STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Selena Moore Grade: 4th Topic: Ocean Floor

Brief Lesson Description:
In this lesson, students will learn about the structure of the ocean floor as well as the animals and plants that reside there. The teacher will
discuss the following key terms, continental shelf, continental slope, continental rise, abyssal plain, ocean trenches, volcanic island,
seamount, and oceanic crust. The teacher will briefly discuss the methods and safety precautions that scientist have to take in order to explore
the ocean safely.

Specific Learning Outcomes:

-Students will be aware that the ocean consists of different levels or depths.
-Students will be able to observe, research, and make inferences about the characteristics of the ocean.
-Students will be able to make connections to the levels of the ocean floor and the safety precautions of scuba diving.
-Students will be able to make the connection between the characteristics of the ocean with their poster project.

S: I want students to be able to identify the key features of the ocean floor as well as their relative depths.

M: I will base the success of the lesson by the accuracy of the “ocean floor labeling” worksheet and the big project at the end of the lesson,
which is to make a “model” of the ocean floor as a class. Students should complete the worksheet with 75% accuracy and the big project with
90% accuracy.

A: The students will use technology to make observations and make conclusions about the ocean floor.

R: Students will have an understanding of the ocean floor and will be able to make those connections to unknown species, submarines, scuba
diving, and unknown waters.

T: By the end of the lesson.

Summary: Students will understand that the ocean floor consists of different features that are related to the depth of the ocean. Students will
make the connection that depth plays a factor when exploring the ocean.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
I think this lesson will encourage students to explore and question the ocean world. This lesson will encourage student to ask questions,
conduct research, and relate this information to the world they know. The lesson provides multiple ways of learning and does involve the
interest of students. It does not exclude students nor limits the study of the ocean to any one person.

Narrative / Background Information

Prior Student Knowledge:
Students already know of the importance that water has on Earth and that it consists of living and non-living things.

Science VA SOL Health VA SOL NGSS

4.7 The student will investigate
and understand that the
ocean environment has
characteristics. Key
characteristics include
a) geology of the ocean floor;
Essential Health Concepts Earth's Systems
4.1 Safety/Injury Prevention 4-ESS2-2. Analyze and interpret
j) explain appropriate protective data from maps to describe patterns
gear when engaged in physical of Earth’s features.
activities such as cycling,
rollerblading, skateboarding, and
water sports.

Science & Engineering Practices: (You must tie engineering practices into your plan)
The teacher will ask a variety of Blooms Taxonomy questions to encourage higher level thinking and inquiry. The teacher will use a variety
of examples to help students understand the content such as videos, discussions, technology, and a model. Students will be working both as a
group and individually. Students will observe, develop questions, and conduct research on one of the topics discussed in class. Students will
be able to form a better understanding by doing these things in the classroom.
Possible Preconceptions/Misconceptions:
-Students may have the misconception that the ocean floor is completely flat and does not consist of ridges, volcanoes, and other defining
features.
-Students may have the idea that there are no plants in the ocean.
-Students may believe that humans have been able to explore the whole ocean.
-Students may believe that the bottom of the ocean is nothing but sand.
-Students may have the idea that oceans are deeper in the middle.

LESSON PLAN – 5-E Model

Time: 240 mins (4 Days)
Day 1: (60 mins)
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
Time: 15 mins
Teacher Materials Needed: Decorations, White board, and YouTube

The teacher will have the class decorated in an underwater theme and will display a video called “Under Red Sea”, before class begins. Once
the class is settled and ready to begin the teacher will play the “Nemo Trench” video. After the video is played, the teacher will begin class by
asking the students questions. The teacher will discover what the students already know about the ocean by asking questions.

- Think-Pair-Share (5 mins): The teacher will begin by asking this essential question: What does the ocean floor look like? The
teacher will ask the students to do a Think-Pair-Share with a peer. The students will need to discuss with each other the ideas that
they have based off of their prior understanding of the ocean floor.

- After the students have completed the Think-Pair-Share activity, the teacher will draw a concept web on the board. In the middle of
the web will be the words “Ocean Floor”. The teacher will then ask the students to discuss their ideas with the whole class. Students
should be offering some of the ideas that they discussed with their peer during the Think-Pair-Share. If the students are off topic or
are struggling, the teacher will ask some questions to help students build upon the web such as: What can you tell me about the
ocean? Has anyone ever seen the ocean? What did you notice about the ocean floor when you were there? What observations did
you make from watching Finding Nemo? Are there different levels in the ocean and can you give an example? What kind of
structures might we find? What kinds of living and nonliving things can we find on the ocean floor? Are there any similarities
between the ocean and land?
-
- Once the teacher feels like a basic foundation of prior knowledge has been discovered, the teacher will allow time for the students
to fill out the “Know” of the KWL chart in their science journals. Students may use the web that the teacher made on the board to
help them.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Time: 25-30 mins
Students Materials Needed: Laptop/iPad, Science Journals, Pencil, Headphones
Teacher Materials Needed: White board, Google Classroom, extra headphones, iPads, and pencils

