Essential Questions

Standards of Learning

How is our planets geography represented? Why are maps and globes important in our lives? What are some major features on a map/globe of planet Earth? Where are the seven continents, the five oceans, and the equator located on maps and globes? People, Places, and Environments Social Studies 2.5The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps and globes; Music 2.2 The student will sing a repertoire of songs alone and with others, including 1. singing melodic patterns that move upward, downward, and stay the same; Science 2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include a) identification of distinguishing characteristics of solids, liquids, and gases; English 2.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. c) Clarify and explain words and ideas orally. e) Use vocabulary from other content areas. English 2.9 The student will read and demonstrate comprehension of nonfiction texts. c) Use prior and background knowledge as context for new learning. d) Set purpose for reading. f) Locate information to answer questions.

Objectives

Materials

Students will be able to identify the five oceans on a map of the world. Students will be able to demonstrate their ability to sing a song in a group that has a melodic pattern. Students will be able to identify solids, liquids, and gases in a model of the ocean. Students will be able to describe why maps and globes are important in their liveshelping them understand how maps and globes can help with navigation. The students will need a model of an ocean in a plastic bottle. This plastic bottle will have sand, shells, an ocean, and some air on top. The students will also need a few copies of the books Explore Earths Five Oceans by Bobbie Kalman, Oceans by Sandy Sepehri, and the books from Our Earths Oceans series by Doreen Gonzales. The students will also need a few classroom computers that have the following website open: http://www.sheppardsoftware.com/World_Continents.htm. Each student will have a Geography or Our Planet packet that has a page for each ocean where they can fill in the information they find. The students will need an exit ticket to demonstrate their current understanding. The teacher will need a large map of the world to present in the front of the

Procedures

class. In addition, the teacher will need a whiteboard and a marker. The teacher will also need another model of an ocean in a plastic bottle--this plastic bottle will have the same ingredients as those described above. After the teacher presents this to the class, she will add it to the center so there are two examples. The teacher will need a large poster that has the lyrics to the seven oceans song. Introduction (5 minutes): 1) The teacher will first review with the seven continents by leading the students to sing the song from the day before and point to the location of the continents on the map. Next, the teacher will ask the students how they could travel between North American and Europe or from Africa to Australia or from where one of the students families originated to North America. This will prompt the students to discuss the need to cross over oceans. The teacher will lead the students to discuss how maps and globes are helpful to understanding how to travel. Instructional strategies (45 minutes): 1) The teacher will take out the bottle model of the ocean and ask students to describe what they notice. The teacher will write the words solid, liquid, and gas on the board. She will ask students to describe what solids, liquids, and gases they observe in the bottle and what other solids, liquids, and gases they would expect to find in the ocean. The students have already had some practice with these terms. If students have difficulty identifying a gas, the teacher will point out air bubbles and the air on top of the ocean. 2) Next, the teacher will introduce the ocean song and teach it to the students. The ocean song is sung to the tune of Frere Jacque. The teacher will sing the song to the students first and as she sings, she will point to each of the oceans. After singing it a few times as a class, the teacher will have a few students come up to the board at a time and point to the different continents as they sing the song. 3) The teacher will explain that now that the students have mastered the ocean song and know the names and locations of the oceans she will break them into four groups to continue learning and exploring. The teacher will have predetermined groups of students who work well together and are of mixed ability levels. The teacher will distribute the students packets to them and remind them that today they are working to fill out the ocean section. One of the groups will be at the computer station exploring this website and practicing labeling and locating the oceans: http://www.sheppardsoftware.com/World_Continents.htm. Another group will observe the two models of the ocean in a bottle and continue to add to the solids, liquids, and gases they observe. The other two groups will be exploring the books listed above to learn more about each of the oceans. The students at the three stations will rotate when directed by the teacher. 4) Students will have ample time to research every ocean, make observations about the ocean in a bottle, and complete the online game. While the students work, the teacher will circle between the different stations and monitor progress. The teacher will help scaffold students who need additional assistance and answer any questions. Summary (5 minutes)

Formative Assessment

Differentiation

Technology Integration

1) The teacher will have the students finish up at their centers and will direct the students to come back together on the carpet. The teacher will ask a few students to share some of the interesting information they have learned about the specific oceans. The teacher will ask if the students have any questions. To conclude the class will review the solids, liquids, and oceans found in the ocean and sing the ocean song again while pointing to the locations of the oceans on the map. The teacher will then preview that during the next days lesson the class will learn about mountains, rivers, and lakes in certain countries. 2) The students will complete a short exit ticket and hand in their packets for the teacher to review. - The students will work on completing their packets that will have the information they are acquiring about the oceans. This will help assess their ability to get information from a nonfiction text. - The students will complete a written exit ticket to assess their knowledge of the objectives. - Students who are English learners or are at a low reading level will have the exit ticket read to them. The exit ticket will provide the options for students to write or draw. During the center activity time, students who are struggling will receive additional support from the teacher. The books during the centers are at varying levels so students can work with nonfiction texts that are at their levels. The groupings for the centers are mixed ability levels so students can help one another read the nonfiction books and use the website. - Students who finish quickly will be able to continue to explore and learn more detailed information as an extension of the lesson. - Of Gardners multiple intelligences, this lesson will especially help learners that are strong in the following intelligences: visual-spatial (reading maps and looking at the ocean in a bottle), bodily-kinesthetic (the students who will point at the oceans on the board), musical (singing the ocean song), and interpersonal (working in groups and class discussion). It will also help learners who are intrapersonal (research in the books and online), linguistic (class and group discussions), and logical-mathematical (classifying the different materials in the ocean bottles and investigating the oceans). Use of the following website during centers: http://www.sheppardsoftware.com/World_Continents.htm