Integrated Unit Plan 1

OCEANS
Integrated Unit Plan

Grade: Preschool
ETE 328
By: Taylor Mathis and Hailey Evans

1
Table of Contents
Introduction 2
Goals and Vision 4
Topic/concept Web 5
Daily Schedule 7
Morning Meeting Routine 8
Two-Week Schedule 9
Learning Environment Design 12
Learning Centers 15
Lesson Plans 17
Lesson Date: Week 1 Monday 18
Lesson Date: Week 1 Tuesday 27
Lesson Date: Week 1 Wednesday 36
Lesson Date: Week 1 Thursday 45
Lesson Date: Week 1 Friday 52
Lesson Date: Week 2 Monday 54
Lesson Date: Week 2 Tuesday 60
Lesson Date: Week 2 Wednesday 708
Lesson Date: Week 2 Thursday 786
Lesson Date: Week 2 Friday 84
Parent Newsletter 94
Field Trip Permission Slip 95
Interactive Bulletin Board 996
Professional Resources 1007
Student Resources 1029
Reflections 100
Taylor 100
Hailey 101
Appendix A 102
Appendix B 103
2
Introduction
The theme of this integrated unit revolves around oceans. It’s a topic that
provides a wealth of opportunities to explore various avenues of important and
interesting information. Oceans occupy over 70% of the Earth and contain over 95% of
the world’s water. (Protect).Thus, they have an overwhelming presence and impact on
humankind. Due to our dependence on oceans, it is our responsibility to take care of
them so they in turn continue to serve as a life source for our planet . In order to better
protect them we must first be knowledgeable about them. If we are ignorant to their
origins, contents, sensitivities and significance then we are less likely to be invested in
their longevity and overall well being.
As early childhood educators, we are very aware of how important it is to bestow
basic knowledge into the minds of young children as early as possible. Having
preschoolers learn about oceans when they are three, four and five years old is
advantageous because this expands their mental schemas of nature, regardless of their
literal exposure in real life. Most people in Illinois have limited experiences relevant to
oceans and therefore have a narrow knowledge base and insight about them. This unit
is valuable for learners because they will have a plethora of opportunities to discover
what oceans have to offer. Various species of animals, habitats, plant life and
community conservation efforts will be explored through means of song and movement,
scientific inquiry, art, reading, social contexts, social emotional skills and mathematical
manipulation. Exploring the oceans through these core content areas also addresses
3
the cognitive, psychomotor and affective domains that are essential for the development
of early learners, according to Bloom’s Taxonomy of instructional objects.
This unit will incorporate a two week overview of ocean themed lessons and
activities. Brainstorming ideas, daily and weekly schedules, learning environment
adaptations, centers, lesson plans, parent involvement, interactive visuals, resources
and a reflection of the work and alignment with standards will be detailed in the project
and presentation.
4
Goals and Vision

