rational:
It is important for the children to be given the opportunity to dance freely because it gives
children a way to express themselves.
Materials:
Under the Sea Produced by Alan Menken
Procedure:
Lesson Preparation
1. Have the Little Mermaid under the sea song ready to play.
Lesson
1. Let the children dance freely to the music. It lets them express themselves and become
aware of their own body and movement.
Transition
1. Have the children pretend they are scuba divers when lining up to go back to the classroom.
Assessment:
Take note on who is able to control their body movements while dancing to the music.
Adjustments:
Children who have low motor skills are going to have a tough time with this lesson. I would say
that we could modify it by having then dance with a teacher. Children who have ADD/ADHD are
going to love this lesson because of how active it is. Children who are visually impaired will also enjoy
this lesson.
References:
Ashman, H., Menken, A.. (1990). Under the sea. The little mermaid: An original Walt Disney records
soundtrack. Walt Disney.
203
Science
Sea Shells Matter
35 Minutes
Standards:
Science
life, physical and earth/space sciences. C: Know and apply concepts that describe properties
of matter and energy and the interactions between them. 12.C.1b: Compare large-scale
physical properties of matter.
Social Emotional
relationships.
others.
community contexts.
Objectives:
204
1.
The students should be able to describe a seashell based on its size, shape, color, texture, and
order.
Rational:
Its important for students to practice comparing matter and describing it.
Materials:
Sea Shells
Science journals
Procedure:
Lesson Preparation
1. Have seashells out ready to go.
Lesson
1. Show students a seashell.
2. Ask them what it is and if they can describe it.
3. Explain to them that a seashell is a form of matter and matter can be described by size,
shape, color, texture and odor.
4. Explain to the students that you want them to pick a seashell to describe in their science
journal.
5. Once the students are done writing in their science journal, they may share their findings
with a neighbor.
6. When sharing time is over, all students need to turn in their science journal for the teacher to
read over.
Transition
1. Have the students waddle like penguins to get their things for lunch and to line up.
Assessment:
The students will be assessed on weather or not they described their seashell based on size, shape,
etc. If they were able to do it then they get a complete. If they struggled, then they need extra help.
Adjustments:
This lesson is great for those with minimal mobility because they are able to sit at their desk and
complete the task. Those who have minimal vision are going to need a larger shell to study. Those
who are gifted should come up with another way to describe their shell, or should compare two shells.
Those with ADD/ADHD will do fine with this lesson because they are allowed to play with the shell
while working.
205
Subject: Math
Tables Rule!
Time Frame: 60 Minutes
Standards:
comparing, with unknowns in all positions.
Objectives:
1. The students will be able to solve math problems to complete the tables.
Rational:
It is important for students to know how to figure out tables by using mental math.
Materials:
Tables rule worksheet
Procedure:
Lesson Preparation
1. Make sure you have plenty of worksheet copied for the class.
Lesson
1. Explain to the class that you have been working on word problems for a while now, so you
would like to see if they can find the missing numbers in the tables.
2. Pass the worksheet out to each student and have him or her try to work on the worksheet
alone for the first five minutes.
3. Then allow them to work with a partner, before asking the teacher questions.
4. Take those who are struggling to the kidney table to help them out.
5. Once the students have completed the worksheet they are to turn it in.
Transition
1. Have the students swim like fish to get in line for a bathroom break.
Assessment:
Since I am just seeing if the kids can figure out how to solve these different types of word
problems before I officially teach them, I am just going to look over the sheets to see who has the
concept already and needs more of a challenge and who needs help.
Adjustments:
This worksheet would not be great for students with ADD/ADHD because they will get frustrated
easily and move on to something else before being able to ask for help. Children with vision
impairments will need the worksheet blown up. Those who need a challenge will have a challenge on
this worksheet. Those with little mobility will be able to complete the worksheet at their desk with out
a problem.
References:
206

207
Social Studies
Ocean Exploration
208
30 Minutes
Standards:
Social Studies
8.
Social Emotional
relationships.
others.
community contexts.
Objectives:
their ocean zone.
ocean zone.
Rational:
209
Materials:

