"The Ocean Environment" 
(A House for Me) - A Three Week Unit

Designed by: Nancy Boggs-Walker    School: A.C. Moore Elementary

Grade Level: 1     Subject(s): Science

Core Curriculum Objective(s): 
Identify and describe how living things meet survival needs (1SLS-7). 
Identify and describe various animal homes (1SLS-8).

Overview: Students will listen to a different story a day about the ocean environment. They will explore different aspects of ocean life, such as the salt water, the depth, the creatures and plants of the ocean, the habitats of ocean life, and how the ocean environment affects us. They will identify what types of living things live in the ocean. They will research what ocean life needs to survive. They will identify and describe different types of ocean habitats for ocean life. Many subjects will be integrated into the unit, such as math, reading, and social studies. Different activities will be implemented everyday so various multiple intelligences will be used. Students will be expected to work in groups, with a partner, and individually. The teacher and students will be using computer technology also (web sites and software as well as other videos listed as resources if teacher elects to use these).

Focus/Essential Question(s): 
What types of living things live in the ocean and what do their ocean homes look like? 
How do living things in the ocean meet their survival needs?

Time Frame: 3 weeks (approximately 45 minutes a day for 15 days)

Resources/Materials: 
Paper 
Pencils 
Art supplies for coloring, painting 
Beach/Ocean items for decorating room 
Seashells 
Glue 
Construction paper, 9 X 12 and 14 X 18 
Magnifying glasses 
Blue jello 
Gummy worms 
Blue kool-aid 
Apples (quartered for ea. student) 
Block of cheese (sm. triangle for ea. student) 
Pretzels (sticks) 
Goldfish crackers 
Hot dog buns 
Peanut Butter 
Raisins 
Carrots 
Hermit Crab and any other ocean animal if available 
Newspapers 
Food coloring 
Karo light corn syrup 
Computers with internet access

Music/Songs: 
"Gentle Sea" by Hap Palmer; Educational Activities, Inc. 
"Hawaiian Hukilau Dance" from Folk Dance Fun by Georgiana Stewart; Kimbo, Inc. 
"There's A Hole In The Bottom Of The Sea" from Disney's Silly Songs; Disney, Inc. 
"Under The Sea" from Disney's The Little Mermaid soundtrack; Disney, Inc. 
Music to "Down By The Bay" - from any children's song collection

Videos: 
"The Little Mermaid" Disney Video, or "Under the Sea Disney Sing-Along" 

Bill Nye videos - "Oceanography", "Fish", "Waves", "Ocean Waves" 

Magic School Bus video- "Wet All Over", "Ups and Downs", "On the Ocean Floor" 

Reading Rainbow videos - "Louie the Fish", "Come a Tide", "Three By The Sea", "Dive to Coral Reefs", "Seashore Surprises", "Humphrey the Lost Whale", "Jack, The Seal, and The Sea", "Sunken Treasures", "Is There A House for Hermit Crab?", "My Little Island", "Sam the Sea Cow"

Computer Software: 
"Undersea Adventure" by J. Cousteau, 1994, Knowledge Adventure, Inc. CD-Rom 
"Explore The Mysterious World Of The Deep", by Microsoft Oceans CD-Rom 
"The Magic School Bus Explores the Ocean", by Microsoft Home

Web Sites: 
Oceans and Undersea Life, by Chapman & Herring/E. Miller Homepage http://www.libsci.sc.edu/miller/elizabeth.htm 

The Jason Project http://www.jasonproject.org 

Oceans: A Study via Remote Sensing Introduction http://k12science.ati.stevens-tech.edu/curriculum/oceans/open.html 

H2Oceans (Discovery Channel) http://school.discovery.com/spring97/themes/h2oceans/index.html 

Ocean Planet/Smithsonian http://seawifs.gsfc.nasa.gov/ocean_planet.html 

North Carolina Division of Marine Fisheries http://www.sips.state.nc.us/EHNR/DMF 

The Birch Aquarium http://aqua.ucsd.edu/ 

The Florida Aquarium http://www.sptimes.com/aquarium/default.html 

Whale Information Network http://chopper.macmedia.com.au/whales/whales3.html

Books: 
Carle, Eric. A House for Hermit Crab 
Cole, Joanna. The Magic School Bus on the Ocean Floor 
Cooney, Barbara. Hattie and the Wild Wave 
Cooney, Barbara. Island Boy 
Heller, Ruth. How to Hide an Octopus & other Sea Creatures 
Hirischi, Ron. Ocean 
Hoberman, Mary. A House is a House for Me 
Hulme, Joy. Sea Squares 
Koch, Michelle. By the Sea 
Levinson, Riki. Our Home Is the Sea 
Lionni, Leo. Fish is Fish 
Lionni, Leo. Swimmy 
McDonald, Mega. Is This a House for Hermit Crab? 
Pallota, Jerry. The Ocean Alphabet Book 
Pallota, Jerry. The Underwater Alphabet Book 
Pfister, M. Rainbow Fish 
Shannon, George. Sea Gifts 
Simon, Seymour. Oceans 
Zolotow, Charlotte. The Seashore Book

Culminating Assessment: 
The following rubric will be used as a guideline. The teacher and students will decide as a class what will be expected of them and everyone will have input as to what will be assessed. The teacher may elect to use a teacher made test also. 