The general purpose of this unit is for students to become knowledgeable about
multiple aspects that pertain to oceans. Animals, plants, habitats and conservation
efforts are all relevant topics that will be discussed and explored throughout the unit.
This ocean unit will cover two weeks of material that will incorporate integrated lessons
for math and science, math and art, science and art, language arts and social-
emotional, music and movement and language arts and social studies. While the
lessons will all relate and pertain to a topic about oceans, they will also involve another
academic area or skill. For example, a lesson that will be implemented has the students
make discovery bottles where they create their own ocean habitat. This integrates
science and art while maintaining fidelity to the topics of oceans.
Some of the essential questions that are addressed in this unit are what is an
ocean, what are your favorite parts about oceans, what lives in an ocean, why are
oceans important, what happens if we don’t take care of our oceans and how can you
help protect oceans? These essential questions are curated to guide the intentions of
the unit. The students should be encouraged to explore, discover and experience an
array of oceanic elements that enrich their schemas about nature and our global
environment.
5
Topic/concept Web
The original topic web that was designed was slightly different than the one above. It
only incorporated the main topics associated with oceans. This final version above includes the
subtopics associated with the main topics. For example, the topic of habitats has subtopics of
locations, animal preferences and water types. These subtopics are things that will either be
formally addressed in the lesson or at least discussed during the activities. These changes were
made because subtopics are a way to make the unit clearer and more organized with
appropriate details.
6
7
Daily Schedule
8:00-8:15 Arrival and morning routine
8:15-8:30 Journal time
8:30-8:50 Morning meeting
8:50-10:10 Centers
10:10-10:25 Clean up and wash hands
10:25-10:45 Snack time
10:45-11:00 Story
11:00-11:20 Music and Movement
11:20-11:35 Quiet reading time
11:35-12:00 Recess (outdoors as weather permits)
12:00-12:15 Transition inside/prep for lunch/wash hands
12:15-12:45 Lunch
12:45-1:00 Bathroom and prep for rest time
1:00-1:45 Rest time/quiet activities
1:45-2:15 Whole Group Instruction: Language Arts or Math
Monday, Wednesday, and Friday: Language Arts
Tuesday and Thursday: Math
2:15-2:45 Whole Group Instruction: Science or Social Studies
Monday, Wednesday, and Friday: Science
Tuesday and Thursday: Social Studies
2:45-3:00 Pack up and prep to leave
3:00 Dismissal
8
Morning Meeting Routine
The morning meeting will cover:
Attendance: Have children move their name from home to school
Calendar: count the days during the month
Seasons: go over the current season
Weather: talk about the weather outside today
Days of the week: yesterday was... , today is... , tomorrow will be…, days of the
week song
Days in school: Put another straw in for the days and bundle any tens or
hundreds then change the number
Shapes: Go through and point to the shapes to have students say them aloud
Colors: Go through and point to the colors to have students say them aloud
Schedule: Go over the visual schedule of activities for the day, include any
special activities
9
Two-Week Schedule
10
11
12
Learning Environment Design
The learning environment will need to be slightly rearranged for the unit. The
biggest changes would be in the setup of the dramatic play center. The furniture in the
center will be switched to have shelving units to accommodate the aquarium dramatic
play setup instead of the kitchen, washing machine, shopping cart, farmers market
stand, and housekeeping stand, and doll house. These items will need to be moved to
storage or moved to the edges of room in order to keep them out of the way.
The classroom will be decorated to create the illusion of being under the sea.
This will be done by putting blue cellophane on the windows and using blue fluorescent
covers to give the visual effect of the blue from the water. There will be green crepe
paper on the walls to create the look of seaweed. There will be paper lanterns hanging
from the ceiling with fishing line made to look like fish and jellyfish. The ones that are
made into fish will have eyes and fins attached to them, as seen in figure 1.1. The
13
lanterns that are made to look like jellyfish will be cut in half with crepe paper and eyes
attached to them, as shown in figure 1.2. The lanterns can be used to make octopi too,
shown in figure 1.3. Tissue paper pom poms can be used to make sea turtles, seen in
1.4.
Figure 1.1
Figure 1.2
Figure 1.3
14
Figure 1.4
15
Learning Centers
ABC/Writing
Children should have access to a variety of listening, reading, and writing
materials in every learning center. Integrated into the center materials are ways to learn
the letters of the alphabet as well as ways to practice their writing skills. Students can
work on their hand-eye coordination, creativity, print connection, and fine motor skills.
The materials include journals, writing utensils, dry-erase boards, and dry erase
markers. To incorporate the theme of oceans, the students can play an alphabet fish
matching game, fill in the letter blanks of ocean animal names, write the letters that
ocean animals and their names have in common, etc.
Dramatic play
In the dramatic play center, the materials normally include a cash register,
costumes, props, children’s play kitchen set, play money, plastic food, shopping basket,
dish set, and table and chairs. For a child’s development, this center encourages social
interaction, role modeling, creativity, self-expression, speech and language. The
students are using their knowledge of real life experiences and imitating them in the
classroom. Acting out hypothetical scenarios and practicing different community roles
are important applications of real world knowledge. To incorporate the ocean them there
will be an aquarium set-up, the interactive bulletin board and different ocean animal
costumes.
Manipulatives/blocks
16
In a preschool classroom, math skills are practiced through a manipulatives
center. Manipulatives are an important aspect for developing fine and gross motor skills.
Students can work on their hand-eye coordination, problem solving skills, counting,
patterning, sorting, pre-math concepts, and their creativity. The materials provided
include blocks, a variety of floor toys, table toys, puzzles, bingo, board games, and
cubes. Plastic ocean animals and beanie baby ocean animals will be a great way to tie
in the theme of oceans.
Discovery
The Discovery center is a place for scientific inquiry. It allows students to explore
their surroundings, items of interest and think critically about what they see and feel. It
includes scales, a projector, marbles, variety of plastic animal species, sand and water
table, magnifying glasses, microscopes, organism slides, sorting trays, etc. Students
are pushed to examine, sort and categorize items, ask questions and think critically
about characteristics and functions. For the ocean theme, this center can have an
aquarium, sand dollars, seashells and a slide viewer.
Technology
In the technology center, students are learning how to take turns, problem
solving, math skills, reading skills and hand-and-eye coordination. The materials include
headsets for listening, computers for learning games, ipads that enable mobility and a
projector. The students can play ocean related app’s on the iPads and computers.
17
Art
An art center promotes hand-eye coordination, fine motor skills, creativity, self-
expression, and imagination. Included is an easel, smocks, pints of paint, markers,
construction paper, scissors, glue, crayons, colored pencils, play dough, and rulers.
Each material can be used in a creative way that the students see fit. For the ocean unit
students can make a variety of ocean animals like seahorses, crabs, jellyfish, octopus,
sharks, etc.
Library
The library center teaches print and letter recognition, concepts about books, reading
comprehension, vocabulary, thinking skills, and sequencing. Materials include a library of books,
comfortable seating, and lamps for soft lighting. This center aims to promote print recognition,
concepts about books and reading comprehension, to name a few. There will be books available
that are related to the ocean theme like “Rainbow fish”, “How to Hide an Octopus”, “What the
Sea Saw”, “House for a Hermit Crab”, etc. There will also be nonfiction books about the ocean,
ocean animals, coral reefs and ocean conservation.
Lesson Plans
Daily Journal Lesson Plan
18
Lesson Date: Week 1 Monday
Grade Level: Preschool
Subject / Content area: Language Arts
Unit of Study: Oceans
Content Standard(s):
1.A.ECc Provide comments relevant to the context.
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in
own name.
5.A.ECa Experiment with writing tools and materials.
5.A.ECb Use scribbles, letter like forms, or letters/words to represent written language.
5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express
an opinion about a book or topic.
5.B.ECb With teacher assistance, use a combination of drawing, dictating, or writing to
compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic.
Learning Objectives associated with the content standards:
Students will be able to compose a journal entry, with teacher assistance, relevant to the journal
prompt.
Instructional Resources and Materials to engage students in learning:
● Whiteboard aisle or chart paper on a stand

19
● Student journals
● Pencils
● Crayons
● Yellow marker
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
and students will be doing.):
Instructional Strategies Learning Tasks
● Teacher will write the journal prompt ● Children will get out their journals and
on the aisle, saying each word as it is sit at the tables.
written, then say the whole prompt. ● Children will draw their response and
a. Prompt: What is an ocean? dictate or write words to describe their
● Teacher will go around to each child illustration.
and write their dictated response.
Modifications:
● For students who are beginning to write letters, the teacher will write their dictation in
yellow marker for the student to trace in pencil.
Type of Student Assessments and what is being assessed:
● Informal Assessment:
o Anecdotal records on the content and relevance of the response.
Music and Movement Lesson Plan

20
Lesson Title: I’m A Fish
Subject / Content area: Fine Arts
25.A.ECc Music: Begin to appreciate and participate in music activities.
25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and
creative movement activities.
Students will able to participate in music and creative movement activities.
● Lyrics to song
○ (Tune: I'm A Little Teapot)
I'm a little fishy, I can swim.
Here is my tail, here is my fin.
When I want to have fun with my friend,

21
I wiggle my tail and dive right in!
● Teacher will sing the song and ● Students will join in singing and doing
demonstrate the movements once and the movements with the teacher.
then start again so students join in.
Modifications:
If students are having trouble with the movements the teacher can use hand over hand to assist
the student.
o Teacher will observe children’s participation in music and creative movements

