Questing About Ocean Life
For the Teacher
Student Tasks and Roles
Websites
Introduction:
In this unit students will explore ocean
life. The different layers of the ocean and
its various life forms will be discussed
and learned about. Also, various levels of
activities will be done.
Assignments
Rubrics
Objectives and Standards
Conclusion
References
For the Teacher
The theme of this topic is “Ocean Life” focusing on third grade
achievement standards. Take your students on a wonderful, amazing, and
mysterious journey to the ocean world.
Students will enjoy learning about the ocean and sea creatures
through stories, discovering websites, and fun activities. They will read,
write, listen, and draw a diagram while learning about the treasures of the
ocean. Individual and group tasks will encourage students to use critical
thinking, higher thinking skills, creativity, and imagination.
Click Treasures at Sea for further student activities.
Mission
The mission of the students is to navigate through the
different assignments to enhance their knowledge of the sea
and the many living and non-living things it provides life for.
The students will be provided websites, attachments, and
information to help them complete the assignments they will
be required to complete.
Student Tasks and Roles
The students will be challenged to improve their skills in reading, writing, and art. The scientific content of the
subject matter assures that the students’ tasks will enhance their critical thinking levels of analysis, synthesis, and
evaluation. The students’ roles will be both individual and group-oriented. After completing Assignment One, the
students will be allowed to pursue the three remaining assignments in the order they choose. To afford the students
the ability to be independent, flexibility has been provided in Assignments Two, Three, and Four.
When group efforts are required, the students’ social skills, camaraderie, and group-think will grow. All
experiences will be under the careful supervision of the teachers/facilitators in the spirit of the cognitivist, Jean
Piaget. Higher thinking will result as the students delve into scientific materials that hold the answers they seek.
Research experiences, as recommended by cognitivists, will open up the doors of learning. Scientific topics
about “Ocean Life” will, by their very nature, engage the students’ curiosity and lead them on searches and quests
for the answers needed to complete the assignments. Internet URLs are supplied in order to direct the students to
the topical materials holding the answers they seek. Thus, more of the students’ time may be spent in higher
thinking, and less time searching in vain for elusive answers.
The tasks and roles of the students are to exercise their powers of thought and their willingness to search, in
order to complete each assignment successfully. Besides their roles as independent students, important roles as
group members will enhance their ability to exchange information, listen, share, explain, and defend both
fact and opinion. Communication skills will be exercised, and group consensus will be sought through the social
skills of courtesy and understanding.
Websites
Underwater World
On the Seashore
Assignments
Please begin with Assignment 1. The following three assignments do not have to
be completed in any order, but do need to be completed for a grade.
Assignment 1: Introduction to Ocean Life
Assignment 2: SpongeBob’s Quest about Ocean Life
Assignment 3: Underwater World
Assignment 4: In the Sea
Assignment One
Introduction to Ocean Life
1.
The Ocean is a large body of salt water. Our Earth has five oceans that are all connected. Click here to
learn about “Oceans”.
2.
Ocean Life is very mysterious and full of beautiful treasures like animals and plants. Click here to view
more ocean life animals and plants.
3.
Click Big Questions to learn more about The Ocean
Task: Students are grouped in groups of four. Each group will discuss questions focusing on “Ocean Life” from
their webquest. Each student will write a question he/she want to research. Then present answer in front of
classmates and teacher. See attachment for teacher directions.
Assignment Two
First:
http://spongebob.nick.com/backstage/
Second:
Assignment Three
You will read or listen to the two stories.
Story 1: Underwater World: Click on the story or follow go to the websites link
and click on the story.
Take the quiz after the story, print and turn in for a grade.
Story 2: On the Seashore: The ocean has many different animals that live near
the seashore. Follow the link on websites page, or click on the story.
Answer questions 1-3 in your science journal.
After you have read the stories, and completed the additional assignments, your
team is going to create a diagram of the ocean. You will need 2 floor animals and
2 water animals. Remember to label your parts.
