TEACHING
GUIDE
TEACHING
Ocean
Animals
3rd Grade Reading Level
ISBN 978-0-8225-6444-7 Green
TEACHING
2
OCEAN
ANIMALS
Standards
Life Science
• Knows about the diversity and unity that characterize life.
• Understands the genetic basis for the transfer of biological characteristics from one
generation to the next.
• Understands how species depend on one another and on the environment for
survival.
• Understands the cycling of matter and flow of energy through the living
environment.
Writing
•
•
•
•
Reading
• Demonstrates competence in the general skills and strategies of the reading process.
• Demonstrates competence in the general skills and strategies for reading a variety of
informational and literary texts.
Listening and
Speaking
• Demonstrates competence in speaking and listening as tools for learning.
Thinking and
Reasoning
• Applies basic troubleshooting and problem-solving techniques.
• Applies decision-making techniques.
Demonstrates competence in the general skills and strategies of the writing process.
Demonstrates competence in the stylistic and rhetorical aspects of writing.
Uses grammatical and mechanical conventions in written compositions.
Gathers and uses information for research purposes.
Multiple Intelligences Utilized
• Linguistic, spatial, intrapersonal, interpersonal, and naturalistic
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for a list of all Ocean Animals
titles
TEACHING
Lesson 1
Science Journals
Purpose: Using a science journal, students will
practice note-taking techniques while researching an
ocean animal.
Materials
• Ocean Animals
books
• construction paper
(12x18)
• loose-leaf paper
• white paper
• pencils
• crayons, markers, or
colored pencils
• stapler
• glue
Objectives
• Recall prior knowledge about an ocean animal.
• Restate prior knowledge about an ocean animal.
• Determine what information is needed to answer a
series of questions.
• Analyze information.
• Categorize information.
• Assess what has been learned.
Activity Procedures
Prepare
(teacher)
• Preview Ocean Animals books.
• Divide students into groups with each group reading
a different Ocean Animals book.
Pretest
(student, class)
• Create a KWL Chart by folding a piece of paper into
thirds. Write K in the first column, W in the second
column, and L in the third column.
• Students will write what they already know about the
ocean animal they will be studying under the ‘K’ on
the KWL Chart.
• Students will write what they want to know about
the animal under the ‘W’ on the KWL Chart.
• As a class, discuss what students know and want to
know about ocean animals.
OCEAN ANIMALS
Model
(teacher, student)
• Assemble Ocean Animal Science Journals.
• Each student needs one piece of 12x18 construction
paper. Fold paper in half. This will be the front and
back cover of the journal.
• Each student needs 10 sheets of loose-leaf paper to
take notes on. On the top of each sheet, students
should write one of the following categories:
Environment, Protection, Food, Location in the
World, Location in the Water, Color/Camouflage,
How Do They Swim or Move?, Body Type and
Covering, Enemies, and Friends.
• Each student needs several pieces of plain white
paper for drawings and diagrams.
• Place loose-leaf paper, white paper, and KWL Chart
inside construction paper folder. Staple folder along
the side.
• Demonstrate how students should take notes in their
journals.
Read
(small groups)
• Each group should read one of the following Ocean
Animals books: Dolphins, Jellyfish, Manatees, Sea
Horses, Sea Lions, Sea Turtles or Great White Sharks.
Practice
(student)
• As students read, they should take notes on the
appropriate pages of their Ocean Animal Science
Journals.
Discuss
(student, small group, class)
• Discuss what students learned. Was there anything
that surprised you?
Evaluate
(student)
• At the end of the Ocean Animals unit, have students
write what they learned about their ocean animal
under the ‘L’ on the KWL Chart.
3
4
TEACHING
OCEAN
ANIMALS
Lesson 2
3-D Habitat
Purpose: Students will identify the basic components
of a marine habitat and understand the
interconnection between animals, plants, and the
environment by building a classroom-sized diorama.
Materials
• Ocean Animals
books
• 3-D Habitat SelfEvaluation p. 9
• various art materials
• scissors
• tape
• markers or crayons
• paper
• pencils
Objectives
• Define habitat.
• Discuss what should be included in a habitat.
• Investigate an ocean animal and its habitat.
• Identify essential elements of a specific ocean
animal’s habitat.
• Construct a three-dimensional marine habitat.
• Evaluate how everything in a habitat is connected.
Activity Procedures
Prepare
(teacher)
• Copy 3-D Habitat Self-Evaluation p. 9 for each
student.
• Collect art materials.
• Clear several large areas in your classroom or in
hallways for students to create their habitats.
• Divide students into groups by the ocean animal they
are studying.
Pretest
(student)
• On a piece of paper, have students write down their
definition of a habitat.
• What should be included in their ocean animal’s
habitat?
Read
(small group)
• Read an Ocean Animals book.