22
Where’s Walrus? Lesson Plan
2.A.ECa Engage in book-sharing experiences with purpose and understanding.
2.B.ECc With teacher assistance, identify main character(s) of the story.
Students will be able to look at the illustrations in the book and tell a story about what is
happening in the picture.
● Where’s Walrus? By Stephen Savage
● Teacher will show the students the ● Students will tell the story of what is
23
cover of the book and read the happening in the pictures.
description of the book aloud to ● Students will build off of the story of
students. the page before theirs.
● Teacher will ask each student to tell
the story of a different page.
Modifications:
Teacher can provide verbal prompts.
o Teacher will observe students to look at connect between pictures and story they
are telling.
24
“I See Seashells” Lesson Plan
Subject / Content area: Science/music and movement
Central Focus for the learning segment:
12.C.ECa Identify, describe, and compare the physical properties of objects.
Students will be able to describe physical properties of various seashells.
Students will participate in the song after watching the teacher model.
● Seashells
● Chart paper
● Magnifying Glasses
25
● “Five Little Seashells” song
Five little seashells sleeping on the shore, (show five fingers)
Swish! went a big wave, and then there were four.
Four little seashells quiet as can be
Swish! went a big wave, and then there were three.
Three little seashells pearly and new
Swish! went a big wave, and then there were two.
Two little seashells having great fun
Swish! went a big wave, and then there was one.
One little seashell lying in the sun
Swish! went a big wave, and then there were none.
Five little seashells gone out to sea,
Wait until morning and they'll come back to me.
● Teacher will place shells at each table. ● Students will explore the shells.
● Teacher will lead the class in a ● Students will talk about what the see
discussion about the shells (use and feel when looking and touching
26
probing, open ended questions if the seashells.
student are struggling) ● Students will share with the class what
● Teacher will create a T-chart with the kind of shell they looked it and what it
words students share about what they looked and felt like.
saw and felt with the seashells. ● Students will watch the teacher
● Teacher will demonstrate the hand demonstration.
movements for the song “Five Little ● Students will do the motions and sing
Seashells”. the song “Five Little Seashells” with the
teacher.
o Teacher will take anecdotal records of responses of physical properties of shells.

27
Lesson Date: Week 1 Tuesday
own name.
prompt.
28
● Pencils
● Crayons
● Yellow marker
a. Prompt: Draw a picture of an dictate or write words to describe their
ocean. illustration.
● Teacher will go around to each child
Modifications:

29
Lesson Title: We’re Little Orange Crabs
● Lyrics to song
○ We're little orange crabs
Who live down by the sea,
And where we do go
30
We're quick as quick can be.
We're little orange crabs
Who like to run and hide,
And when you see us walking by
It's always side to side.
Modifications:
the student.

31
Goldfish Color Sorting Lesson Plan
Subject / Content area: Math
8.A.ECa Sort, order, compare, and describe objects according to characteristics or attribute(s).
10.B.ECa Organize, represent, and analyze information using concrete objects, pictures, and
graphs, with teacher support.
Students will be able to sort and organize fish crackers based on color.
● “My Goldfish Graph” (Appendix A)
● Color fish crackers
● Teacher will pass out goldfish graph ● Students will sort fish crackers by color
sheets and fish crackers to each and put them in the boxes on the
student. graph.
32
Modifications:
Teacher can assist students by doing an example of each color.
o Teacher will check for accuracy of color sorting.
o Teacher will ask students to describe what is on the goldfish graph and how they
sorted the fish crackers.

33
Swimmy Story Retell Lesson Plan
Subject / Content area: Language Arts and Social Studies
Unit of Study: Ocean
2.B.ECb With teacher assistance, retell familiar stories with three or more key events.
2.B.ECc With teacher assistance, identify main character(s) of the story.
16.A.ECa Recall information about the immediate past.
Students will be able to listen to the story and retell at least three key events with teacher
assistance.
Students will be able to recall and name the main character of the story after listening to the
story.
● Swimmy by Leo Lionni
● Whiteboard or smartboard
34
Instructional Strategies: Learning Tasks
● Teacher will reintroduce the book and ● Students will share events or ideas they
ask what students remember from the remember from the story.
book. ● Students will actively listen to the
● The teacher will then say “This time I story.
want you listen really carefully so that ● Students will say the name of the main
you can tell me about the story after character from the story.
we finish reading it.” ● Students will talk to someone sitting
● Teacher will ask the class to name the next to them and work with that
main character in the story. partner to retell the story.
● Teacher will have students turn to ● Students will share their retelling with
someone sitting on the rug next to someone new.
them and work together to retell the ● Students will share one event each as
story. the teacher calls on them.
● Teacher will ask the class to share their
ideas with someone new.
● Teacher will ask different partner pairs
for one event each and write the events
on the board until the class has come
up with all of the events.
*This could also be done as a small group.
Modifications:
The teacher can provide a visual story sequence as well as do a picture walk to assist students in
recalling what happened just before and just after key events.
o Note if children were able to recall events and if they could recall events in the
35
correct order.
36
Lesson Date: Week 1 Wednesday
own name.
prompt.
37
● Pencils
● Crayons
● Yellow marker
a. Prompt: What lives in an dictate or write words to describe their
ocean? illustration.
Modifications:

38
Lesson Title: Once I Saw an Octopus
● Lyrics to song
○ Once I saw an octopus
In the deep blue sea. (Point downward)
I called, "Mr. Octopus,
Won't you swim with me?" (Cup hands around mouth)

39
Then out came his tentacles,
So very long and straight, (Extend eight fingers.)
One and two and three and four,
Five and six and seven and eight. (Count on fingers.)
Modifications:
the student.

40
Ocean Interactive Reader Lesson Plan
1.A.ECa Follow simple one-, two- and three-step directions.
4.A.ECa Recognize the differences between print and pictures.
4.A.ECe Recognize that letters are grouped to form words.
4.D.ECb With teacher assistance, demonstrate understanding of the one-to-one
correspondence of letters and sounds.
19.A.ECe Use writing and drawing tools with some control.
Students will be able to complete the interactive reader.
● Ocean Interactive Readers (Appendix B)
● Student scissors
● Glue sticks
● Stapler
41
● Crayons
● Pencils
● Teacher will pass out assembled and ● Students will cut on the lines to cut
stapled books to students as well as the apart the word bank.
word bank sheet. ● Students will match each word to the
● Teacher will instruct students to glue picture using letter and sound
the words on, trace the words, then knowledge for the beginning sounds.
color the pictures. ● Students will glue the words in the box
on each page.
● Students will trace the words on each
page.
● Students will color the pictures.
Modifications:
Teacher can assist students in cutting and tracing using hand over hand and loop scissors.
Teacher can assist students by reminding the student of the name of the animal.
Teacher can assist students in finding the correct word to match the animal on each page.