- The teacher will instruct the student to obtain their laptops/iPads, science journals, headphones, and pencils.
- Videos (18 mins): The students will individually watch the videos posted on Google Classroom and make observations. The teacher
will ask the students to list at least 5 different observations they made of the ocean floor from watching the videos. The students can
write these observations below the know section of their KWL chart. The teacher will ask the students to use their observations to
form questions that they have about the ocean floor as they are watching the videos. The students should write at least 3 questions
or things that they wonder about in the “Want to Know” section of the KWL chart in their science journals.

- After the students have watched the videos, the class will come back together to discuss their observations. The teacher will ask the
students if there was any information that they would add or eliminate to their “Know” of the KWL chart after observing the
videos. The teacher will lead the students in the right direction by asking: Did these observations help us answer the essential
question? Are there some ideas that should no longer be in the concept web? What are they and why do they not belong anymore?
The teacher will add these responses to the concept web and redirect as needed. Responses should mostly focus on the ocean floor
but can be related to depth, pressure, light, living and non-living things, and temperature of the ocean.

- The teacher will then ask the students to offer some things that they put in their “Want to Know” section of the KWL chart. The
teacher will write these ideas and questions on the board and the teacher, along with the students, will hopefully find out the
answers together throughout the lesson. More questions will be added as the lesson goes on and as students’ interest are peaked.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Time: 15-20 mins
Students Materials Needed: Science Journals, copy of vocabulary sheet, and pencil
Teacher Materials Needed: White board, PowerPoint, Ocean Floor Model, Vocabulary sheet, and extra pencils
 - Presentation (10 mins): The teacher will take the time to explain what the observations were that the students made in the video.
The teacher will introduce the model of the ocean floor to the class. The model will show some the key features that the students
noticed in the videos. The teacher will use the model to explain the different features of the ocean floor and how the ocean floor is a
lot more like land than they may think. The teacher will hand out the “Ocean Floor Vocabulary” sheet. This will be the time that the
teacher introduces the key terms; Continental Shelf, Continental Slope, Continental Rise, Abyssal Plain, Ocean Trenches, Volcanic
Island, Seamount, Mid-Ocean Ridges, and Oceanic Crust using a PowerPoint. The students will be expected to fill out the “Ocean
Floor Vocabulary” sheet during the presentation and draw correlating pictures.

- End of session (5 mins): The teacher will take the time to answer any questions that the students may have about the ocean floor
and the related terms.
Vocabulary: Continental Shelf, Continental Slope, Continental Rise, Abyssal Plain, Ocean Trenches, Volcanic Island, Seamount, Mid-Ocean
Ridge, and Oceanic Crust.

Day 2: (60 mins)

EXPLAIN: Concepts Explained and Vocabulary Defined:
Time: 60 mins
Students Materials Needed: Science Journals, copies of the “Labeling the Ocean Floor” worksheet, Scissors, and Glue
Teacher Materials Needed: Decorations, White board, YouTube, and “Labeling the Ocean Floor” worksheet

- The teacher will play the “Under Red Sea” video while students settle down for class.

- Video (4 mins): To continue and review from the following day, the teacher will show a video called “Ocean Floor Features”. This
video will help further elaborate on the key terms introduced the day before. The teacher will remind students that they can take
notes from the video if they want to in their science journals.

- Activity (15-20 mins): The teacher will handout the “Labeling the Ocean Floor” worksheet. The teacher will ask students to get a
pair of scissors and a glue stick. The students will need to cut out the labels and place them in the correct location. The students will
need to let the teacher review their work before gluing their answers down on the sheet. The teacher will use this time to direct
students who may need more attention on the topic. After the students have glued the answers they will be instructed to glue the
sheet into their science journals. The students will then need to put back the scissors and glue into the correct location when they
are done.

- The teacher will ask the students to fill out the “Learned” part of their KWL chart in their science journals.

- Think-Pair-Share (5 mins): The students will complete another KWL chart. The teacher will ask the students this essential question:
How can we (humans) safely explore the ocean and why are precautions necessary? The teacher will ask the students to Think-Pair-
Share with a peer on the question.

