“Under the Sea”An integrated learning project unit

Karen Brooks KellettBecky Beam ChildersG.E. Massey Primary

Overview of Unit To begin the school year in my kindergarten

classroom, we utilize the theme of the ocean. Students are provided with developmentally appropriate activities and projects that integrate all subjects areas. Students are provided learning centers that are replete with items that reflect our beach theme and kindergarten objectives so that learning can be extended and enriched.

For kindergarten, projects are short in design. Students are assisted throughout by a teacher or assistant. Throughout these projects students are learning how to utilize technology as a resource to obtain information on a given subject. Students at this level are also learning to create a product in specific content areas that demonstrates their learning.

The following two pages consist of the front and back of a brochure that we distribute to parents at the beginning of the school year to assist them in understanding integrated project learning.

Curriculum Framing Questions…

Our essential question…

Under the Sea

Unit Questions…

How do animals survive under water?

How could humans live under the sea?

Is a food chain evident in the sea?

What forms of life live under the sea?

What can people and animals do in the sea?

Content Questions…

How do animals move under the water? What are some common characteristics of animals in the

sea? What helps sea creatures move in the water? What type of food do sea creatures eat? What size are sea creatures? Where do sea creatures get their food? Where do sea animals sleep? What are the differences between sea animals and

people? What are the similarities or differences with water animals

(ocean) and land (beach) animals?

NCSCOS ObjectivesScience The learner will make observations and build an

understanding of similarities and differences in animals.Social StudiesThe learner will identify and exhibit qualities of

responsible citizenship in the classroom, school and other social environments.

MathThe learner will recognize, model, and write whole

numbers through 30.The learner will model simple patterns and sort objects.Language ArtsThe learner will develop and apply strategies and skills to comprehend text that is read, heardand viewed.The learner will develop and apply enabling strategic and

skills to read and write.

Our K-W-L on the Ocean

What We

Know…

What We

Wonder …What we

Learned…

Final Assessment – Blue Tooth Tablets with Smart Board

We will place the images of the following sea creature on the Smart Board. Students will have interactive Blue Tooth Tablets.

Ocean Animal Point Slide Checklist

I picked one type of animal that lives in the ocean and placed an image of it on my slide.

I labeled the ocean animal with it’s name.

I wrote one fact about my ocean animal on my slide.

I watched a video on my ocean animal on United Streaming.

I wrote a sentence about the habitat of my animal.

NAME

Created by

Type your name here

____________

Why do we need oceans?

Give a reason why the ocean is important to

us.

Add a picture here

Outstanding Ocean Facts

Give one fact about the ocean or insert a

picture.

Ocean Animals

This is my favorite ocean animal because…

Label the picture with a name.

Label the picture with a name.

Label the picture with a name.

Add a picture here

Add a picture here

Add a picture here

Add a picture here

Add a picture here

My Favorite Ocean Animal

Farm Animals

Label the picture with a name Label the picture with a name.

Wikis

You may access our wiki at…

Ms. Kellett’s Wiki – kkellett.wikispaces.com

Mrs. Childers’ Wiki– bchilders.wikispaces.com

You will be able to access our blog through our wiki site.

Teaching Strategies• Individual and group projects• Cooperative groups• Small and large group instruction• Small and large group discussion• Learning centers• Inquiry• Ongoing assessments to drive instruction Blogs/Wikis United Streaming Video

Resources and Materials• Variety of books Catch some kindness game• Variety of music Sink/float items• Websites for student use Pictures of animals and their

homes• Graphic Organizers Goldfish crackers• Salt water/ Fresh water Leveled Readers• Model Magic Circle Map• Assortment of teeth Small Alphabet Letters• Shark (to be dissected) Large foam alphabet letters• Tools for dissection Fish• Rainbow fish scales Letter, writing, math

assessments• Craft supplies Earthworms, sand dollars, crabs• Large cut outs of ocean animals Seahorse, shells• Chicka Chicka Boom Boom Tree Home cut outs This is not meant to be an all inclusive list. We purchase and order

many materials so that students can have concrete experiences. Collecting need supplies a week in advance and then setting up needed supplies on a day to day basis works best for us. I

Day One – Fish, Rainbow Fish, Sharing1. Read Rainbow Fish Discuss what happened in the book (Rainbow Fish shared his scales and made friends). Brainstorm and list what we can share. As a class, retell the story from beginningto end. Give each child a rainbow fish scale and identify them as my new friend.

2. Students watercolor a Rainbow fish and place a pre-cut piece of aluminum for a shiny scale.

3. Students mold a Rainbow fish necklace out of Model Magic. After drying, students color the fishand make a necklace.

4. Complete K,W,L to assess prior knowledge, current interest, and finally what students have learned on fish. Read fish facts. Show real fish Discuss/Show characteristics on fish. Listcharacteristics of fish on large fish cut out.