42
o Teacher will take anecdotal notes on students cutting and tracing to informally
evaluate fine motor skills.
o Teacher will observe and take notes on if students were able to correctly identify
each picture and which word is associated with it based on letter sound
knowledge.
43
Salty Water Float Lesson Plan
Subject / Content area: Science
11.A.ECf Make meaning from experience and information by describing, talking, and thinking
about what happened during an investigation.
11.A.ECg Generate explanations and communicate ideas and/or conclusions about
their investigations.
Students will be able to express their ideas on why one type of water makes the egg float.
● 2 glass beakers or mason jars
● Saltwater
● Freshwater
● Egg
● Chart paper or whiteboard easel

44
● Markers for paper or board
● Teacher will ask students what they ● Students will share their predictions for
predict will happen when an egg is what will happen when an egg is
placed in the freshwater. placed in freshwater.
● Teacher will write down student’s ● Students will describe what happened.
predictions. ● Students will repeat the process for
● Teacher will place the egg in the water saltwater.
and ask students what happened. ● Students will discuss the difference in
● Teacher will repeat the process for the results.
saltwater.
Modifications:
Teacher can provide visuals for sink and float. Teacher can scaffold the student to create a
prediction.
o Teacher will observe students to see how they come up with predictions and the
way they explain their thinking.

45
Lesson Date: Week 1 Thursday
own name.
prompt.
46
● Pencils
● Crayons
● Yellow marker
a. Prompt: Draw an animal you dictate or write words to describe their
could find in the ocean. illustration.
Modifications:

47
Lesson Title: Catch a Fish
● Lyrics to song
○ (Tune: "Row, Row, Row your boat")
Catch, catch, catch a fish,

48
Hook it on your line.
Reel it, reel it, reel it,
This one will be mine.
Modifications:
the student.

49
Counting Octopus Lesson Plan
Subject / Content area: Math and Art
Illinois Early Learning and Development Standard(s):
6.A.ECd Connect numbers to quantities they represent using physical models and
informal representations.
6.A.ECf Verbally recite numbers from 1 to 10.
25.A.ECd Visual Arts: Investigate and participate in activities using visual arts materials.
Students will be able to look at the art they created and use it as a manipulative to count in
numerical order.
Students will be able to count the count in numerical order up to ten.
● Construction paper strips
● Pre cut out half oval shape for head of octopus
● Loop cereal (ex: Cheerios, Fruit Loops)

50
● Glue
● Markers
● Finished teacher example
● Teacher will show students the ● Students will glue the strips of paper to
example. the flat side of the half oval to make
● Teacher will pass out glue, a half oval, the shape of an octopus.
and eight strips of construction paper ● Students will glue as many loop cereal
to each student. pieces as they want that can fit in a line
● Teacher will show the example again. on each strip of paper.
● Teacher will pass out loop cereal to
each student or put bowls in the
middle.
o Teacher will ask students to count the number of cereal pieces on each “leg” of the
octopus. The teacher will write the number for students to trace at the top of each
51
“leg” on the “body” of the octopus.
● Modifications to the Assessments:
o If students are having difficulty with counting…
▪ the teacher could help by starting the counting and encouraging children
to say the next number.
▪ the teacher can say the number and have children repeat it.
Modifications for learners with special needs:
If children are experiencing difficulty with the fine motor aspect of writing the number, the
teacher can provide hand over hand support. The teacher can also assist in putting the glue on
on the paper.
52
Lesson Date: Week 1 Friday
own name.
prompt.

53
● Pencils
● Crayons
● Yellow marker
a. Prompt: What do you think dictate or write words to describe their
you will see at the aquarium illustration.
today?
Modifications:

54
own name.

55
prompt.
● Pencils
● Crayons
● Yellow marker
a. Prompt: What was your dictate or write words to describe their
favorite part of the aquarium? illustration.
Modifications:
56
Lesson Title: Once I Saw an Octopus
● Lyrics to song
○ Once I saw an octopus

57
In the deep blue sea. (Point downward)
I called, "Mr. Octopus,
Won't you swim with me?" (Cup hands around mouth)
Then out came his tentacles,
So very long and straight, (Extend eight fingers.)
One and two and three and four,
Five and six and seven and eight. (Count on fingers.)
Modifications:
the student.

58
Week 2
Monday
1. Language Arts and Social Emotional
Title: Rainbow Fish
Rationale: To enable the students to learn about the ocean, empathy and the act of
giving through reading and puppetry.
Objectives:
The students will be able to participate in the reading and group discussions about
The Rainbow Fish.
The students will be able to demonstrate their knowledge of empathy and giving
through a social puppet role play.
Standards:
31.A. ECa. Show empathy, sympathy and caring for others
31.A.ECb. Recognize the feelings and perspectives of others
2.A.ECa. Engage in book-sharing experiences with purpose and understanding
2.B.ECa. With teacher assistance, ask and answer questions about books read
aloud.
26.B.ECa. Use creative arts as an avenue for self-expression
Materials:
● Book: “Rainbow Fish” by Marcus Pfister
● Pre-cut out fish
● Small shiny stickers
Procedures:
● The teacher will read the story “Rainbow Fish” to the students.
● The teacher will engage the students in group discussions about the
book that pertain to the characters, storyline, illustrations, problems
and solutions.
● The students will participate in group discussions by responding to
questions and vocalizing observations
● After the story is read, the teacher will hand out the fish and some of
them have shiny scales.
● The students will re-enact the story with their fish so they understand
how it feels to give.
59
● There will be a group discussion afterwards on how the students felt.
Assessment:
The students will be assessed through means of observations and anecdotal
notes based off of their participation during group discussions, responses to
questions and interactions and comments during the social role play.
Accommodations:
Students may need help facilitating the social role play. Provide them
with assistance and reminders of what happened in the story.
60
Week 2
Monday
2. Science and Art

Title: Discovery Bottles
Rationale: So students can express their creativity while applying what

they know about oceans.
Objective: The students will be able to use their knowledge of ocean

habitats to create their own in a plastic bottle using various materials.
Standards:
11.A.ECb. Develop and use models to represent their ideas, observations
and explanations through approaches such as drawing, building or
modeling with clay
12.B.ECa. Describe and compare basic needs of living things
12.E.ECa. Observe and describe the characteristic of earth, water and air
25.A.ECd. Visual Arts: Investigate and participate in activities using visual
arts materials
Materials:
● Plastic water bottles
● Water
● Blue/green food dye
● Plastic aquarium plant life
● Seashells
● Small plastic ocean animals/fish
● Sand
● Paint
● Ocean related stickers
Procedures:
● At the art center, the teacher will hand each student a plastic water
bottle
● Each student will get to choose their habitat contents amongst the
various displayed materials
● The students will also decorate the outside of their plastic bottle for
added creativity
● After all of the ocean habitats are created, each student will present
61
their habitat to the group