- Concept Map (10 mins): The students will come back to the teacher and offer some ideas. The teacher will make a concept map
with the words “Ocean Exploration” in the middle and will add the ideas of the students onto the map. If students are stuck and
need help, the teach will ask the following questions: How do humans explore the ocean? What devices are needed to do so? Why
do you think safety precautions are necessary? Can humans’ breath underwater? What could potentially go wrong under the water?
Are there limitations to how far a person can go underwater without the necessary protection? What do you think could happen
without the necessary protection? Can you name anymore activities that take place in the water? The teacher will then ask the
students to fill out their “Know” and their “Want to Know” of their KWL chart in their science journals. Students are allowed to use
the information from the concept map to help them.

- Videos and Discussion (15 mins): The teacher will then show three videos, one called “The Ocean is Deeper”, the other “How To
Do a Scuba Diving Safety Check Properly?”, and the last one called “Finding Dory”. The teacher will ask the students to write
down one thing that learned or did not know about exploring the ocean in their science journals under the “Know” section. The
class will discuss the new concepts that they learned from the videos. The teacher will ask the students if there is anything they
would add or remove from the concept map. The teacher will ask the students if they can recall how far down a human has ever
gone with scuba gear and with a submarine? What are some ways we can explore the ocean further? The teacher will take this time
to talk with the students and address any misconceptions or misunderstanding there may be. The teacher will be sure to talk about
the ways of exploration, safety precautions that there are when exploring the ocean, and why they exist. The teacher will remind
students that they can add any information they want from the lesson to their science journals. The teacher will take the time
address any questions that the students may have.
 - End of class (5 mins): The teacher will ask the students to be thinking about what it would be like to be a scientist, specifically one
who studies and conducts research on the ocean floor. Some examples are a scuba diver, submariner, and marine geologist. The
teacher will let students know that they will use this as a guide into the next lesson.

Day 3-4 (120 mins)

ELABORATE: Applications and Extensions:
Time: 60 mins
Students Materials Needed: Science Journals, pencils, iPad/Laptop, headphones, copies of Rubric
Teacher Materials Needed: Decorations, YouTube, Rubric, extra supplies

- The teacher will play the “Under Red Sea” video while students settle down for class.

- The teacher will quickly review the key terms with the class: Continental Shelf, Continental Slope, Continental Rise, Abyssal Plain,
Ocean Trenches, Volcanic Island, Seamount, Mid-Ocean Ridge, and Oceanic Crust

- The teacher will begin class by playing the video called “Newest Island”. The teacher will use this as a way into the discussion of
what it would be like to be a scientist.

- The teacher will ask the class what they would research if they were a scientist? Why and how would they do it? What kind of
information might they discover as a scientist? The students will share their ideas with the class.

- The teacher will then announce that the class will be conducting some research on the ocean floor like scientist.

- The teacher will review the directions and the rubric with the students. The students will be required to provide certain information
in their posters. The teacher will announce that the students will complete the poster that day and present it to the class the next day.

- The students will be able to work in groups, but all members must agree to research only one topic. The topic should be focused on
the ocean floor and depth. The teacher will let the students know that they need to focus on one of the features of the ocean floor
they have learned from this lesson, such as the Continental Shelf, Continental Slope, Continental Rise, Abyssal Plain, Ocean
Trenches, Volcanic Island, Mid-Ocean Ridge, and Seamount. The teacher will then make 8 groups of students to work together to
research one of these features. The students will be allowed to make notes, save pictures, videos, and links to support their findings
and complete their digital poster to be posted on Google Classroom and presented to the class. The poster will be created on the app
called Canva and should meet the criteria in the rubric.

Day 4-End of lesson (60 mins): The teacher will play the “Under Red Sea” video while students settle down for class.

- Finish and submit (5 mins): The teacher will announce that the students will need to make any last-minute touches on their poster
and to submit their poster on google classroom when they are done.
- The students will be encouraged to look at other student’s posters and comment on their post on google classroom while others
finish up.

- Presentations (50 mins): The students will present in their groups. The teacher will be paying attention to the work and teamwork
that the students put into the project. The students will be able to pull up their poster from google classroom on the teacher
computer and display it on the board for all to see. There may be a student who is in charge of clicking any videos or pictures that
may be attached. Students will be allowed to ask the presenters questions and/or make comments about what interest them from the
presentation.

- End of class (5 mins): To conclude the lesson, the teacher will ask the students to give everyone a hand of applause. The teacher
will ask the students to apply what they learned today and fill out the “Learned” section of the KWL chart in their science journals.

EVALUATE:
Formative Monitoring (Discussion/Participation): The students will be evaluated by their participation in classroom discussion and in
using their science journals. The students will also receive a grade for completing their vocabulary and labeling worksheets. Students will
also receive a participation grade for presenting their posters.