Journal
Procedure:
Lesson Preparation
Fluck.
Lesson
1. Continuing and wrapping up the weeks social studies lesson.
2. Have the students present their research to the class.
Transition
Assessment:
The assessment given at the end of this lesson will be based off of the attached rule brick.
Adjustments:
Children who have limited mobility can present their research to the class in an open area that is
easy for them to get to, or at their desk area. Children who have ADD/ADHD can be given a stress
ball to squeeze while listening to other groups presentations. Those with limited visual ability can be
seat close to the area where the groups are standing to share their journals. Students who need a
challenge can write down two facts they learned from other groups presenting about their ocean
zone.
210
References:
Group
Members_______________________________
Ocean Exploration Rule Brick
211
212
Friday
Field Trip to the Shedd
Aquarium
Dear parent/guardian,
In the next month we are going to start an exciting under the sea unit. At the end of this unit we
are going to take a trip to the Shedd Aquarium. At the Shedd we are going to be able to explore and
experience many different types of sea animals we might not get to otherwise experience. The field
trip is going to take place on Friday, April 25, 2014. The bus will leave our school promptly at 8:30
and will return to school at 1:45 pm. Since we are going to be there during the lunch hour, I would
like it if you sent your child to school that day with a sack lunch. Its going to be a great field trip and
I would really like it if each student was able to enjoy this awesome experience. Feel free to e-mail me
at svalko@mail.bradley.edu or call me at 555-555-5555 if you have any questions or concerns.
Sincerely,
Ms. Valko
213
Please return by April 20, 2014
Childs
Name______________________________
_____Yes, My child will be attending the field
trip to the Shedd Aquarium.
No, Mu child will not be attending the
field trip to the Shedd Aquarium.
_________
______I am interested in volunteering on this

field trip.
Professional Resources
Ashman, H., Menken, A.. (1990). Under the sea. The little mermaid: An original Walt Disney records
soundtrack. Walt Disney.
Cusimano. (2011). My under the sea 3rd birthday party. Cusimano Girls.
http://babycusimano.blogspot.com/2011/12/my-under-sea-3rd-birthday-party.html
Hagio Graphic. One fish two fish coloring pages. Retrieved from http://hagiographic.com/one-fishtwo-fish-coloring-pages/
Hello Kids. Fish makes bubbles coloring page. Retrieved from
http://www.hellokids.com/c_7547/coloring-pages/animal-coloring-pages/sea-animalscoloring-pages/fish-coloring-pages/fish-makes-bubbles
214
Regier, N. Under the sea dictionary. www.teacherspayteacher.com
The Color. Sea life. Retrieved from http://www.thecolor.com/category/coloring/sea life.aspx
Wideman, S. (2012). Ocean word sort: Nouns, verbs, adjectives. www.teacherspayteachers.com
Student Resources
Arthur, A. (2013). Shell (American ed.). New York: DK Pub..
Binturong. (n.d.). Aquarium of the Pacific. Retrieved April 19, 2014, from
http://www.aquariumofpacific.org/onlinelearningcenter/species/binturong
Carle, E., & Waters, J. (1987). A house for Hermit Crab. Saxonville, Mass.: Picture Book Studio, Ltd..
Carney, E. (2012). Dolphins. Washington, D.C.: National Geographic Society.
Christopherson, S. C. (2010). Top 50 reasons to care about marine turtles: animals in peril. Berkeley
Heights, NJ: Enslow Publishers.
Crewe, S., & Camper, A. K. (2010). In the ocean. New York, NY: Chelsea Clubhouse.
Education. (n.d.). NOAA Ocean Explorer Podcast RSS. Retrieved April 22, 2014, from
http://oceanexplorer.noaa.gov/edu/welcome.html
Explore the mystery. (n.d.). Monterey Bay Aquarium. Retrieved April 22, 2014, from
http://www.montereybayaquarium.org
Gonzales, D. (2013). The frigid Arctic ocean. Berkeley Heights, NJ: Enslow Publishers,
Inc..
Gonzales, D. (2013). The mighty Atlantic ocean. Berkeley Heights, NJ: Enslow
Publishers, Inc..
Gonzales, D. (2013). The tropical Indian ocean. Berkeley Heights, NJ: Enslow
Publishers, Inc..
Gray, S. H. (2012). Oceanography the study of oceans. New York, NY: Children's Press.
Greve, T. (2011). Whales. Vero Beach, FL: Rourke Pub..
215
Heal the bay. (n.d.). Keeping the Ocean Healthy. Retrieved April 22, 2014, from
http://www.healthebay.org/about-bay/current-policy-issues/keeping-ocean-
healthy
Heinrichs, A. (2010). Oceans. Ann Arbor, Mich.: Cherry Lake Pub..

Hoyt, E. (2013). Weird sea creatures. Buffalo, N.Y.: Firefly Books.
Hughes, C. D. (2013). National Geographic Kids First Big Book of the Ocean. : National
Geographic Society.
Jackson, T. (2011). Ferocious sharks. New York: Gareth Stevens Pub..
Latham, D. (2010). Oceans. Chicago, Ill.: Nomad Press.
McKenzie, P. (2010). Manatees. Vero Beach, Fla.: Rourke Pub..
Musgrave, R. (2011). National Geographic Kids Everything Sharks: All the Shark Facts,
and Fun That You Can Sink Your Teeth Into. Washington, US: Baker &
Photos,
Taylor.
Pfister, M., & James, J. A. (2006). Rainbow Fish finds his way. New York:
NorthSouth
Books.
Seuss, D. (1960). One Fish, Two Fish, Red Fish, Blue Fish . New York: Beginner Books
Pipe, J., & Salariya, D. (2009). Scary creatures of the deep. New York: Franklin Watts.
Parent Involvement Extensions