● The teacher will prompt them to explain their decision making
process and material choices for their habitat.
Assessment:
The teacher will observe the students choices of materials and their
basic understanding of habitats. Anecdotal notes of discussions and
presentations of habitats will be written to record comprehension. The
water bottles will be used as work samples and some pictures should be
taken to put in their portfolios.
Accommodations:
Some students may need some assistance handling certain
materials, like filling the bottles with water, fitting objects into the
mouthpiece or manipulating certain materials for decoration.
62
own name.
prompt.
63
● Pencils
● Crayons
● Yellow marker
a. Prompt: Draw a picture of a dictate or write words to describe their
seashell. illustration.
Modifications:

64
Lesson Title: Fish Are Swimming
● Lyrics to song
○ (Tune: Frere Jacques)
Fish are swimming, fish are swimming,
In the sea, in the sea.

65
A-splishing and a-splashing,
A-splishing and a-splashing,
Look and see, look and sea.
Modifications:
the student.

66
Week 2
Tuesday
1. Math and Science

Title: Beanie Baby Animals
Rationale: This will enable students to identify characteristics of ocean
animals while utilizing math skills.
Objectives: The students will be able to count, compare, contrast, classify,
categorize, sort and distinguish a set of ocean animals.
Standards:
6.A.ECa. Count with understanding and recognize “how many” in small
sets up to 5”
6.A.ECd. Connect numbers to quantities they represent using physical
models and informal representations.
6.D.ECa. Compare two collections to see if they are equal or determine
which is more, using a procedure of the child’s choice.
1. A.ECa. Sort, order, compare and describe objects according to
characteristics or attributes
12.AECa. Observe, investigate, describe and categorize living things
Materials:
● Beanie baby ocean animals (whale, turtle, dolphin, jellyfish, octopus,
stingray, fish, shark, crab, seahorse, etc.)
Procedures
● During small group time, the teacher will place all of the beanie
babies in a line in front of the students
● The teacher will ask the students to organize the animals by certain
criteria and characteristics. (Color, size, fins, limbs, tails, etc)
● After the students have grouped the animals, the teacher will ask
them to count the number of animals in each group.
● The teacher will then ask “which group is bigger, smaller, the same
size, etc.
● The teacher will then ask the students to describe the animals, using
their appropriate names, in each group
● Have the students come up with a different way to group the animals
67
and then count them
Assessment:
I will be observing the students ability to correctly organize the
animals by the determined characteristics, as well as their counting
accuracy. Their participation during group discussions will also be noted.
Accommodations:
Students may need reminders of animal names and numbers while
counting, so helping them along the way by providing them with names and
numbers as a way to scaffold them when things are difficult. Also giving
them examples of different ways to group them may help.
68
Week 2
Tuesday
2, Language Arts and Social Studies
Title: Ocean Conservation
Rationale: For students to begin to understand ways to conserve our oceans

through reading.
Objective: The students will be able to recognize ways that humans impact the
ocean and strategies to protect them.
Standards:
NGSS. K-ESS3-3. Communicate solutions that will reduce the impact of humans
on the land, water, air, and/or other living things in the local environment.
14.A.ECb. Contribute to the well-being of one’s early childhood environment,
school and community
Materials:
● Book: “I Can Save The Ocean!”
Procedures:
● The teacher will engage the students in the reading of the book “I Can
Save The Ocean”
● The teacher will ask questions that pertain to the characters,
illustrations, storyline and strategies described in the book
● Students will participating in group discussions, respond to questions
asked by the teacher and vocalize observations from the book
● At the end, as a group, the teacher and students will review and
discuss other strategies to protect our oceans.
Assessment:
The students will be assessed through means of observation and anecdotal
notes based on their participation during the story, responses vocalized and
strategies discussed at the end.
Accommodations:
69
Some of the strategies may need to be written or drawn on the board to

further extend some of the students understanding. If they have difficulties coming
up with strategies or responding to questions during the story, another activity may
be required to ensure that the students understand the information.
70
own name.
prompt.
71
● Pencils
● Crayons
● Yellow marker
a. Prompt: What does an ocean dictate or write words to describe their
look like? illustration.
Modifications:

72
Lesson Title: I’m a Fish
● Lyrics to song
○ (Tune: I'm A Little Teapot)
I'm a little fishy, I can swim.

73
Here is my tail, here is my fin.
When I want to have fun with my friend,
I wiggle my tail and dive right in!
Modifications:
the student.

74
Week 2
Wednesday
1. Language Arts and Art

Title: Animal Homes
Rationale: So students can understand that animals have different types of
homes and habitats that protect them.
Objectives:
Students will be able to engage in the reading of the story and participate in
group discussions.
Students will be able to create their idea of a home for an ocean creature.
Standards:
2.A.ECa. Engage in book-sharing experiences with purpose and
understanding
2.B.ECa. With teacher assistance, ask and answer questions about books
read aloud.
25.A.ECd. Visual Arts: Investigate and participate in activities using visual
arts materials
Materials:
● Book: “A House for Hermit Crab” by Eric Carle
● Construction paper
● Cardboard
● Tissue paper
● Scissors
● Glue
● Popsicle sticks
Procedures:
● The teacher will engage the students in the reading of the story
“A house for hermit crab”
● The teacher will ask questions about the characters, story line
and illustrations to encourage students to vocalize observations
and participate in group discussions.
● After the story has been read, the students will break off into
75
centers and those at the art center will create a home for an
ocean creature or animal.
● They will have a table of materials to work with and when they
have finished their home, they will present it to the group
● The teacher will ask questions about the materials used, what
animal would live in their home and why they decided to make
it.
Assessment:
Through observations and anecdotal notes the students will be
assessed on their fine motor skills during the manipulation of materials,
their application of knowledge from the story to their creations and their
ability to explain and communicate their decisions and product.
Accommodations:
If a student has difficulty or is unable to build their own home, offer to
help build and switch roles with the student. Instead, the teacher will be the
construction worker and the student will be the director telling the teacher
where to put certain materials. This way it is still inspired by the student and
they still have a product to present. Offer them examples of ways to put
together certain materials if they’re stuck or can’t think of ideas.
76
Week 2
Wednesday
1. Science and Art
Title: Why Are Oceans Salty? https://eduref.org/lessons/science/glg0030
Rationale:
For students to observe how, in water, salt concentration increases and
that after water evaporates the salt remains.
Objectives: Students will be able to explore some explanations of why

oceans are salty.
Standards:
12.C.ECa. Identify, describe and compare the physical properties of objects
12.C.ECb. Experiment with changes in matter when combined with other
substances
12.E.ECa. Observe and describe characterstics of earth, water and air
25.A.ECd. Visual Arts: Investigate and participate in activities using visual arts
materials
Materials:
● Rock
● Salt
● Water
● Containers
● Strainers
● Paper
● paint
● Food coloring
Procedures: (Why, n.d.).