Model
(teacher, student)
• Discuss what a habitat is. What is included in an
animal’s habitat?
• Introduce the 3-D habitat diorama. Show groups
where they will build their dioramas.
• Discuss what 3-D means.
Practice
(small group)
• Students meet in their groups to plan their 3-D
habitat dioramas. The diorama should include: the
ocean animal they are studying (at least one adult
and baby), the food it eats, its enemies, and other
animals and plants it lives with. If the animal lives on
land and in water, both should be represented.
• Small groups build their 3-D habitats by decorating
the walls, floor, and ceiling of the designated area.
Students should use their Ocean Animals books and
Ocean Animal Science Journals to find information.
Discuss
(class)
• Discuss each habitat.
• What would happen to the habitat if something was
permanently removed? (For example, what would
happen if you took the krill out of the blue whale’s
habitat?)
• How can humans affect these habitats in a negative
way?
• How can humans affect these habitats in a positive
way?
Evaluate
(student)
• Students complete 3-D Habitat Self-Evaluation p. 9.
TEACHING
Lesson 3
Picture Book
Purpose: Students will create a picture book to show
their understanding of the life cycle of an ocean
animal.
Materials
• Ocean Animals
books
• drawing paper
• computer paper
• crayons, markers, or
colored pencils
• computer and
printer
• Picture Book Planning
Sheet pp. 10–11
• Picture Book Flow
Chart p. 12
• Picture Book
Evaluation p. 13
• scissors
• glue
• picture books
Objectives
• Recall what a life cycle is.
• Explain a life cycle.
• Illustrate the life cycle of an ocean animal.
• Outline the phases of a life cycle.
• Arrange the different phases of an ocean animal’s life
cycle into a picture book.
• Appraise another student’s book.
Activity Procedures
Prepare
(teacher)
• Copy Picture Book Planning Sheet pp. 10–11,
Picture Book Flow Chart p. 12, and Picture Book
Evaluation p. 13 for each student.
Pretest
(student, class)
• What is a life cycle?
• Share several examples of life cycles.
OCEAN ANIMALS
Model
(teacher, student)
• Tell students they are going to create their own
picture books. The story should show the life cycle
of the ocean animal they are studying. The book
should be in a story format, not just a listing of
information. Show various picture books as
examples.
• Introduce and explain Picture Book Planning Sheet
pp. 10–11 and Picture Book Flow Chart p. 12.
• Explain the steps for creating their own life cycle
picture books (see below).
• Share Picture Book Evaluation p. 13 with students.
Read
(student)
• Read Ocean Animals books.
Practice
(student, partner)
• Complete Picture Book Planning Sheet pp. 10–11,
then Picture Book Flow Chart p. 12. Each student
should discuss their book plan with another student
and the teacher.
• Write words for the picture book. Student should
share their story with another student. Check
spelling, punctuation, and grammar. When the story
has been edited, he/she is ready to type it on the
computer. Print the text and cut into strips.
• Draw pictures to support the story. Glue the text to
the pictures.
• Create a front and back cover. Laminate covers if
possible.
• Bind books. (For a quick binding, punch three holes
along one side and tie together with yarn.)
Discuss
(student pairs)
• In pairs, students share their books.
• Students could also share their books with a younger
class.
Evaluate
(teacher)
• Evaluate books using Picture Book Evaluation p. 13.
5
6
TEACHING
OCEAN
ANIMALS
Lesson 4
Animal Rights
Purpose: Through discussion and the creation of a
poster, students will show an understanding of animal
rights and how to solve conflicts peacefully.
Materials
• Story of a Dolphin
• lined paper
• pencils
• large drawing paper
• crayons, markers, or
colored pencils
Objectives
• Relate to characters in a story.
• Discuss ways to solve problems peacefully.
• Illustrate ways to help the ocean.
• Identify ways to educate others about ocean animals.
• Create a poster that educates others about an ocean
animal.
• Recommend ways we can help ocean animals.
Activity Procedures
Prepare
(teacher)
• Read Story of a Dolphin.
• Make a poster.
Pretest
(teacher, class)
• Introduce and summarize Story of a Dolphin up to
the public meeting.
• Ask students how they would feel if they were at the
public meeting. Have them write their thoughts on
lined paper. Tell students that other students will be
reading what they wrote, and they shouldn’t put
their name on it.
• After writing, have students pass their paper to
another student. Each student should have someone
else’s writing. On the paper they just received, have
students write a response to the other students’
writing. Keep passing papers around and responding
until each student gets their own writing back.
Read
(class)
• Finish reading Story of a Dolphin.
Discuss
(class)
• Discuss what the people on the island did to solve
their problem with the dolphin.
• Make a list of the things the people did to educate
others about the dolphin.
Model
(teacher, class)
• Explain that students will be creating posters to
educate others about dolphins or other ocean
animals.