Summative Assessment (Poster Project): The students will be evaluated by the completion of their group poster that is focused on a feature
of the ocean floor.
Rubric: https://www.dropbox.com/s/zjf8udsjpz38m9g/Rubric.pdf?dl=0

Plan for differentiation:

• Students with high-incidence disabilities: The teacher will provide the students with alternative ways of participating. The teacher
 will assist the students during discussion either by guiding their answers or by having the students draw, point, type, or write what
they want to say. The teacher will provide the students with a copy of the KWL chart, the PowerPoint, the “Ocean Floor
Vocabulary” sheet as well as a pre-cut version of the “Ocean Floor Labeling” worksheet. The students will be allowed to choose a
topic that they are interested in or will be provided one by the teacher. The teacher will work exclusively with this group on this
assignment.

• ELL: The teacher will provide the students with a translated version of the videos played in class as well as provide pictures. The
teacher will advise the students to watch their videos on Google Classroom in their native language. The teacher will allow these
students to express their ideas, opinions, answers, and questions through technology, writing, and visuals. The teacher will address
the students to make sure they are understanding the lesson and will provide any additional materials that they will need if
necessary.

• Gifted learners: The teacher will provide higher leveled questions for the students. The students will also be able to explore a wider
range of topics for the poster project. The students will be able to expand their knowledge by researching their topic as far as they
desire.
Elaborate Further / Reflect: Enrichment:
• How will you evaluate your practice? I will evaluate myself by whether or not the students we are able to make connections to the
ocean floor and the research topic chosen. If the students were unable to make the connection that the ocean is not flat, has many
ridges and structures, and varies in depth, then that tells me that I have not accomplished my goal.

• Where might/did learners struggle in the lesson? The students may struggle in the lesson when completing the poster. The teacher
will provide several examples of what a poster should look like and will be given a rubric to guide their thought process.

• How can the lesson be strengthened for improved student learning? The lesson can be strengthened if I allowed more time for the
exploration stage. Another thing that could help improve student learning is if there was better access to the ocean.

• Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? I feel like it does because I provided
multiple ways of learning, the lesson is based on the student’s interest, and the lesson does not make the assumption that the ocean
is limited to any one person or thing. The lesson also talks about the many different features of the ocean which promotes the
importance of diversity.

Resources:
“Under Red Sea” video: https://youtu.be/QOdcUvl3IHo

“Nemo Trench” video: https://www.youtube.com/watch?v=74Jq3WVzMEY

Google Classroom videos:

https://classroom.google.com/u/0/h
https://www.youtube.com/watch?v=-_6IP5m5kmE
https://youtu.be/DBAHdc_-bHA
https://youtu.be/Vj0wkgq5YNE
The Largest Underwater Volcano Explosion, We Almost Missed | Mach | NBC News - YouTube

PowerPoint: https://www.dropbox.com/scl/fi/7k29dyqy7k66ewpbnwd89/Ocean-Floor-Presentation-
copy.pptx?dl=0&rlkey=lmh7ssed7nq8g0m1g9lq88opk

“Ocean Floor Vocabulary” worksheet: https://www.dropbox.com/s/1do88owvb0spwoo/1B75EDE3-2B15-475A-BCC0-

6565BA637B18.png?dl=0
-source: https://www.thinglink.com/scene/872854402392653824

“Ocean Floor Labeling” worksheet: https://www.dropbox.com/s/bh83mzfpdqmv3a9/1AC692D4-E2C6-4408-BEB6-

280B9BAFD25C.png?dl=0

“Ocean Floor Features” video: https://youtu.be/KirNCAjA6KY

“Ocean is Deeper” video: https://www.youtube.com/watch?v=GE-lAftuQgc

“How To Do a Scuba Diving Safety Check Properly” video: https://youtu.be/ICJsuFK_yts

“Finding Dory” video: https://www.youtube.com/watch?v=Vf0XqE-4DX4

“Newest Island” video: This Is The World’s Newest Island - YouTube

Canva: https://www.canva.com

3D Model: https://sciencing.com/make-3d-model-ocean-floor-kids-12207506.html
Rubric for poster project: https://www.dropbox.com/s/zjf8udsjpz38m9g/Rubric.pdf?dl=0

KWL Chart: https://www.readwritethink.org/classroom-resources/printouts/chart-0

 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
20 Laptops School NA
20 Pencils Student/teacher $1
20 Headphones School NA
20 Science journals Student $1
1 Computer School NA
1 3D Model of the Ocean Floor School or Teacher FREE-$150
1 YouTube Teacher FREE
1 Google Classroom Teacher FREE
1 Canva App School FREE
1 PowerPoint Teacher/Internet FREE
2 Worksheets Teacher FREE
10 KWL chart Teacher FREE
20 Rubric Teacher FREE