5. Teach “Fishy, fishy in a brook.”6. Read Big Al and Shrimpy Each child completes the sentence: “A friend…” Play “Catch some kindness.” Each child “catches” a fish. Theteacher reads the fish and students determine if it is a “good” fish or bad fish by what is written on the fish. Informally assess what students think is good or bad behavior. Students place the fish that they have caught in the “Plus” or “Delta” side of

the plus/delta chartI make anecdotal notes during center time about socialinteraction and level of play (independent, side-by-side, interactive) thateach child is presently exhibiting.

7. Go to www.ocean.com and click on “watch” and go to “The Rainbow Colored Fish” video.

Project for the DayYour assignment for the day is to go to beacon.slc.k12.ut.us.

Go to “Ocean Adventures” click on treasures @sea go to interactive activities and go to fish builder and build your own

fish!

Day Two – Swimmy, Cooperation, Class motto1. Read Swimmy. Develop circle map with

“good students” in the center. Introduce motto “We look our best, we act our best, we do our best, we are the best!!” Cooperative group activity to demonstrate benefits of team work.

2. Math activity. Students have ocean cut-outs. Students place the correct # of goldfish crackers in the ocean.

Teach “1,2,3,4,5 I caught a fish alive…”

3. Read A Fish Out of Water. Discuss responsibility and helpers. Introduce our class fish. Determine what the

responsibility of the helper will be.

Project for the Day Divide students into three cooperative groups.

Assign each group one part of the story to retell and illustrate. As a group, students use KIDSPIRATION to illustrate the beginning, middle, or end of Swimmy. After illustrating the section of the story, write a sentence that retells that section of the story. Use the template on the following page. As a class, use the templates

to create a flow chart. The following three slides will assess the ability of students to retell the beginning, middle, and end of a

story.

Beginning of SwimmyWrite a sentence about the beginning of the story.

Illustrate the beginning of the story.

Middle of SwimmyWrite a sentence about the middle of the story.

Illustrate the middle of the story.

End of SwimmyWrite a sentence about the end of the story.

Illustrate the end of the story.

1.Read Herman the Helper Brainstorm and list ways that Herman helped. Create an affinity with ways to help (at home, at school, etc.) Identify Herman as an octopus.2.Read facts about octopus. Show live octopus on the computer so that children can see how they move. Discussink sacs. Experiment with balloon to demonstrate jet propulsion. Let each student attempt.3.List characteristics of octopus on large cut out octopus to display4.Paint octopus with handprint plus three fingers. 5.Focus on number 8 and counting to eight.6.Complete math assessment on each child during center time.7. Students create ink blot pictures.Write about what their picture looks like.8. United Streaming video octopus

Day Three – Octopus, Propulsion, Ink

Day Four – Sharks, Teeth, Sink, Float1.Read The Case of the missing teeth Provide varietyof teeth. Have students guess to what/who teeth belong.2.Observe/List similarities and differences in teeth.Introduce herbivore, carnivore, and omnivore. Predict whatanimals would be in each category.3.Read real facts about sharks. Discuss how they haveto be in constant movement because of lack of air bladder.If not, they sink. List characteristics of sharks on large cut-out of shark for display. 4. Sink/float experiments - Predict items that will sink/float. Dividestudents into cooperative groups to test sink/float items and sort into groups. Assess results of group effort.5.Students make color and cut out two sharks. One is labeled “yes” and the other is labeled “no.” Glue each one to a tongue depressor. Make true and false statements about sharks, octopus, and fish. Students hold up the appropriate “yes” or “no” shark depending on the statement. Assess response of each student.

Day Five – Chicka Chicka Boom Boom, Alphabet

1.Read Chicka Chicka Boom Boom. Listen to audio that sings the book

Sand pail with alphabet letters and sand. Each child pulls a letter untilall are removed. Count letters, introduce alphabet. Sing ABC’s2. Name activity Assist students in finding the first letter of their name. Distribute name cards. Help students build their names with foam alphabet letters. Display names on the Chicka Boom Boom tree.Assess whether students are able to read their names.3. Coconut snack Taste fresh coconut, coconut milk, and shredded coconut. Share real photos of coconut trees.4.Small group Distribute magnetic letters and cookie trays to each child. Reread story letting children find correct letters in ABC order to retell the story.5.Sponge paint ABC’s in alphabetical order.6.Make a Chicka Boom Boom Tree with celery and Alpha-Bits.

Day Six – Seahorse, Starfish, Salt Water,1.Read Stevie B. Seahorse Direct attention to the setting of

the story (ocean). Discuss ocean water v. fresh water.

Taste the salt water and fresh water.

2.Read real facts about seahorse. Observe how seahorses

move on computer. Generate facts about seahorse on

large cut-out of seahorse for display.

3.Compare/Contrast seahorse to horse. Create a double

bubble map.

4.Play seahorse daddy game. Seahorse

dad has pouch. Students remove seahorse

babies and identify numbers written on the

baby seahorses.

Day Seven- Whales, Blowholes

1.Read Humphrey the Wrong Way Whale Complete KWL on whales.

Have students complete the sentence: A whale is as big as… Illustrate.

2.Measurement activity Tape head of whale on floor of parking lot.