For a total of 90 possible points 
Between 80-90 = Excellent :) 
70-80 = Okay :-\ 
Below 70 = Needs Improvement :(

Instructional Activities:

1. Teacher will introduce students to this ocean unit by first preparing the room while they are gone. Use anything with an ocean theme to turn your room into an ocean! Decorate the windows as if you're looking out of a submarine. Hang fish from the ceiling, blue streamers, a sun, even fish. Create a beach scene with a wading pool filled with sand, a beach umbrella, toy sea animals, etc. 

2. Tell the students they will be learning about different types of sea life. They will be expected to know certain things about the ocean environment. Make a KWL chart of what they want to learn when first introducing the unit to them. Then discuss some of the activities that will be done. An assessment rubric can be developed with the help of the class using this one in the lesson plan as a guide to go by. 

3. The room should be set up in various centers so students can go to the computer and use software about the ocean, such as Undersea Adventure. A reading center with ocean books and a listening center with ocean songs (like Under the Sea by Disney - soundtrack from The Little Mermaid). 

4. Integrate these ocean resources into other subjects throughout the day because there will not be enough time to use all of them during one science period a day. The videos listed could be used during language arts, reading, or recess. Also taking a field trip to a local aquarium, zoo, or beach would be beneficial to everyone. If time allows, have a Department of Natural Resources expert (or another field expert - maybe from a University) come in to share what ocean environments are like.

Activity 1/ A House For... (Days 1 - 3, or 3 - 45 min. class periods): 

1. Introduce this unit on ocean environments by asking the students what they want to know with a KWL chart. Read A House is a House for Me by Hoberman. Discuss what types of homes are mentioned for different things. What do different animals need to survive and where do they need to live in order to meet these needs? Discuss and make a web listing these thoughts stemming from the main web circle "Homes for living things". Introduce the term "habitat" and tell the students that it means the same as the living thing's home. 

2. Now read A House for Hermit Crab by Carle. First pre-read the book by showing the cover and making predictions. What type of house does Hermit Crab have? Where does Hermit Crab live? Tell the students to listen carefully because they will have to remember the main idea and details. If one is available, the teacher could bring in a live hermit crab for the students to observe. 

3. After reading the story and discussing it the teacher will start discussing sequencing. Ask the students to name the items Hermit Crab used to decorate his shell. Students will be working in groups to make these different items. They will be given a choice as to what items they want to create. The teacher could have 6 parts of the room sectioned off for the six items and the students get to choose which group they want to work in. The six groups would be: sea anemones, starfish, corals, snails, sea urchins, and lanternfish. 

4. Each group is responsible for drawing and illustrating their item on a large piece of construction paper (like 14 X 18). 

5. After each group has completed their living thing they will glue it in correct order on a large piece of bulletin board paper for a mural about Hermit Crab. Have the book available for each group so they can check to make sure they have it in the right place before gluing it down. 

6. After the mural is completed, the teacher will re-read the story to see if the mural correlates with it. A student could point out the living thing when the teacher comes to it. Add what was learned to KWL chart that was done when unit was first introduced.

Activity 2/ Sea Gifts (Days 4 - 5, or 2 45-minute class periods) 

1. Read Sea Gifts by George Shannon. Tell students to list some of the treasures that were found by the man who trades with the sea (an empty shell, anemones, and blue glass from fishing net). Then discuss how he used these items in his home. How do we use items from the ocean? Students will work in partners to come up with a list of what we use from the ocean. The teacher may start writing them on the board to get the students started, such as sponges, fish to eat, pearls from oysters ink from squid, etc. 

2. After they have come up with these items, discuss what would happen if their habitat was destroyed. Have them write their own story about the gifts we get from the ocean. The book should be at least 4 pages and have at least 3-5 sentences with illustrations. The students can use blank 8 1/2" X 11" paper folded in the middle. A folded piece of construction paper can serve as the cover. 

3. Students can work with their partners on their books but the teacher will monitor to make sure that both students are writing. Tell the students to be sure to include the basic needs of the ocean life and what type of home is needed in order to survive. 

4. The next day, if the students have written and illustrated their books, they will share their books with the class. 

5. Add what was learned on the KWL chart.

Activity 3/Sea Squares (Days 6-7, or 2 45-minute class periods): 

1. The teacher will read the book Sea Squares by Hulme. The students will be asked to listen the first time without counting and then the next time it is read different student volunteers will be asked to come up to count the total number of items on each two-page spread. 

