TTL2 (Technology in Teaching and Learning 2)

Names: Section: TUVW1

King Robert Mula
Henry Joshua Sagmon
Peter Dave Pedroso
Caitlin Joy Fuentes
Jessa Mae Barrios

Project #4

Project-Based Learning Plan

Project Title Uncovering the Oceans in The

Comfort of Your Room
Project Idea Many students in the Philippines have seen the ocean, as the
Philippines has one of the longest coastlines in the world. Though
students go there to have leisurely time, many students don't know the
scientific wonders that are happening below their feet. Students will
learn the ocean is 73 % of the earth's surface and are home to millions
of diverse and unique organisms. They will also learn the ocean as
part of the water cycle as a reservoir of our water source. Additionally,
students will learn about shells, plant life, corals, fish life, and also the
importance of protecting our oceans,alongwiththecreatures that call it
their home. The topics will be taught through full integration of
Information and Communication Technologies (ICT) to show the
scientific wonders of the ocean in the comfort and safety of a
classroom.

Driving What is in the ocean? And why is it important?

Questions

Grant Objective 1.1) By April 2021, 80% of participating students should

Objectives demonstrate improved ICT literacyconsistentwithcommon core
Addressed standards.

Objective 1.2) By April 2021, 80% of participating students should

demonstrate improved understanding and application of scientific
concepts through the use of ICT.

Objective 1.3) By April 2021, 80% of participating students will

demonstrate improvement in presenting scientific concepts using ICT.
 Objective 1.4) By April 2021, 80 % of participating students will
demonstrate improved application ofmathematical skills to answer
scientific problems.

Objective 2.1 By April 2021, 85 % of participating students should

demonstrate improved environmental awareness.

Objective 2.2) By April 2021, 85 % of participating students will show

an increaseindedication and commitment to environmental and ocean
protection.

Objective 2.3) By April 2021, 80% of participating students will show

an increased application ofdigitalartwhileusing ICT.

Objective 2.4) By April 2021, 90% of participating students will show

increase dedication and commitment to science education.

Academic Information and Communication Technology, Science, Mathematics

Subjects

Common
Core At the end of the lesson, the students should be able to.
Standards to
Address Information and Communication Technology

 Use a laptop and projector for presenting.

 Demonstrate how to use PowerPoint presentation in presenting
topics about the ocean.
 Design an infographic using an online editing software (Canva)
on coral reefs
 Create a video documentary about ocean zones

Science

 Identify the different zones of the ocean.

 Illustrate the water cycle
 Describe and identify marine mammals
 Discuss the role of coral reefs in the ocean.
 Explain the importance of sharks to the ocean ecosystem.
 Create models of marine mammals, fish, and sharks, and
describe their shape, size, and diet.
 Mathematics

 Demonstrate converting between units of measurement

 Solve word problems involving ocean zones.

Personal
Enrichment Dropout Prevention and Character Education
Categories Service Learning
Physical Education
Arts and Music Education

21st Century
Skills Collaboration:
to be taught Students will collaborate as they create the biome of the ocean.
(Collaboration,
Communication, Communication:
Critical
Students will work cooperative learning groups.
Thinking/
ProblemSolving They will working in groups to create models on dolphins, fish, coral
) reefs, ocean levels, as well as food chain posters. Students will
Identify and collaborate with their parents to create other sea animal and plant life
describe how these to add to the biome.
will be utilized

Critical Thinking/Problem Solving:

Students will work to get her to find facts and design the ocean model
based on the in formation learned and researched.

Expected
Duration of
The duration of this Project Based Learning project will be for a six
Project
week period: March 9,20201- May 1,2022

Students
Involved(#,gra
des)
100 students grades K-8

Staff
Involved(#,spe
cialties) Staff:
3 Certified Teachers
2 Instructional Specialists
1 Project Director
Frequency of
Project 5 week,90 minutes perday
(#of days/week
#of hours/day)

EntryEvent
(Designed to
engage students' Field trip to the beach and ocean.Video of the ocean.
attention)

Week by Week Week 1: Ocean Zones: Sunlit Zone, Twilight Zone, Midnight Zone
Timeline of During the week students will:
Key Tasks and  Be divided into three groups, each of which will conduct research on
Activities, as their respective zone.
well as  Create a video documentary about the three zones they were
Enrichment assigned. (Prior to the presentation, the students need to submit a
Topics/Lesson written plan.)
s  Include this plan in their 21st CCLC (Students can clarify their zones
and why the animals are likely to live in them in the documentary.)
They’ll talk about plant life as well as temperature.
 Present the video documentary in front of the class.

Websites for Week 1:

 https://oceana.org/marine-life/marine-science-and-ecosystems/open-
ocean#:~:text=The%20ocean%20is%20divided%20into,feet
%20deep)%3B%20and%20the
 https://www.wnct.com/news/ocean-zones-and-what-creatures-live-in-
them/
 https://oceanexplorer.noaa.gov/edu/curriculum/section5.pdf
Week 2: Ocean Zones: Abyss and Hada!
During the week students:
 Create diagram using any graphic design software (Canva) of the
different of the ocean drawn to scale.
 Label the diagram and use their math skills to draw a map that is
proportionate to the real ocean include the animals living there and
their needs of survival.
 Write a reflection in their 21st CCLC journals about why certain
animals live in different zones.

