Unit GOAL: How do the physical properties of the ocean impact the animals that live there and our abilities to study them?
Teacher: Ryan Czaja
Date: Lesson #2 of Unit
Lesson Title:
Contributors to Early Marine Science
NSTA = 2012 National Science Teachers Association Pre-Service Science Standards
CCT = 2010 Connecticut Common Core of Teaching: Foundational Skills
CTCSCF = 2004 Connecticut Core Science Curriculum Framework
Course/Subject
Marine Biology
Grade(s)/Level
10 - 12
Performance Standard Focus [Cite the performance standard(s) from the state’s curriculum framework for your subject on which the lesson is focused.]
Connecticut Core Science Curriculum Framework--An Invitation for Students and Teachers to Explore Science and Its Role in Society (2004):
Expected Performances — CIRCLE and make specific references to applicable category(ies): [1] C1, C2,,C3, C4, C5, C6, C7, C8, C9, C10, C11, C12, C13, C14, C15, C16,
C17, C18, C19, C20, C21, C22, C23, C24, C25, C26, C27, C28, C29, and C 30, [2] C INQ.1, C INQ.2, C INQ.3, C INQ.4, C INQ.5, C INQ.6, C INQ.7, C INQ.8, C INQ.9,
C INQ.10, [3] D1, D2, D3, D4, D5, D6, D7, D8, D9, D10, D11, D12, D13, D14, D15, D16, D17, D18, D19, D20, D21, D22, D23, D24, D25, D26, D27, D28, D29, D30, D31,
D32, D33, D34, D35, D36, D37, D38, D39, D40, D41, D42, D43, D44, and D45 and [4] D INQ.1, D INQ.2, D INQ.3, D INQ.4, D INQ.5, D INQ.6, D INQ.7, D INQ.8,
D INQ.9, and D INQ.10 and/or [5] NSTA 1c and the Appendix
D INQ. 10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.
Content Knowledge and Skills [Cite the national and/or common core state content standards that your lesson objectives are aligned with. Also, identify any essential content
skills your students will learn as a result of this lesson.]
Connecticut Core Science Curriculum Framework (CTCSCF)--An Invitation for Students and Teachers to Explore Science and Its Role in Society (2004):
Content Standards -- CIRCLE and make specific references to applicable category(ies): 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3, 8.4, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7,
9.8, 9.9, 10.1, 10.2, 10.3, 10.4, 10.5, and/or 10.6 and NSTA 1c and Appendix
Scientific Numeracy (D INQ.10)
Lesson Objective(s) [What will students know, understand, or be able to do as a result of the lesson? Remember, objectives must be measurable.] CCT 3.2
1. TSW identify the early ocean navigators and ocean explorers by describing their contributions via a webquest.
Initiation [How will you help students connect with the previous lesson and/or their prior knowledge? How will you gain their interest in the lesson?] CCT 3.1
First, I will ask the students to list the first 5 steps to get to their home from NFA. Next, I will ask the students to describe the first 5 steps to get to
their home from NFA without using street names or the words right, left, or straight. This should lead to a discussion of how to navigate in the
ocean using the only constant...stars.
Teaching Strategies [Are the teaching strategies congruent with the objectives and the developmental level of the students as well as varied enough to engage
the students in the learning process?] CCT 4.1
1. Directions home from school.
2. PowerPoint presentation introducing early explorers and their contributions.
3. Webquest individually or in a pair.
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4. Postcard home.
This is 10-12th grade content. I will focus today's lesson on recognizing some of the early ocean explorers and highlighting their accomplishments and
contributions to marine biology. Again, my strategy is to present the material in many different forms (verbally, visually with words, and visually with
pictures/internet interaction) to help meet the needs of the different learners. I will open this lesson by asking students to list the first few steps for them to get
home from school. Then I will ask them the same question but place limitations in order to demonstrate the challenges early explorers had with navigation.
Next, I will use a power point to present some of the early explorers and their contributions to marine biology. PowerPoints will be used intermittently
throughout the entire lesson. The students will be expected to take notes in their notebooks. After the PowerPoint presentation, the students will be given an
iPad and a webquest that they can work on independently or in pairs. The webquest lists various marine explorers and the students will have to search the text
to answer their questions. Finally, I will ask the students to write a postcard home as one of those early explorers explaining what they have seen or done. The
requirement is that it must be three to five sentences and include a colored sketch or drawing.
Procedures [List the activities that the students will participate in to facilitate their learning.] CCT 3.1
1. Students will individually write out the first five steps to get home from NFA as part of their initiation.
2. The students will be expected to take notes during the content presentation via PowerPoint.
3. The students will work independently or in pairs on their webquest on the early marine explorers.
4. Each student will write a postcard home as one of the early explorers as part of the closure.
Closure [How will you determine whether the objectives were met?] CCT 5.2
1. I will ask the students to write a postcard home as one of those early explorers explaining what you have seen and done. The requirement is that it must
be three to five sentences and include a colored sketch or drawing. These postcards can then be shared for other students to look at and read for knowledge
reinforcement.
Assessment of Student Learning [How will you cause students to reflect on what they have learned?] CCT 3.1
1.
2.
3.
4.
Participation in the class discussions.
Completion of the webquest either individually or with a partner to demonstrate reading of the different explorers.
Formative assessments via walking around and asking individuals and groups questions while looking over their progress.
The closure activity of the postcard home is thorough and complete demonstrating knowledge and understanding of at least one of the early explorers.
These postcards can then be shared for other students to look at and read for knowledge reinforcement.
Strategies for Differentiation [How will you adapt this lesson to meet the special learning needs of your students?] CCT 3.7
1.
2.
3.
4.
Offering students the option of working individually or with a partner for the webquest.
Allowing extra time as needed per IEP.
Walking around and offer guidance as needed.
Offering a lower difficulty webquest for those students with modifications. (i.e. some of it filled in to guide them)
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Follow up/Homework [How will the lesson be reinforced?] CCT 5.5
1. None
Resources [What materials and/or equipment is needed to promote lesson success?] CCT 3.5
1. iPads with the website(s) provided.
2. Prepared PowerPoint on early marine explorers. Student and teacher resource (Non - Internet)
3. The webquest activity sheet. Student resource (Internet)
Note, the spacing on the template is not meant to represent an expectation of the length of response. Spacing should be adjusted depending on the amount of information required.
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