2. Also the class will discuss where in the ocean do these items belong? What do they need to survive? Would there be as many if we didn't take care of the ocean? The teacher may write answers on paper already pre-cut in the shape of these items and put them on the board with magnets (or glue to a chart). What ocean items do we have that we can use to count? Ask the students to bring in any ocean items they have that we can use the next day. 

3. The next day students will be given various ocean items to sort and count. Seashells of various size, shape and color will be given out. They can place them in order from smallest to largest. They can sort by colors. They can sort by shape or type. They can put all of the large ones together and all of the small ones together. 

4. Other items students bring in could be used for sorting and counting also, such as starfish, sand dollars, shark's teeth, etc. The teacher should already have paper items in these shapes in case the class doesn't have any items to share (paper fish, paper sand dollars, etc.). Students should be given magnifying glasses to observe these items for a little while before using them for math purposes. They may write observations down in a journal. 

5. Students must do both sorting and recording observations about sizes, shapes, and colors of sea items. After everyone has had a chance to count and sort and problem solve, then the class will share what they've learned (add to KWL chart).

Activity 4/Swimmy (Days 8 and 9, or 2 45-minute class periods) 

1. Read Swimmy by Leo Lionni. First pre-read and make predictions about the book. Ask questions such as "Who do you think Swimmy is?" "What do you think this will be about?" 

2. After reading the book, discuss answers to questions. Ask the students how they felt about Swimmy. Discuss the concept of prey and predator by using Swimmy as an example. Also discuss camouflage and discuss what other animals use camouflage. Write in journals the definition of camouflage and how an animal's habitat is conducive to camouflage. Teacher may elect to show other books (non-fiction) of chameleons, walking sticks, etc. to give other examples. The next day they will be playing a camouflage game. 

3. What will happen if animals don't have a place to hide from larger animals? After discussing this, use small pre-cut paper fish of different colors for a camouflage experiment. 

4. Use red, blue, white and newspaper pre-cut fish. Spread newspapers out in different groups. Tell the students that they each will be given 30 seconds to drop the fish out of a bag onto the newspaper and then pick them up one at a time and put in a container. 

5. After the students have all had a turn, discuss which ones were the easiest to find, and which were the hardest. The newsprint fish should have camouflaged with the newspaper. 

6. Students should have written in journals the definition of camouflage and made observations as well as playing camouflage game. Discuss what was learned and add on to the KWL chart.

Activity 5/Rainbow Fish (Day 10, or 1 45 minute class period) 

1. Teacher will read Rainbow Fish by Pfister. Ask students how they felt about the book and discuss their feelings. 

2. Review with students how prey needs to camouflage against predators. 

3. Compare Swimmy with The Rainbow Fish. Ask questions such as, "Did the Rainbow Fish use camouflage?", "How do living things protect themselves?", "What were the habitats for these animals and were they used to help them?" 

4. The teacher and students will make a venn diagram comparing and contrasting both books. 

5. Tell students to write what they've learned in their journal as well as writing on the KWL chart. Tomorrow they will be making paintings of fish or sea life.

Activity 6/Ocean Life Syrup Painting (Day 11, or 1 45 minute class period) 

1. The teacher will review with the students what we learned about the ocean environment so far. 

2. The students will brainstorm a list of what fish and other sea life need in order to live in their habitat. Students should include characteristics of sea life, such as how they breathe, how they eat, and how they move. This is necessary information because students will be drawing sea life in its surrounding as accurately as possible. 

3. The teacher will pass out the drawing paper (glossy or the slick side of poster board works best). Then have students draw with a pencil, pen or marker whatever type of ocean life they would like to. It can be similar to Swimmy, Rainbow Fish, Hermit Crab, or anything of their choice. It needs to be something that is in its natural setting (like a crab in the sand). Then put about 1 - 2 teaspoons of light Karo syrup in the middle of the paper. Then drop a few drops of food coloring in the center of the syrup. Spread around to illustrate. 

4. After paintings dry they can share them with their classmates then hang for display.

Activity 7/The Seashore Drama and Songs (Day 12 or 1 45 minute class period) 

1. The teacher will read The Seashore Book. This book is about what it's like to live at the beach. What types of living things live on the seashore and what are these living things needs? After students listen to the book they will be asked to name adjectives describing the setting. 

2. Students will be asked to act out parts of the book. 

3. Students can choose what part they want to act out. They may go around the room crawling as if they are a sand crab. They may climb sand dunes or build sand castles. 

4. Then give each student blue, green, metallic streamers and/or ribbon. (Optional: these can be tied to a dowel or cut the inside of plastic margarine container lids and tie to the rim to make holders for the students.) 