● The teacher will display all of the materials at the art center
● Students pour water over the rock salt in the strainer.
● The water and dissolved salt will be collected in a plastic cup.
● Students will taste the water sample.
● Students will allow the water to evaporate,
● They will later observe that the salt remains.
77
● The above procedure is repeated over a 3 or 4 day period.

● The students will observe that the salt increases each time new water
is added.
● Students will then do a Saltwater Painting to once again observe the
evaporation process.
● Mix warm water, salt, and food coloring.
● Paint pictures with the mixture on white paper.
● Let the paintings dry.
● Explain to the students that the water evaporates, but the salt
remains.
Assessment:
The students will be assessed through means of observation and
anecdotal notes based on their ability to follow directions throughout the
experiment, responses made to demonstrate comprehension and fine
motor skills during their painting process.
Accommodations:
This may be a difficult concept for students to understand, so
reiterating explanations, processes and slowly going through steps of the
experiment will likely be required. If students choose not to drink the water,
that’s fine but have them ask a friend to describe the taste.
78
own name.
prompt.
79
● Pencils
● Crayons
● Yellow marker
a. Prompt: Draw a picture of what dictate or write words to describe their
you can do in the ocean? illustration.
Modifications:
80
Lesson Title: Catch a Fish
● Lyrics to song
○ Tune: "Row, Row, Row your boat"
Catch, catch, catch a fish,
Hook it on your line.

81
Reel it, reel it, reel it,
This one will be mine.
Modifications:
the student.

82
Week 2
Thursday
1. Math and Science:
Title: Fishing
Rationale: To encourage students to develop their math skills while also

identifying ocean animals.
Objectives:
The students will be able to communicate the identification of ocean animals.
The students will be able to use fine motor skills to “fish” for the animals.
The students will be able to identify basic geometric shapes.
The students will be able to identify numbers 1-10.
Standards:
6.A.ECe. Differentiate numerals from letters and recognize some single digit
written numerals
9.A.ECa. Recognize and name common two- and three-dimensional shapes
and describe some of their attributes
Materials:
● Pre-cut printouts of ocean animals that are inside of a shape (circle,
triangle, square, etc.) and that have a number 1-10 on them.
● Straws
● Yarn
● Tape
Procedures:
● The students will go to their small groups
● The teacher will randomly disperse the geometric animal randomly
on the floor at the floor toys group
● The teacher will place a piece of tape on each cutout
● The teacher will give each student their “fishing rod” that’s a straw
with string tied at the end, with a piece of tape at the end of the string
● The students will then try to get the tape on the end of their fishing
pole to stick onto an animal cutout
● When the student catches an animal, they must say the name of the
83
animal, the shape they are inside of and the number on the cutout.
● After, that they must put their animal back and catch a new one
Assessment:
The students will be assessed by means of observation and anecdotal notes
based on their ability to identify the animals, shapes and numbers on the cutouts
they catch. Their fine motor skills will also be noted by their ability to manipulate
and maneuver their fishing poles.
Accommodations:
If students are not able to successfully use their fishing poles they can catch
their animals with their hands instead. Some may need help with names, shapes
and numbers which is where some prompting and scaffolding could be beneficial.
84
Week 2
Thursday
1. Social Studies and Language Arts
Title: What the Sea Saw
Rationale: To reiterate to the students that it’s important to keep our oceans clean!
Objectives:
The students will be able to engage with the reading of the story and participate in
group discussions.
The students will be able to, as a group with the teacher, construct a list of ways to
help keep oceans clean.
Standards:
1.A.ECc. Provide comments relevant to the context
14.A.ECb. Contribute to the well-being of one’s early childhood environment,
school and community
Materials:
● Book: “What the Sea Saw” by Stephanie St. Pierre
● 1 piece of poster paper
● Marker
Procedures:
● The teacher will engage the students in the reading of the book “What
the Sea Saw”.
● The teacher will ask questions during the reading that pertain to the
characters, settings, illustrations and storyline to encourage the
students to participate in group discussions, make comments and
vocalize observations and knowledge.
● At the end of the story, the teacher will ask the students for strategies
to keep the oceans and environment clean
● The responses will be compiled into a list written on a piece of poster
paper as the students makes suggestions
Assessment:
The students will be assessed by means of observations and anecdotal notes
85
based on their participation and responses during the reading of the story. The
responses dictated on the list of ways to keep our oceans clean will also be used as
a class work sample to assess the student’s retention and comprehension.
Accommodations:
If students have a difficult time compiling a list of conservation strategies,
perhaps it would be best to quickly review the book and provide extra examples for
them to base their responses. This could also indicate the need for an extension
lesson on conservation strategies that are more explicitly displayed.
86
own name.
prompt.

● Pencils
87
● Crayons
● Yellow marker
a. Prompt: What is an ocean? dictate or write words to describe their
● Teacher will go around to each child illustration.
Modifications:
● Formal Assessment:
o Compare the response from Week 1 Monday and look for more details to show
evidence of learning.
88
89
Lesson Title: Five Little Fishies
● Lyrics to song
○ Five little fishes (show 5 fingers)
Swimming in the sea (wave hand sideways)
Teasing Mr. Shark,
"You can't catch me!" (shake pointing finger)

90
Along comes Mr. Shark,
Quiet as can be (hands like open mouth)
Snap!!! (slap hands closed)
Four little fishes (show 4 fingers)
Swimming in the sea!
-continue with fingerplay counting backwards -
Modifications:
the student.