Practice
(student, partner)
• Talk about the kind of information the posters might
contain.
• Create an ocean animal poster.
Evaluate
(class)
• What did you learn about the animal you studied?
• Are there other animals that are misunderstood and
mistreated? Which ones? Why?
• What can we do to help these animals?
TEACHING
Lesson 5
Show What You Know
Purpose: Students will demonstrate what they have
learned about an ocean animal by creating and
presenting a research project.
Materials
• Ocean Animals
books
• encyclopedias
• other ocean books
• Internet access
• Ocean Animal
Science Journal
• Ocean Project
Options p. 14
• Ocean Project SelfEvaluation p. 15
• Ocean Project
Teacher Evaluation
p. 16
OCEAN ANIMALS
Read
(student)
• Read Ocean Animals books.
Model
(teacher)
• Explain Ocean Project Options p. 14.
• Preview Ocean Project Teacher Evaluation p. 16.
• Provide a sample presentation.
Practice
(student)
• Create a project using your Ocean Animal Science
Journal.
• Research new information for your presentation using
books, encyclopedias, and websites.
Discuss
(student, teacher)
• Talk about presentation plans with the teacher.
• Set dates for presentations.
Objectives
• Read about and research an ocean animal.
• Summarize ocean animal facts.
• Explain a project idea.
• Complete a project that demonstrates what you
learned about an ocean animal.
• Prepare a creative presentation.
• Assess project success.
Activity Procedures
Prepare
(teacher)
• Copy Ocean Project Options p. 14, Ocean Project
Self-Evaluation p. 15, and Ocean Project Teacher
Evaluation p. 16 for each student.
• Select ocean books from the library.
• Plan Internet access.
• Prepare a sample ocean project presentation.
Pretest
(student, class)
• What are some ways we can share information?
Practice
(student)
• Give presentations.
Evaluate
(teacher)
• Students complete Ocean Project Self-Evaluation
p. 15.
• Teacher completes Ocean Project Teacher Evaluation
p. 16.
7
8
TEACHING
OCEAN
ANIMALS
Additional Resources
BOOKS
Baines, Francesca. Ocean Worlds. Minnetonka, MN:
T&N Children’s Publishing, 2001.
Filled with facts, this book explores ocean life,
complete with color photos, illustrations, a
student quiz, glossary and index.
Berger, Melvin, and Gilda Berger. What Makes an
Ocean Wave? New York: Scholastic, 2001.
This illustrated book answers sixty interesting
questions about the ocean and its inhabitants.
Gray, Samantha, and Sue Thornton. Ocean. New
York: DK Publishing, 2001.
Learn about the creatures that live in various
ocean zones. This is a good reference book for
children, loaded with facts and dramatic
photographs.
Jango-Cohen, Judith. Clinging Sea Horses.
Minneapolis: Lerner Publishing Group, 2001.
Full color photos and simple text explain the
anatomy and adaptations of the sea horse,
including how it moves, what it eats, and how it
protects itself. A glossary, map, and diagram are
included.
Kinghorn, Jenna. Seashore Life. Minneapolis:
Sagebrush, 2002.
This titles examines a variety of sea creatures,
both on the shore and in the water. Complete
with color photographs.
Nye, Bill, and Ian G. Saunders. Bill Nye the Science
Guy’s Big Blue Ocean. New York: Hyperion,
2003.
This book describes the ocean and the organisms
that call it home. It includes student activities to
broaden understanding of marine biology.
Schwartz, David M. At the Seashore. Cypress, CA:
Creative Teaching Press, 1997.
Students can get close-up glimpses of ocean and
beach-dwelling plants and animals.
Taylor, Leighton. Great White Sharks. Minneapolis:
Lerner Publishing Group, 2006.
This book is loaded with color photos and
fascinating shark facts.
Waxman, Laura Hamilton. Diving Dolphins.
Minneapolis: Lerner Publishing Group, 2003.
Students will learn dolphin facts, including where
and how they live, what they eat, and how they
raise their young.
WEBSITES
Classroom Activities
http://www.seaworld.org/just-for-teachers/
classroom-activities/index.htm
This SeaWorld site has ocean animals lesson plans
for teachers to use with students from first to
ninth grade.
Neptune’s Web: Get the Facts on Oceanography
http://pao.cnmoc.navy.mil/educate/neptune/
neptune.htm
Learn and challenge your knowledge of the
ocean and its mysteries. Created by the navy,
this site includes resources for teachers and
students.
Ocean Animal Printouts—EnchantedLearning.com
http://www.enchantedlearning.com/coloring/
oceanlife.shtml
Students can view a map of the world’s oceans
and learn about all kinds of ocean creatures.
This site includes reproducible coloring pages and
ocean animals booklets for students to color and
complete.