5. Tell the students that they will gently sway to the music with their streamers or dance softly so streamers won't be too noisy. They will need to spread out to allow for streamers to flow. 

6. Teacher may have words to songs on the overhead so students can sing along. Substitute words for songs to familiar tunes such as the following: Down By The Shore (to tune of Down By The Bay) Down by the shore In the sand and the sun, I like to dive And splash and run. And as the waves roll out and in, I'll get warm in the sun And have lots of fun Down by the shore! (Author Unknown) 

7. Play other songs such as "Gentle Sea" (Palmer), "Hawaiian Hukilau Dance" (Stewart), "There's A Hole In the Bottom Of The Sea" (Disney), "Octopus's Garden" (Raffi), "Baby Beluga" (Raffi), "Yellow Submarine"(All-Time Favorite Children's Records), and "Under the Sea" (Disney). 

8. Students should be using their free movements and singing to songs (not one or the other).

Activity 8/Web Site Research (Day 13, or 1 45 minute class period) 

1. Teacher will use Aver Key if available to show the students different web sites about the ocean (see web sites listed in resources). The students will brainstorm a list of questions about things they want to know. Students will work in groups to answer questions. Students should record at least 3 relevant pieces of information or answer at least 3 of the following 4 questions. 

2. Students questions should include some of the following: a. What types of living things live in the ocean? b. What do these living things need to survive? c. Is the ocean the same as the river? Discuss differences between living things in the ocean and the river. Discuss how salt water and fresh water are different. d. Where are the oceans of the world located? 

3. Have web sites already bookmarked and ready so students can be ready to do research. 

4. Students will work together in groups with different students rotating using the mouse. 5. If all groups cannot fit at the computers, the rest of the class can be looking up the answers in groups at their desks using reference books and other non-fiction materials. Then they can rotate with those on the computer. This will be done over the next two days.

Activity 9/Web Site Research (Day 14, or 1 45 minute class period) 

1. The teacher and students will review their computer experiences from the following day. What worked and what could work better? Today they will again be using the computer. 

2. The teacher will use an Aver Key if possible, to show the class more web sites and how to navigate them. They will visit a site together so teacher can model how to look for information needed. 

3. Pose the following questions to the students: what type of habitat would have to be created for a whale as long as the classroom and weighs more than 3 tons? 

4. The teacher will tell the students that a site about whales would be a good place to find this information. The teacher will visit the Whale Information Network (http://chopper.macmedia.com.au/whales/whales3.html) and 

The Discovery Channel's H2Oceans (http://school.discovery.com/spring97/themes/h2oceans/index.html). 

5. After visiting the site, have the students once again work on the computers in groups or work at desks with reference materials. The students will continue working on their research and recording information in their journals. They should have at least 3 answers to questions or 3 relevant pieces of information.

Activity 10/Edible Ocean Environments (Day 15, or 1 45 minute class period) 

1. Students will celebrate their last day studying the ocean by making their own ocean environment with food (already prepared by teacher). 

2. Different groups will rotate different stations allowing each group enough time at each station to gather food for their environment: Station 1 - Ocean Critters Station 2 - Sailboats Station 3 - Sammy the Shark Station 4 - Goldfish Station 5 - Deep Sea Punch 

3. Have items already prepared so that all students have to do is read the directions on a card at each station instructing them how much of each item they should gather. 4

. After they gather what they need from each station, they may go back to their desks and assemble their own ocean habitat. 

5. The teacher needs to prepare each of these recipes for each station: Station 1/Ocean Critters - Use 2 boxes of blue jello and gummy worms. Put gummy worms in jello before chilling. Other items could be added also. Each student gets a few spoonfuls. This also works well when placed in small clear cups with undersea fruit snacks (Bi-Lo). Put a dab of Cool-Whip on top for seafoam. Station 2/Sailboats - Use apples (sliced in quarters), block of cheddar cheese (sliced in triangles), pretzel sticks, graham crackers, blue icing (made by putting blue food coloring in vanilla icing). Children spread blue icing on graham crackers. They will stick pretzel in the base of the cheese. Stick pretzel and cheese in apple for sail. Put sailboat on icing. Station 3/Sammy the Shark - Use hot dog buns (1 top or bottom half for each student), peanut butter, carrots (cut in teeth shapes), raisins (for eyes). Spread peanut butter on hot dog bun. Count out 4 carrot teeth. Count out 2 raisins for eyes. Assemble Sammy the Shark's face. Station 4/Goldfish - Get a box or two of Goldfish crackers and put in a bowl. Let the students count out at least 10 each. Station 5/Deep Sea Punch - Get 1 or 2 packs of blue Kool-Aid to make punch. Items can be added to put in it (like tiny toy boats, toy fish, etc...). 

6. After students have prepared their food like an ocean environment, the teacher can take their pictures to use for display. Then the students can eat their creations. Discuss what they learned about ocean environments.