The College of New Jersey School of Education Bianca Venice and Heather Wuest Title: Commotion in the Ocean

Grade Level: 1st grade Cooperating Teacher: Ms. Tindall Time Allotted: 60 minutes Description of Topic: Students will engage in ocean-themed cross-curriculum centers designed to foster physical, social, and cognitive development. The students will spend fifteen minutes at each center. Standards: Center 1: Who Am I? Game 5.3.2.A.1 Living Organisms: Exchange nutrients and water with the environment. Reproduce. Grow and develop in a predictable manner. 5.3.2.E.2 Plants and animals have features that help them survive in different environments.

Center 2: Partner Reading in 3-D !! CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Ocean Video5.3.2.A.1 Living organisms: Exchange nutrients and water with the environment. Reproduce. Grow and develop in a predictable manner. 5.3.2.E.2 Plants and animals have features that help them survive in different environments. CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Center 3: Ocean Computer Games 5.3.2.A.1 Living organisms: Exchange nutrients and water with the environment. Reproduce. Grow and develop in a predictable manner. 5.3.2.E.2 Plants and animals have features that help them survive in different environments. Center 4: Toss the Jelly CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add)

CCSS.Math.Content.1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 2.5.2.A.1 Understanding of fundamental concepts related to effective execution of action provides the foundation for participation in games, sports, dance, and recreational activities. Objectives Center 1: Who Am I? 1. Students will combine prior knowledge with new learning to describe an animal to their partner. Students combine prior knowledge and new learning to figure out what animal their partner is describing. Center 2: Partner Reading in 3-D ! 1. Students will recall facts and information from the 3-D partner reading. 2. Students utilize phonics and word analysis skills to sound out words they are unfamiliar with. Ocean Video 1. The students will recall facts and information from the Oceans video. Assessments Center 1: Who Am I? 1. Teachers will listen for their students accurate descriptions of the animals. The teachers will observe their partners ability to guess the animal that is being described to them.

Center 3: Ocean Computer Games 1. Students will convey their knowledge of survival characteristics of ocean animals. Center 4: Toss The Jelly 1. Students will execute the gross motor skills necessary to complete the Jellyfish Toss activity. 2. Students will organize their scores on the scoreboard. They will determine the winner by adding their scores. 3. Students will understand the characteristics of a jellyfish.

Center 2: Partner Reading in 3-D ! 1. The teacher will assess the students comprehension by asking them questions during and at the end of the reading. 2. The teacher will observe the students in their partner. The teacher will take note of their use of phonics and word-analysis skills to decode unknown words. Ocean Video The teacher will assess the students answers to the video questions. Center 3: Ocean Computer Games 1. The teacher will observe the students ability to apply their knowledge of characteristics of ocean animals. Center 4: Toss The Jelly 1. The teacher will observe the students gross motor skills in the Jellyfish Toss. 2. The teacher will inspect the students summations of their scores to check for efficiency. 3. The teacher will distinguish what the students know about jellyfish from their misconceptions.

Prior Knowledge: Students will have prior knowledge of the ocean and ocean animals from books, pictures, and movies. The students will have newly gained language from early unit lessons. Procedure :( 60minutes): The teacher will divide the students up into pairs and will rotate the stations every twelve minutes. Center 1:

Who Am I? 1. Students will take turns selecting cards from the Who Am I? deck of cards. 2. Each card will contain a picture of a sea animal. 3. Without naming the sea animal, the student will need to give their partner clues about the animal. 4. The partner will need to guess which animal it is. 5. The students will rotate between both roles. Center 2 3-D Partner Reading 1. Students will put on their 3-D glasses and embark on an underwater exhibition. 2. Students will partner read through the 3-D sea animals book. 3. Students who experience difficulty on a word will sound it out and use the pictures to help them. 4. The teacher will ask the students questions throughout the reading. 5. The students will answer comprehension questions at the end of their reading. Oceans! 1. Students will watch two ocean youtube videos. 2. The students will answer questions about the videos they watched.

Center 3: Ocean Computer Games 1. Students will play the game set up on the computer. 2. . The teacher will walk around and scaffold the students understanding. Center 4: 1. Students will take a card from the deck. Each card contains a different true or false question relating to the ocean unit. 2. If the student provides the correct answer they will get to toss the bean bag. 3. The learning center will exhibit various targets each worth different values. 4. The students will keep track of their scores on the scoreboard. 5. At the end of the game the students will add up each of their scores and determine the winner. Closure: Students will also share some of the activities they worked diligently on with their parents on the day of the celebration. Materials: Learning center trifold, 3-D ocean book, laptop, ocean video, ocean video worksheet, , Who Am I? cards, Whale vs. Sharks fin facts, Whales vs. Sharks Venn Diagram, sea animal figures, Jellyfish facts, jellyfish bean bags, computers Classroom Management: The teacher will model each of the centers in front of the class before sending the students off to their assigned destinations. The teacher will also tell the students that if they are not behaving themselves and doing their work they will be sent back to their seat and will no longer be allowed to participate in the centers. The teacher will send each group one at a time to the destination. Students will be in mixed-level groups. The ESL students will be grouped together to assist each others understanding. The teacher will utilize the whole brain learning strategies for managing the classroom including Hands and eyes, hand and eyes and Bring it back bring it back bring it back now. All of the

worksheets and activities will be set up before the children begin science. If a student finishes an assignment before the twelve minutes the student can take a challenge from the Challenge Bucket to complete. Individualization: The lower-leveled and ESL students will be given more scaffolding for certain centers. Center 2: Partner Reading in 3-D the lower-leveled students will look at the photos and be given simpler questions. The ESL students will be allowed to use their first language Kayah Li to complete Center 1: Who Am I?. The ESL students will be able to complete the rest of the centers with the scaffolding of the teacher and with the assistance of their support sheet which contains valuable phrases and vocabulary from each center and also classroom procedures. Transitions: After reviewing the procedures for each of the centers the teacher will assign groups and send each group to a station.. The teacher will send the students group by group to their assigned destination. The teacher will have a timer which will play the song Under the Sea when it is time to rotate stations. The teacher will model the rotating procedure for the first couple of rotations, Center 1 goes to Center 2, Center 2 goes to Center 3 and Center 3 goes to Center 1. The centers will be clearly labeled for the students and will be arranged in a circuit.