Assignment Four
Objective: 3. The student will express, communicate, or ideas effectively.
a. The student will use an appropriate composing proevaluate process (e.g., planning, drafting, revising, editing and
publishing/sharing) to compose or edit. . [Note: Editing will be tested under competency four.] (DOK 3)
Task: TLW choose a topic (from student choices on board) to write an informative paragraph from information gathered from research
and lessons throughout the week.
Process: TTW read The Magic School Bus on the Ocean Floor .
TTW have the TL identify interesting topics as the teacher writes the topics on the board.
TTW pass out a the fish graphic organizer for TL to use to brainstorm (attached)
TLW choose a topic from the board and place the topic in the center of the graphic organizer
TTW allow time in the computer lab for TL to research his/her topic or use materials from class
TLW use the fish graphic organizer with 4-5 facts
TLW use facts from the graphic organizer to create an informative paragraph using the steps in the writing process
The editing process will include peer editing (Rubric attached)
TLW will use the paragraph to create an "In the Sea" booklet (template attached)
Click on link below for your book template
Rubrics
See Attachment
Assignment 1 Rubric
See Attachment
Assignment 2 Rubric
See Attachment
Assignment 3 Rubric
Assignment 4 rubric
Objectives and Standards
(California Standards)
The following are Third Grade Achievement Standards:
1. Life Science:
a.
Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands,
and wetlands.
b.
Students know living things cause changes in the environment in which they live: some of these changes are detrimental to
the organism or other organisms, and some are beneficial.
2. Language Arts:
a.
Decoding and Word Recognition
- Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
b. Vocabulary and Concept Development
- Use sentence and word context to find the meaning of unknown words.
Objectives and Standards
c. Comprehension and Analysis of Grade-Level-Appropriate Text
- Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the
text.
- Demonstrate comprehension by identifying answers in the text.
- Recall major points in the text and make and modify predictions about forthcoming information.
- Distinguish the main idea and supporting details in expository text.
- Extract appropriate and significant information from the text, including problems and solutions.
- Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).
d. Writing: Organization and Focus
- Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details.
- Penmanship: Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and
words in a sentence.
- Research: Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas,
encyclopedia).
- Evaluation and Revision: Revise drafts to improve the coherence and logical progression of ideas by using an established
rubric.
Art: Creative Expression
- Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.
Conclusion
Ocean Life is an interesting topic for third grade students. It takes them to a world where they discover and learn about
different life forms in the ocean. This “Ocean Life” web quest guides the students to amazing websites connected to fun and
effective learning activities.
We are confident the assignments will help build your student’s knowledge of the Ocean world. We hope you enjoy
introducing your students to the webquest by starting with the “Introduction to Ocean Life” assignment. Then take your
students to new discoveries choosing the order of the following three assignments.
The “Ocean Life” webquest focuses on achievement standards for third grade students. It allows them to enjoy learning
individually and as part of a group. They will share their learning with their class allowing them to explore, learn, and
challenge themselves.
References
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BrainPop. (2010). Underwater world. Retrieved from
,http://www.brainpop.com/science/earthsystem/underwaterworld/preview.weml
California State Board of Education (2010). Content standards. Retrieved from
http://www.cde.ca.gov/be/st/ss/
Global Climate Change (n.d.). Big questions. Retrieved from
http://climate.nasa.gov/kids/bigQuestions/oceanHappening/
Luciano, B. (n.d.). On the seashore. Scott Foresman Publishing. Retrieved from
www.scottforesman.com
Marshall Elementary School (1998). Treasures@Sea. Retrieved from
http://www.fi.edu/fellows/fellow8/dec98/main.html
Ocean Life for Kids(1996). Welcome to ocean life for kids. Retrieved from
http://www.calstatela.edu/faculty/eviau/edit557/oceans/linda/loceans.htm
Save our Seas Foundation (2009). Sos kids: ocean. Retrieved from
http://www.saveourseas.com/minisites/kids/index.php?id=67
Nickelodeon (2010). SpongeBob characters. Retrieved from
http://spongebob.nick.com/backstage/