The families will be invited to join the student upon completing an ocean animal research project.
The parents and family are invited to help guide their student to credible sources and following
through with research. The families are invited to help the student with this project because second
graders do not know what kind of sources are credible or not. Plus the family will be getting a first
hand view of the project process within the classroom. It will also bring a common interest among a
child and their family because they will have something common to talk about and bond over if they
are both knowledgeable on the same topic.
By teaching this unit, families will be supported by the teacher providing their children with a
view of the ocean and experience something they may never get to otherwise. Their child is going to
be fully engaged in all the fun lessons and will want to share what they have learned with their
families. The families will receive information on the unit and where they can go to enrich their
knowledge with new, interesting, and exciting facts. The teacher will also have a blog that is viewable
216
through the school district website that documents what is going on in the classroom. That way
parents know what is going on and can get involved in their childs education by discussing with
them what they are learning.
These family experiences strengthen the home-school environment, by opening up a window that
allows for fluid communication between parents and teacher. The teacher and the parents will then
start to trust each other and count on one another to make sure their child is getting a well rounded
education. The teacher will also open up his or her own room to parents and make them feel welcome
when they come to visit or help out in the classroom. Also, the family experiences strengthen the
home-school environment by allowing parents to attend their childs field trips and learn exactly
what their child is learning.
Example Parent Plan
217
218
219
220
221
222
223
224
225
226
227
228
Resources: http://www.teacherspayteachers.com/Product/Ocean-Animal-Research-ProjectEverything-you-Need-298277
Bulletin Board
229
An interactive bulletin board will show students, parents, school members and community
members a glimpse of the Under the Sea thematic unit. The bulletin board would be inviting to all
members in the school community and interactive for students in the classroom; the students would
help design the board by decorating the fish to be placed onto the board. The students would be able
to color, paint, or otherwise decorate their fish, as they desire at home the weekend before the unit
begins. The students would bring in their completed fish on Monday, and during planning time, the
teacher would cut the fish in half and attach one half of each fish to the board, and attach Velcro to
the other half of the fish and in appropriate locations on the bulletin board. The unattached fishhalves would be available for students to place onto the bulletin board themselves; they can practice
matching skills or design entirely new fish at their leisure. This type of bulletin board creates a lot of
opportunity for student creativity through designing their own fish and interacting with the fish on
the bulletin board itself.
Bulletin Board Example
230
Resources: http://www.thevirtualvine.com/ocean.html
Topic Box
In our topic box we have the following items:
Craft paper that is ocean and seashell themed
Ocean related books
231
Ocean animal plush toys

Sea monkeys
Ocean themed stickers
Seashells
An ocean puzzle
Snorkel and goggles
If we could we would have:

Sand
Constant access to water
The items that we have and wish we had in our box relate to our lessons, centers and extend
learning in several different ways. The craft paper can extend a lesson by making an ocean
diorama. The ocean related books can be put in the literacy center and can also be used for
research. The ocean animal plush toys are just a decorative additive that went along with the
theme can be used during readers theater. The sea monkeys would be an awesome class pet. The
ocean themed stickers can also be used for a ocean craft project. The seashells can be used to
craft projects and decoration around the room. They could also be used in readers theater. The
ocean puzzle would be a nice brain relaxer. The snorkel and goggles can be used for readers
theater. The sand would be great for sensory and art. Constant access to water, or a water type
table would be great sensory wise too. Especially when the plastic sea creatures are added.
232
Appendix
Songs
Im a Fish
Sung to: Im a Little Teapot
Im a little fishy, I can swim.
Here is my tail, here is my fin
When I want to have fun with my friends
I wiggle my tail, and dive right in!
Fish are Swimming
Sung to: Frere Jacque
Fish are swimming, fish are swimming,
In the sea, in the sea,
233
A-splishing and a-splashing,