91
Week 2
Friday
1. Language Arts, Science and Movement
Title: Ocean Hunt
Rationale: To enable to students to identify ocean animal through reading and
active engagement.
Objectives:
Students will be able to engage in group discussions about the book.
Students will be able to search for and identify ocean animals around the room.
Standards:
2.A.ECa. Engage in book-sharing experiences with purpose and
understanding
2.B.ECa. With teacher assistance, ask and answer questions about books
read aloud.
19.A.ECa. Engage in active play using gross and fine motor skills
Materials:
● Book: “How to Hide an Octopus” by Ruth Heller
● Pre-cut print outs of ocean animals (some from the book: octopus, crab,
jellyfish, tropical fish, etc)
Procedures:
● Before students arrive for class, hide printable cutouts of ocean
creatures around the room. This will enable them to go on a scavenger
hunt after the book is read.
92
● The teacher will read the story and encourage students to locate the
sea creatures that are hiding in the book.
● The teacher will engage the students in group discussions about the
creatures found, what’s in the illustrations, the story line, etc.
● After the story has been read, the teacher will tell the students that
some of the ocean animals from the book are hiding in the classroom.
● The students have to go around the room, on a scavenger hunt, to find
the hiding animals.
Assessment:
The students will be assessed through means of observation and anecdotal
notes on their participation during the reading of the story. Comments made,
responses to questions and vocalized observations will be noted. During the
scavenger hunt, the teacher will observe student’s abilities to problem solve,
collaborate with peers, and identify the animals they find.
Accommodations:
Students may need hints toward locations if they exhibit a significant amount of
difficulty in finding the animals around the room. It should also be advised that animals
should be placed lower to the ground so they are accessible to the students.
Week 2
Friday
2. Science and Writing:

93
Title: Salt Density Experiment

Rationale: For the students to explore and understand the difference
between saltwater and freshwater.
Objectives:
The students will be able to make predictions what samples will allow
objects to sink or float.
The students will be able to test the densities of different water samples.
Standards:
5.B.ECb. With teacher assistance, use a combination of drawing,
dictating or writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the
topic.
11.A.ECd. Collect, describe, compare and record information from
observations and investigations
12.C.ECa. Identify, describe and compare the physical properties of
objects
12.C.ECb. Experiment with changes in matter when combined with
other substances
12.E.ECa. Observe and describe characteristics of earth, water and
air
Materials:
● 4 plastic or glass cups
● water to fill each cup about 75%
● 2 tablespoons of salt
94
● 2 tablespoons of sugar
● 2 tablespoons of baking soda
● Several small plastic jewels
● Paper
● Pencil
Procedures:
● Put water into each cup
● Put 1 ingredient in each cup, leaving one with just water
● Label each cup with ingredient used
● Pass out paper and pencil to each student at science center
● Have them write down numbers 1,2,3 and 4 in a row. Ask them to
guess which cups the jewels will sink or float and write down their
answers. (Model the writing for them.)
● Put some jewels in each cup and see if they sink or float!
● Have the students check to see if their predictions were correct.
Assessment:
The students will be informally assessed based on observations of
whether they participated, made predictions, utilized their basic writing/fine-
motor skills and engaged in group discussions about the experiment and
its’ findings.
Accommodations:
Have a visual with a picture of objects sinking and floating with
captions that say “Sink” and Float” beneath them. This will allow students to
conceptualize their options as well as develop print recognition and they
can use it as a writing model. Students can also practice writing ‘S’ for sink
and ‘F’ for float if writing the entire word is too difficult.
95
96
Parent Involvement
Parents play an important role in the education of their child. Parent and teacher
communication is the key to having successful relationships and building trust. A class
newsletter will be sent home at the start of the unit so that parents can stay up to date
and informed with what is happening in the classroom. The newsletter will be
accompanied by a field trip permission slip so that parents have all of the details for the
trip to the aquarium. We will also be welcoming parent volunteers.
Parents will be vital in making sure our field trip is a success. Parents who
volunteer will have the option of riding the bus with us and will have their admission into
the aquarium paid for. These parents will be assigned a small group of students to be
with throughout the day. The responsibilities would include counting to ensure all
children are present and accounted for before, during, and after transitioning from one
area of the aquarium to the other and communicating any needs of the students, such
as needing a restroom, with the teacher. Since students are all bringing a sack lunch,
parents will help students set up their lunch by opening drinks or packages.
97
Parent Newsletter
98
Field
Trip
Perm
issio
n Slip
99
Interactive Bulletin Board
The interactive bulletin board will be in the dramatic play center and feature
student created art work. The students will create their favorite ocean animal and will
place it on the visual display board. They will be encouraged to write their name on
their animal. They’re applying their knowledge of oceans and animals, using their
creative skills and exhibiting their ability to write their name. It’s a great activity that can
be done at the beginning or end of the unit. It could look something like this:
100
Professional Resources
Aquarium Theme in the Dramatic Play Center. (2015, June 06). Retrieved May 03,
2017, from http://www.pocketofpreschool.com/2015/06/aquarium-theme-in-
dramatic-play-center.html?m=1
Hutchens, M. (2017, March 18). Surfing to Success. Retrieved May 03, 2017, from
http://surfingtosuccess.org/
Levin, V. (2016, August 28). Ocean Picture Books for Preschoolers. Retrieved May
03, 2017, from http://www.pre-kpages.com/ocean-picture-books-for-
preschoolers/
J. (2014, May 05). Ocean Animals Books, Songs, and Rhymes for Preschool and
Kindergarten. Retrieved May 03, 2017, from https://www.kidssoup.com/craft
-and-resource/ocean-animals-books-songs-and-rhymes-for-preschool-and-kind
ergarten
Ocean Life Theme for Preschool. (n.d.). Retrieved May 03, 2017, from http://www.pre
school-plan-it.com/ocean-life.html
Ocean Week at Preschool. (2016, July 07). Retrieved May 03, 2017, from
http://www.lessonsfromourlife.com/preschool/letterreview/ocean-week-at-
preschool/
Protect Planet Ocean is about Marine Conservation. (n.d.). Retrieved from
http://www.protectplanetocean.org/collections/introduction/introbox/oceans/intr
duction-item.html
D. (2016, February 27). Pretend Play Fishing Alphabet Activity. Retrieved May 03,
2017, from http://mominspiredlife.com/pretend-play-fishing-alphabet-activity/