Ocean Life
http://www.windows.ucar.edu/tour/link=/life/
ocean_life.html&INPUT_STRING=autumn
&SEARCH_TYPE=phrase&USER_LEVEL=elem
&edu=elem
This kid-friendly site has information on oceans,
sea animals, SCUBA diving, and more.
Sharks
http://www.kidzone.ws/sharks/index.htm
Students can learn all about sharks.
Under the Sea
http://www.geocities.com/sseagraves/
underthesea.htm
This site contains lots of information about
undersea creatures, as well as online games and
lesson ideas for teachers.
Welcome to Life in the Ocean
http://www.calstatela.edu/faculty/eviau/
edit557/oceans/norma/onfrm.htm
This site contains photographs of ocean animals,
animal facts, and riddles.
9
3-D Habitat
Self-Evaluation
Name ________________________________ Date__________________
Name of ocean animal___________________________________________
1. What part of the 3-D habitat did you do?
2. What did you do well?
3. What part of the habitat could you have done better?
4. What did you learn?
5.What did you like best about the project?
Here’s how I would rate our 3-D habitat (circle one):
poor
Teaching Ocean Animals
just fair
okay
pretty good
excellent
10
Name ________________________________ Date__________________
Picture Book Planning Sheet
This book will be about ______________________________________
__________________________________________________________
The book’s title will be
______________________________________
__________________________________________________________
The cover of the book will include ______________________________
__________________________________________________________
__________________________________________________________
Words to include in the glossary:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Teaching Ocean Animals
11
My plan for the book’s pages
Page Numbers
Information
Picture
I have discussed this plan with:
a classmate
(signature) ____________________________
my teacher
(signature) _____________________________
Teaching Ocean Animals
12
Picture Book Flow Chart
Name________________________________ Date________________________
➡
➡
➡
Teaching Ocean Animals
➡
➡
13
Picture Book Evaluation
Key Elements
•
Quality of information presented in the text
•
Quality and relevance of information presented in the pictures
•
Quality of care given to book’s construction
•
Spelling, punctuation, and grammar
Score and Criteria
•
•
4
•
•
3
2
•
•
•
•
The text usually provides important and accurate information.
Most of the pictures support the text.
Many parts of the book were constructed with care.
There are very few spelling, punctuation, or grammar mistakes in the
text.
•
The text provides partial information, or some information is not
accurate.
Some of the pictures do not support the text.
Some parts of the book were constructed with care.
There are some spelling, punctuation, and grammar mistakes.
•
•
•
•
1
The text always provides important and accurate information.
All of the pictures support the text and sometimes include details
that provide additional information.
The book was constructed with care. The pictures on the cover and
pages are appealing and creative.
There are almost no spelling, punctuation, or grammar mistakes in
the text.
•
•
•
Teaching Ocean Animals
The text does not provide any information, or the information is not
accurate.
Many of the pictures do not support the text.
Few parts of the book were constructed with care.
There are many spelling, punctuation, and grammar mistakes.
14
Ocean Project Options
There are many ways to show what you know.
Here are some of them:
Create a model.
Write a story or essay.
Make a computer program.
Create a poster.
Produce a video.
Invent a game.
Make a photo essay.
Paint a mural.
Write a song or poem.
Lead a debate.
Create a sculpture.
Tape an interview.
Design an advertisement.
Adapt a story.
Make a graph or diagram.
Write a report.
Tell a story.
Draw a map.
Produce a play.
Design a bulletin board.
Make a slide show.
Teach a lesson.
Create a mobile.
Make a puppet show.
Create a collage.
Design a brochure.
Build a diorama.
Write a magazine or newspaper article.
Teaching Ocean Animals
15
Ocean Project Self-Evaluation
Name_______________________________ Date_________________
My project was _____________________________________________
I decided to make this project because___________________________
_________________________________________________________
The hardest part about this project was__________________________
_________________________________________________________
The thing I like best about my finished project is___________________
_________________________________________________________
If I had more time I would have_________________________________
_________________________________________________________
What I have learned about my ocean animal is_______________________
_________________________________________________________
I would rate my project: poor
just fair
okay
good
excellent
I am giving it this rating because______________________________
_________________________________________________________
Teaching Ocean Animals
16
Ocean Project Teacher Evaluation
This is an evaluation of ________________________________’s project
on ______________________________________________________.
1=Poor
2=Fair
3=Okay
4=Good
5=Excellent
Creativity – visually appealing,
unique, interesting, neat
1
2
3
4
5
Quality of Information – used
important and accurate information,
demonstrated understanding of subject
1
2
3
4
5
Organization – message and purpose
were clear, organized effectively,
presented on time
1
2
3
4
5
Presentation – clear explanation of
project and how it was created, made eye
contact, spoke loudly and clearly
1
2
3
4
5
Comments:
Teaching Ocean Animals