A-splishing and a-splashing,
Look and see, look and see.
Once I Saw an Octopus
Once I saw an octopus
In the deep blue sea. (Point downward)
I called, Mr. Octopus,
Wont you swim with me? (Cup hands around mouth)
Then came out his tentacles,
So very long and straight, (Extend eight fingers)
One and two and three and four,
Five and six and seven and eight. (Count on fingers)
Three Little Fish
Sung to: Three Blind Mice
Three little fish, three little fish (Hold up three fingers)
See how they swim, see how they swim (Make swimming motion with arms)
Round and round and fast they go (Swim fast and sing fast)
Now they are going very slow (Swim slow and sing slow)
Three little fish, three little fish (Hold up three fingers)
Five Cranky Crabs
Five cranky crabs were digging on the shore.
One swam into a net and then there were four.
Four cranky crabs were floating in the sea.
One got tangled up in seaweed then there were three.
Three cranky crabs were wondering what to do.
One dug a deep, deep hole. Then there were two.
Two cranky crabs were warming in the sun.
One got scooped up in a cup. Then there was one.
One cranky crab was smarter than his friends.
He hid between the jagged rocks.
Thats how the story ends.
Resources:
234
Collaborative Reflection
By using the standards we have learned how to do several new things while designing this
thematic unit. We have learned how different it is planning for a primary grade than it is for an
infant, toddler, or pre-kindergarten classroom. We have also learned how different the adult role is in
a primary classroom versus the infant or pre-kindergarten classroom and how play is facilitated.
Through planning this thematic unit we have also learned a vast amount of information on the
importance of integration. We learned how beneficial it can be for the teacher and the class when
lessons are integrated well across a variety of subject areas. We also learned that it is not difficult to
integrate subject matter in a lesson plan, especially when there is a central theme to use as a guide.
We have found integration can occur very naturally if we are aware of the benefits, and looking for
opportunities to use integration effectively. After creating our general daily schedule and our weekly
schedule we discovered how important it is to have a schedule with a primary grade. We have
learned that having a schedule keeps the thematic unit organized and manageable to create.
A major idea we obtained through designing lesson plans is allowing for students to guide
where we go with the lesson, which can also be referred to as a flipped classroom. That way they are
still learning while they have a greater interest and understanding of the topic. When students guide
the lessons the teacher can also figure out different ways to challenge the students who are taking the
lead as the lesson facilitator. While the students are taking lead of the lesson, the teacher can then
observe the students and evaluate where they are in their learning process of the specific lesson of
that unit. This also allows time for the teacher to document what is being discussed and writing
anecdotal notes.
Another important facet that we learned through this unit project is the importance of
parent communication and getting the students families involved in their classroom life. We have
learned that we should not expect every parent to step up and take interest in their childs education.
But, it is great for a teacher to take the lead in communicating with the parents and showing them
that you care about their childs education and their parental interests.
Overall, we have found this project to be very beneficial because it has taught us a lot about how
time consuming the planning process is and how teachers need to start planning for new units weeks
in advance. This was a great project and we learned a lot from it.
235

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Under the

Goals and Vision

April 21, 2014, from

Initial Concept Web

Final Concept Web

Thematic Unit Schedule

Under the Sea

Under the Sea

Under the Sea

Under the Sea

Under the Seaquencing

Under the Sea

Ocean Word Sort

Jelly Fish Tag

Crab Kick Ball

Under the Sea

How Many Fish

Under the Sea Movement Matching

12. Transition into the bathroom break by singing Im a Fish again.

Animal Pictures & Animal Word Cards

Fish Tank Checklist

All Students Everyday

Students will practice subtraction.

C. Understand relationships between geographic factors and society.

13. Begin transition by singing Fish are Swimming.

Main Idea Web

2014, from http://www.ehow.com/info_12180499_secondgrade-science-lessons-usingsalt.html

IL.CC.2.MD.4 Measure to determine how much longer one object is than

Octopus Detail Web

A. Identify and manage ones emotions and behavior.

IL.CC.2.MD.9. Generate measurement data by measuring lengths of

Beach Creature Measuring Table

Social Studies/Science/Language Arts

Taking Care of Our Oceans

B. Analyze and explain characteristics and interactions of the Earths physical

C. Understand relationships between geographic factors and society.

D. Understand the historical significance of geography.

key facts or information in a text efficiently.

Blank Under the Sea Puzzle

Main Idea and Details Puzzle Graphic Organizer

2014, from http://pbskids.org/eekoworld//parentsteachers/lessons3_1.html

IL.CC.2.RL.7. Use information gained from the illustrations and words in

2014, from http://dnr.maryland.gov/fisheries/juvindex/anchovy.html

3C.1a. Identify and perform roles that contribute to ones classroom.

Its Time for Crab Vocabulary Worksheet

Under the Sea Game Board

Under the Sea Game Cards

Walk like a Crab for 30 seconds

Flap your fins like a Fish and do 20 jumping

Wiggle your arms and legs like an Octopus for 15

Float around the room on your tiptoes like a

Be strong like a Shark and do 10 push ups

Scrunch up like a Turtle in a shell and do 10 sit

Open and close your arms like a Clam 15 times

Stretch like a Puffer Fish and touch your toes 20

12.B.1a. Describe and compare characteristics of living things in

2. Locate a magnifying glass and flashlight for each student.

ADD/ADHD: Allow student to use computer to put cutouts in order.

A Hermit Crabs Year Worksheet

A Hermit Crabs Year Cutouts

April: He met the starfish.

Social Studies/Language Arts