101
Says, E. C., & Says, S. (2017, February 13). Alphabet Fish Matching Game.
Retrieved May 03, 2017, from http://www.stirthewonder.com/
alphabet-fish-matching-game/
The Great 8 Octopus - Counting and Fine-Motor Skill Activity for Preschool &
Toddlers. (n.d.). Retrieved May 03, 2017, from http://www.mamaslikeme.com/
2014/06/the-great-8-octopus-counting-and-fine.html
Why Are Oceans Salty? (n.d). Retrieved from
https://eduref.org/lessons/science/glg0030
102
Student Resources
Peck, J., & Petrone, V. (2007). Way down deep in the deep blue sea. New York:
Scholastic.
Berkes, M. (2009). Over in the Ocean In a Coral Reef. Paw Prints.
Carle, E. (2011). Mister Seahorse. New York: Philomel Books.
Carle, E. (2013). A house for Hermit Crab. New York: Little Simon.
Diesen, D., & Hanna, D. (2013). The pout-pout fish. New York: Farrar Straus Giroux.
James, J. A., & Pfister, M. (2006). The rainbow fish. New York: NorthSouth.
Lionni, L. (2017). Swimmy. Place of publication not identified: Dragonfly.
My Goldfish Graph. (n.d.). Retrieved May 03, 2017, from
https://www.teacherspayteachers.com/Product/My-Goldfish-Graph-198644
Ocean Animals Interactive Reader. (2016, August 13). Retrieved May 03, 2017, from
http://www.adabofgluewilldo.com/see-ocean-animals-interactive-reader/
Pratt-Serafini, K. J. (2006). A swim through the sea. Nevada City, CA.: Dawn
Publications.
Savage, S. (2011). Where's Walrus?New York: Scholastic.
Sherry, K. (2010). I'm the biggest thing in the ocean. New York: Dial Books for Young
Readers.
103
Reflections
Taylor
I feel that in planning this unit all of the Illinois Professional Teaching Standards were
addressed. The teaching of diverse students and their needs were taken into account when
designing the scope and sequence as well as the lesson plans. The content area and
pedagogical knowledge is evident in my daily schedule, two week plan, and the lesson plans
that accompany that. The developmental needs of students shaped the planning for the daily
schedule. Planning for differential instruction is seen in the modifications on all of the lesson
plans I wrote. The learning environment is something that I am very passionate about and I
looked into ways to best modify the existing environment to support and enrich the unit. The
lessons that I created offer varying modes of instructional delivery that encourages growth and
learning in children. There are aspects of reading, writing, and oral communication in all of the
lessons and in everything that the children do throughout the day. There are are informal and
formal assessment pieces in the unit to ensure that student learning is being adequately
assessed. This unit was created from collaborative efforts and that relationship helped to create
a unit that addresses all aspects of development and the whole child. There is professionalism,
leadership, and advocacy demonstrated through this reflection.
The hardest part of creating this unit was finding ways to structure the unit so that the
lessons were sequenced and went together. There was also a level of difficulty with finding
ways to integrate the topic into all content areas. There are certain content areas that lend
themselves to oceans more so than others. Lessons for math and science were easier to
create than the ones for social studies. There was a surprising number of music and movement
songs about oceans.

104
Hailey
This integrated unit was a great learning experience that pushed me to
incorporate all aspects of the child and content areas. The Illinois Professional
Teaching Standards were addressed by attending to diverse students, various content
areas, appropriate learning environments, different forms of communication,
assessments specific for each lesson and ways to be professional whether in the
classroom or collaborating on a project with a colleague.
This was a collaborative effort that was very time intensive but pushed us to be
resourceful and creative. We worked well together and I’m happy with how everything
turned out. I will definitely use these materials as resources in the future. The most
rewarding but challenging part of this unit was creating the lesson plans. It was also
difficult to find times to meet due to conflicting schedules. In the future, I would probably
spread out the execution of the lesson plans over a greater period of time because I
underestimated the amount of time they would take. I’m glad to have this experience
under my belt because I feel better prepared to organize a unit in the future.
105
Appendix A
106
Appendix B
Ocean Interactive Reader
107
108
109
110
111
112
113

Integrated Unit Plan 1

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Integrated Unit Plan 1

Transféré par

Droits d'auteur :

Formats disponibles

OCEANS

Integrated Unit Plan

By: Taylor Mathis and Hailey Evans

Goals and Vision 4

Morning Meeting Routine 8

Learning Environment Design 12

Interactive Bulletin Board 996

Professional Resources 1007

Student Resources 1029

provides a wealth of opportunities to explore various avenues of important and

humankind. Due to our dependence on oceans, it is our responsibility to take care of

their longevity and overall well being.

As early childhood educators, we are very aware of how important it is to bestow

of early learners, according to Bloom’s Taxonomy of instructional objects.

activities. Brainstorming ideas, daily and weekly schedules, learning environment

adaptations, centers, lesson plans, parent involvement, interactive visuals, resources

Goals and Vision

science and art while maintaining fidelity to the topics of oceans.

8:15-8:30 Journal time

8:30-8:50 Morning meeting

10:10-10:25 Clean up and wash hands

10:25-10:45 Snack time

11:00-11:20 Music and Movement

11:20-11:35 Quiet reading time

11:35-12:00 Recess (outdoors as weather permits)

12:00-12:15 Transition inside/prep for lunch/wash hands

12:45-1:00 Bathroom and prep for rest time

1:00-1:45 Rest time/quiet activities

1:45-2:15 Whole Group Instruction: Language Arts or Math

Monday, Wednesday, and Friday: Language Arts

Tuesday and Thursday: Math

2:15-2:45 Whole Group Instruction: Science or Social Studies

Monday, Wednesday, and Friday: Science

Tuesday and Thursday: Social Studies

2:45-3:00 Pack up and prep to leave

Morning Meeting Routine

The morning meeting will cover:

Attendance: Have children move their name from home to school

Calendar: count the days during the month

Seasons: go over the current season

Weather: talk about the weather outside today

hundreds then change the number

Learning Environment Design

Children should have access to a variety of listening, reading, and writing

ocean animals and their names have in common, etc.

interaction, role modeling, creativity, self-expression, speech and language. The

In a preschool classroom, math skills are practiced through a manipulatives

in the theme of oceans.

aquarium, sand dollars, seashells and a slide viewer.

expression, and imagination. Included is an easel, smocks, pints of paint, markers,

ocean animals, coral reefs and ocean conservation.

Lesson Date: Week 1 Monday

Grade Level: Preschool

Subject / Content area: Language Arts

Unit of Study: Oceans

1.A.ECc Provide comments relevant to the context.

5.A.ECa Experiment with writing tools and materials.

an opinion about a book or topic.

5.B.ECb With teacher assistance, use a combination of drawing, dictating, or writing to

supply some information about the topic.

Learning Objectives associated with the content standards:

Instructional Resources and Materials to engage students in learning:

● Whiteboard aisle or chart paper on a stand