The third issue on the lesson plan will be the magnificent sea life on the floor of the ocean. The life on the ocean of the sea is gorgeous and appealing, with the coral reef that is the base of the sea makes one never have enough when they experience the view (Ahrenfelt, & Watkin, 2006). The grade was the first and will take around four weeks. The goals of the lesson will be to help the students learn the life cycle of the corals, the habitats of the corals, their development. In addition the various the sea life that are present in the coral reef. It also aims to develop an understanding of the corals to the children. I choose the floor of the ocean as the third topic in view of the fact that seeing the beauty involved the children will be able to appreciate and get the attention of the ocean.
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The instructions are expected to make the students understand the stages of formation of a coral i.e. the coral polyps' life cycle. Also it seeks to make students understand the sequence to the formation, the classification of the corals for instance hard and soft. In addition it seeks to compare and contrast the life of the corals and the sea.
The topic will be from books, articles, and information from the internet (Ahrenfelt, & Watkin, 2006). Pictures and figures will be used to make the children understand the coral reefs and be able to appreciate it. The children will be taught on the topic in groups to understand the concepts well. The activities of the groups will be firstly to create a coral reef note book. The exercise involved in this topic will be to draw and color the beautiful corals identified in the colored pictures in books (Ahrenfelt, & Watkin, 2006). They will then need to develop a coral reef vocabulary will involve describing corals drawing the corals and naming the parts. The third will be identifying the weather and climatic conditions that are required to make corals. They are also required to name the areas where they occur.
Marine large animals will be the fourth topic where the students will be taught on the various kinds of animals found in the ocean. They will be taught to identify the various animals in the ocean; such as sharks, whales, dolphins and different fishes. Smaller animals such as jelly fishes, mollusks, tiger fishes and other beautiful fishes will be identified. This will assist the student to know the various diversities of the animals and the habitats they love to live in.
The characters of the animals and the factors that favor their stay in the marine ecosystem will be identified. The students will also need to draw and color different kinds of marine animals. The note books will include charts and diagrams that represent the animals making it easy to identify them (Skowron, 2006). The information will be from books, articles and the internet. Art work will be drawn on the board where the students will redraw the animals and name them appropriately.
The fifth sub topic will be the Rocky Shore. The goals of the topic will be to identify the rocky shores in the ocean life. The goals will be to identify the way they are formed and the requirements that are needed for their formation (Skowron, 2006). The different kinds of sea living on the rocky shores will be identified and the way they adopt to the rocky shore life. The classification of the rocky shores and the comparison and contrast with other sea features will be identified. The different shades of the rocky shores will be identified by the students and they will undertake the task to draw and shade them.
For a successful instructional class the student must be able to identify the rocky shores, its formations, the classification, the life in it and the ways the rocky shores contribute to the ocean ecosystem. In particular the distribution of species on the rocky shores will be important and their exposure to different factors such as temperature, salinity, wave exposure, stress, and desiccation. The different species living in the rocky shores will be identified and their physical factors and life features analyzed. The class, genus and families will be tauht to the children so that they are able to understand the life forms on the rocky shores. They will be required to undertake several tasks such as drawing the species and naming them so that they easily identify them (Skowron, 2006). The various interrelations within the rocky shore for instance the food webs and chains will be identified.
The sixth activity that I will be focusing on is the sandy beach activities. In this activity, students will be assessed upon what they have learnt by participating in different sandy beach games, as well as a each student writing names of these activates and a diagram alongside it. I will use this to determine the level of participation of every child (Skowron, 2006). I will start by asking students what they know about the beach and sandy beach activities. The materials that will be required in this session include; a bucket, chart paper, a pre-made paper with various sandy beach activities on it, to enable pupils to identify accurately various beach activities and draw a diagram in the right spot, and a book- Greetings from Sandy Beach by Bob Graham.
Being a teacher, I will prepare a chart of all sandy beach activities, especially sandy beach games ranging from just splashing in waves, digging holes in sand as well as burying daddy or mum. All the listed activities will help students to participate in one game after the other, and at one point, will make discussion topics at the other time. Before participating in any game, the teacher will read the activities and how to participate. I will also add vocabulary cards with sandy beach activities onto the thematic board for use throughout the unit, (Katherine, 2009).
The students will participate in various sandy beach games named ion the chart. After which, we will have a discussion on sandy beach games. Students will have to share there experiences with the class, whilst the teacher records there experiences. The process of writing will use reading and writing techniques will be used. After which students will then independently write and draw their friend participating in any beach game.