Websites for Week 2

 http://www.seasky.org/deep-sea/ocean-layers.html
 http://blog1.miami.edu/sharklab/wp-content/uploads/sites/
28/2018/07/MODULE-1-Ocean-and-Coastal-Habitat-SECTION-1-
Ocean-Zones.pdf
 http://blog1.miami.edu/sharklab/wp-content/uploads/sites/
28/2018/07/MODULE-1-Ocean-and-Coastal-Habitat-SECTION-1-
 Ocean-Zones.pdf

Week 3: Marine Mammals

During the week students will:
 Explain the different types of marine mammals.
 Be group by five and present a power point presentation discussing
the distinctions and similarities between marine and land mammals.
 Present a model of any marine mammal and label the parts that aids
in its survival as a marine mammal.
 Make a reflection on the adaptation of marine mammals survives in
the ocean.
Website for Week 3:
 https://www.noaa.gov/education/resource-collections/marine-life/
marine-mammals#:~:text=Marine%20mammals%20are%20classified
%20into,polar%20bears%20and%20sea%20otters).
 https://www.whoi.edu/know-your-ocean/ocean-topics/ocean-life/
marine-mammals/
 https://www.youtube.com/watch?v=jM6WTXSmG78
 https://www.sciencedirect.com/topics/earth-and-planetary-sciences/
marine-mammal
Week 4: Fish
During the week students will:
 Illustrate the fish anatomy and physiology.
 Create a model of a fish using recycle material and labeled the parts.
 Learn about camouflage, coloration, and scales on fish while
watching video documentary
Websites for Week 4:
 https://www.youtube.com/watch?v=vgqRfD5Mco0
 https://www.nationalgeographic.com/animals/fish
 https://evolution.berkeley.edu/evolibrary/article/fishtree_02

Week 5: Sharks
During the week students will:
 Understand the importance of sharks in the ocean by creating an
infographics of ocean food chain.
 Present their poster using powerpoint presentation the predators and
other sea animals.
 Discover how important sharks in the ocean ecosystem.
Websites for Week 5:
 https://www.youtube.com/watch?v=YNTBL39PZOo
 https://www.worldwildlife.org/species/shark
 http://ocean.si.edu/ocean-life/sharks-rays/sharks
 https://defenders.org/wildlife/sharks-and-rays

Week 6: Coral Reefs

During the week students will:
 Research natural coral reefs and man-made coral in the Philippines
 Create an infographics about the importance of coral reef in the
ocean.
  Present a powerpoint presentation showing the different animals
living in the coral reefs.
Websites for Week 6:
 https://www.youtube.com/watch?v=Uq3fJY3evNY
 https://www.youtube.com/watch?v=gxqgm-ruiW8
 https://www.noaa.gov/education/resource-collections/marine-
life/coral-reef-ecosystems
 http://ocean.si.edu/ocean-life/invertebrates/corals-and-coral-
reefs

Presentation  21st CCLC students will host an event during the school day based on
Methods and the theme “Come Dive with Me.”
Audience  The host students will present their video documentary to the other
students.
 Other students in the school will have the opportunity to learn and
participate from their peers about the different zones of the ocean and
the ocean ecosystem.

Expected End  There will be a output presentation on the things they created
Result/Product throughout the unit.

Connection (s) Within the School District, Learning Village Scope and Sequence for the school Year.
to Regular
School Day  Language/ Arts:
 Compare and Contrast Ideas
 Skim and Scan for Information with Notification
 Presentation Skills
 Describing relationship between two

 Science
 Classifying Plants and Animals
 Changer in Environment
 Oil Pollution
 What are Some Adaptation to Life in Water
 Identifying Habitats

 Mathematics
 Item Drawn to Scale
 Proportional
 Problem Solving
Conversion
Adult Family
Member
Literacy and  Students will attend a Family Literacy Night and to add up their
Involvement knowledge about sea creatures for theirbiome.

 Students will attend a Family Literacy Night based on the theme

"Come Dive with Me." The parents will explore the different parts
of the ocean and learn about the different creatures in every
parts of it. The students will be able to share their knowledge
about the ocean to their parents.
Educational
Research
that supports Eidietis,L,&.Jewkes,A.M.(20i1).Making curriculum decisions in
the project• K8 science:The relationship between teacher dispositions and
curriculum content. Journal of GeoscienceEducation,59
Please site (4),242-250.
the source
and provide a This study indicated dispositions of teachers regarding teaching
short ocean science. Data collection was done through theme
description of ansofasurvewhere 89 K-8teachers reported their feelings on
its relevance. their preparedness to teach on the topic of ocean literacy and
their attitudes toward ocean science. Results showed that
teachers' dispositions predicted the frequency of teaching
ocean literacy. These findings indicated that this decision likely
reflects feelings of preparedness to teach

Bruno,B.C.,Wiener,C., Kimura,A.,&Kimura,R.
(201I).OceanFEST:Familiesexploringsciencetogether.Journalo
fGeoscienceEducation,59(1),13-21.

Ocean FEST engages elementary school students,

parents, teachers, and administrators in ocean-themed
family science nights based on a scientifically proven
model. The key goals are to educate the participants
regarding the ocean and earth science issues relevant
to their communities and to inspire more under-
represented students to pursue careers in ocean and
earth science.

Wolf, M., &Laferriere,A. (2009). Crawtinto inquiry-based

learning:Hennitcrabexperiments.ScienceActivities, 46

There is a need for inquiry-based lessons in the

early elementary grades due to the development of
analytical skills at the early stages of a child's life.
The authors of this article present an inquiry-based
lesson for first and second grade students that have
been previously and successfully used by graduate
teaching associates involved in the National Science
Foundation GK:12 program at the 'Oregon· Institute
of Marine Biology. The lesson involves using live
marine or terrestrial hermit crabs where students
learn about the anatomy, ecology, and classification
of the hermit crabs. The students makedetailed
observations and have the opportunity to ask
questions regarding their live subjects. The students
then raise an experimental question regarding hermit
crabs and carry out an experiment where they make a
hypothesis, record and report results, evaluate their
experiment, and suggest possible improvements.