Have students assist in measuring off 100 feet. Tape down tail of the

whale. Draw outline of the whale. Have students sit inside of outline.

3.Read real facts about whales. Explain blowhole is where whale is

filling lungs and releasing through an area called

a blowhole. Have students observe movement

listen to sound on computer. Simulate blowhole

by giving each student a balloon. Have students

blow air into balloon and release air by pinching

the neck of the balloon.

4.Generate list of characteristics and write on

large cut-out of whale to display.

Day Eight – Sand dollars, Earthworms1. Read Sandy the Sand Dollar. Direct attention to the setting

of the story. Introduce word “setting” to students. Show

students live sand dollars so they can observe movement

of cilia. Examine with magnifying glass. Guess about possible

parts of the sand dollar. Compare live and dead sand dollar

(that has been bleached.) Discuss differences. Read real facts

about sand dollars. List needs of sand dollars for survival.

Discuss why they are called sand dollars.

2. Distribute earthworms to students. Examine with magnifying

glasses. Guess about possible parts. Describe feel of

earthworms. Read real facts about earthworms. List needs of

earthworms. Complete Venn Diagram on earthworms and sand

dollars. Give each student a sand dollar as a souvenir.

3. Generate list of characteristics of sand dollars and write on

large cut-out sand dollar to display.

Project for the Day

Complete Double Bubble Map on earthworms and sand dollars.

Day Nine – Hermit Crabs, Animals/homes, ShellsThe day revolves around three books that provide great stories and information about hermit crabs. They are as follows: A House forhermit crab, Who lives in a shell? and Is this a house for hermit crab?1.Read A House for hermit crab. Divide students into groups. Each group is responsible for putting picture cards in sequential order to retell the story. Each member of the group is responsible for the orderand for retelling a part of the story to the class. Act out/Role play story.Discuss ways that hermit crab made friends. Leveled questioning.2.Read This is the place for me. Discuss various home of animals. Have students match picture cards of animals to their homes.3.Students discuss where they live (apartment, mobile home, house). Students graph where they live. 4. Writing is to complete the following:I live in a ______. ______ live in a _______.5. Math activity involves racing to sort a bag of shells. After sorting, look at shell chart to identify the names. 6. Read Is this a house for hermit crab? Determine the problem with each of the crab’s possible homes. Introduce class crab. Discuss responsiblities of thepet helper to take proper care of the crab.7. Read real crab facts. Generate list of crab facts and record on large cut-out crab to display.8. Students are given 5 pennies to purchase items to decorate a hermit crab shell. Items such as feathers, jewels, etc. can be purchased for varying prices.

Day Ten – Beach Blast Day

1. Beach Blast Day is a culminating day of academics, activities, and fun!!

We will enjoy sinking/floating activities, water play and beach music. We will also play games such as the crab walk. We will bring beach towels and soak in the sun.

2. We will have a large sandbox set up outside complete with

sand castle molds, buckets, sea shells, and shovels to enjoy

building in the sand on a much larger scale.

3. We will have a sampling of seafood such as calamari,

shrimp, flounder. I have discovered in the past that many of

my students have never tasted any type of seafood and the

texture of the food is very foreign to them.

4. We will also play culminating academic games such as

“complete this sentence…” to assess learning. We will also

view our Power Point slide shows

Types of AssessmentsTypes of Assessments Learning Log/Daily WritingLearning Log/Daily Writing KWL (What You KWL (What You KKnow, What You now, What You WWonder onder

About, What You About, What You LLearned)earned) Informal ObservationInformal Observation Leveled QuestioningLeveled Questioning Anecdotal RecordsAnecdotal Records Daily Reflection of activities/learningDaily Reflection of activities/learning Graphic OrganizersGraphic Organizers Retell (ability to sequence and retell story)Retell (ability to sequence and retell story) Ending Plus/Delta for the unitEnding Plus/Delta for the unit Weekly Interactive Photo Journal to Weekly Interactive Photo Journal to

document learningdocument learning Interactive Blue Tooth/Smart Board Interactive Blue Tooth/Smart Board

questionsquestions

A Final Note…Each day I have described my main focus of the day. Many days I have only one or

two books listed. I read 4-5 books on each given subject throughout the day. Each of these books have a game/activity/technology component that accompany them.

Every day in our classroom we enjoy music and movement activities that are integrated with our thematic unit such as “Down in the meadow in an itty, bitty pool.” We also have morning routines that reinforce learning such as calendar, weather, concepts of print for stories.

Centers are also equipped with specific learning activities on daily basis.I utilize my assist for small group or one-on-one instruction with a specific learning

activity every day.

I have provided for you a highlight of our day due to the length of this document. Hopefully, you will see how much we learn in kindergarten!!

If you’re ever in town, please come to visit us at : G.E. Massey Primary

Kellett’s KindergartenChilders’ Children

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Final Assessment

Go to www.calstatela.edu/faculty/eviau/edit557/oceans/linda/fish.htm

Go to “answer questions” and take a quiz!!