By looking at their work, I will determine if students got the new vocabularies, and used them correctly by drawing a diagram and matching it with the right subject. This topic was selected as it met the goals of Thematic Unit as children will broaden their thinking through playing. The major goal was to show that, playing is also a form of learning important things like vocabularies.
The seventh topic is the tidal movements of the oceans; the tides are very significant in the ocean ecosystem. The inter-tidal ecology supports the ocean as it also plays a part in the ocean. The low tides and the high tides will be explained i.e. the ways that they occur and their effects. The periods when they occur will be given and the perfect time to meet the tides when they are going up or down the ocean. What people do when the tides are high or up will be given including collecting the shells and corals and the cautions to be taken. The effects of the activities and the economic activities when the tides occur will be taught to students.
The relationships and interactions in the ocean and environment during the tides are explained making them know the animal and plant species in the intertidal period. The different zones depicted during the tides will be identified and the students asked to draw them as an exercise; this includes vertical zones. To understand this better there will be a field trip to the coast at the time when the tides are experienced that will assist the students learn physically through observation (Ahrenfelt, & Watkin, 2006).
The eighth topic will be on pollution issues in the ocean. The major goals will be to identify the causes and sources of pollution and the way to stop them. The definition of pollution will start and how it occurs; the definitions will include the different types found in the ocean ecosystem. The anthropogenic factors of pollution such as garbage damping will be identified. The major pollution source of oil spills from oil tankers and ships will be identified while other sources such as biological and chemical sources described. The point and the non-point sources of the ocean pollution will be stressed such as agricultural flows, debris and land use chemicals. The effects of pollution on the ecosystem will be described including the plants and animals and how they are affected. The students will have to perform a task of finding information from books related to pollution in the oceans and give examples of the recent incidents of pollution cases such as oil spills they have had recently (Ahrenfelt, & Watkin, 2006). The threats caused by pollution. The different effects of pollution on each part of the ocean such as the rocky shore, the sandy beaches, and the coral reefs will help the students be able to understand the issue of pollution.
The main ways to avoid pollution and the way to clean up the mess done by pollution is identified and taught to the children so as to give a sense of responsibility in what they do (Ahrenfelt, & Watkin, 2006). The conservation issues to preserve the biodiversity in the ocean ecosystem will be encouraged to the students so that they are able to impact positively in the ecosystem. The various effects such as eutrophication, acidification, and toxins accumulation will be narrated to the students to bring a meaning of the effects of pollution.
The ninth activity was to deal with economic activities in the ocean. The purpose of this activity was for students to understand vocabularies and the economic importance of oceans. Assessment will be based on the written response along with pictures from every student independently. The materials for this assignment will include; a book- The Fisherman and the Theefyspray, by Tanner Jane, a video called Locomotion in the Ocean, (SChristine &Michele, 2007), a chart paper, marker, pencil, a premade paper with various economic activities of the on it. I will start this activity by asking students to name activity at the ocean that can bring money.
I will prepare a chart of all economic activities in the ocean ranging from fishing to tourism. Such like activities mentioned will be much helpful to other informative lessons in future. After charting the responses, I will read what the economic activities in the ocean are. After which we will discuss the economic activities from the list. In addition, I will add vocabulary cards with economic activities on the thematic board for use in this unit.
Students will be divided into different groups where they will talk about all activities found in the ocean. After which every group will table its findings (Skowron, 2006). In the process I will be recording their answers. I will be using reading and writing during recording. During writing, I will be doing it much slowly, by the use of sight words and concentrating on word solving skills. Students will then match an activity with the picture provided. During examination, I will determine the student comprehension of the new vocabulary, as well as the ability to for correct word usage through matching with an activity.
This topic meets the Thematic Unit goals as it makes students widen their vocabulary bank. My major aim was to introduce activities in the ocean that can be used to make money. The tenth topic is on protecting the ocean ecosystem; this will be grouped into safeguarding the ocean from different harms such as pollution, fish kills, acidification, eutrophication, and invasive species. This is through the establishment of protected areas that protect the most overexploited areas. The topic will aim to enlighten the students on the protection and conservation of the ocean so that they become sustainable (Ahrenfelt, & Watkin, 2006). The different exploitation methods found in the sea will be covered and the benefits they bring to the people.
The methods people can use to make them become sustainable such as the establishment of marine protected areas and diversification from the exploitation and the stopping of mining will be taught to students. The students will have a quiz to identify the benefits from the oceans.
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