+The College of New Jersey School of Education Bianca Venice and Heather Wuest Title: Protecting Our Ocean

Grade Level: 1st grade Cooperating Teacher: Ms. Tindall Time Allotted: 40 minutes Description of Topic: Students will understand that they can make a difference in helping to protect the ocean environment by not littering or polluting the water. Standards: 1.SL.2.Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 5.3.2.C.3.Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there, or ways that humans might harm habitats. 5.4.2.G.3.Identify and categorize the basic needs of living organisms as they relate to the environment.

Objectives Students will discuss ways they can protect the ocean environment. Students will develop a class letter to an ocean expert asking how they can help keep the oceans clean, why they like the ocean, and what they learned about the ocean. Students will conclude that when animals encounter dangers in their habitat they are not able to acquire their basic survival needs.

Assessments The teacher will collaborate with students to make a list of ways that they will protect the ocean. Students must tell the expert three things they have learned in the unit, how they are going to keep the ocean clean, any questions they have, and what they like about the ocean. Following the reading of Where the Sea Turtles Go, the teacher will ask the students about the dangers the sea turtles encounter and how these dangers prevent the turtles from attaining their four basic needs.

Materials: Do You Know Where Sea Turtles Go? By Paul Lowery, easel paper,, and chart paper for drafting a class letter

Prior Knowledge: Students will have knowledge about the ocean and its inhabitants. Students will a basic understanding about how to take care of the environment. Students will know the basic necessities of living things (taught in a prior unit lesson). Hook:(5 minutes) The lesson will begin with the teacher asking the students, Raise your hand and tell me something you like about the ocean? The teacher will write on the board all of the things students like about the ocean. The teacher will discuss with the students that the ocean is our friend and we must protect it !

Procedure:(30 minutes) 1. The teacher will read the book Do You Know Where Sea Turtles Go? By Paul Lowery. The teacher will review the basic needs of all living things. The teacher will ask the students about the different dangers the turtles experienced throughout the story and how they prevent animals from getting their basic needs. 2. Ask questions such as: What do you think other sea creatures do when they encounter these dangers? What happens if ocean animals dont have a safe environment? What can we do to help the ocean animals live in a safe environment? 3. The teacher will facilitate a class list on ways to protect the ocean environment. 4. The teacher will talk about how there are many different organizations that work hard to keep our oceans clean and even one person can make a difference! 5. Create a class letter to an ocean expert stating what they are going to do to keep the ocean safe, questions they have, what they like about the ocean, and three things they learned about the ocean during the unit. Closure: (5 minutes) The teacher will discuss that is important to keep the ocean clean so that animals can have their basic survival needs and so me and you can do all the things we love to do at the ocean. The teacher and students will make a list of ways they will protect our ocean. Questions: 1. Why is it important to keep the ocean safe? 2. What do you like about the ocean? 3. What do sea animals need to survive? 4. What are some things we can do as a class to help protect the ocean? 5. What do you think other sea creatures do when they encounter these dangers? 6. What happens if ocean animals do not have a safe environment? 7. What can we do to help the ocean animals live in a safe environment?

Differentiation: The class will be working together on the activity so the students will all be on the same task. The teacher will call on multiple students to provide an answer to implement understanding in students at all levels. The ESL students will receive a support sheet with words that are prevalent in the lesson. The support sheet will contain words written in English and a picture of the word. The support sheet will also contain common phrases used regularly in the classroom in English and a picture of the procedure. The support sheet will enhance the ESL students comfort in the classroom which will as a result heighten their learning. Classroom Management: All the students will be asked to sit on the carpet where the entire lesson will take place. The teacher will review the carpet rules to the students at the beginning of the lesson. The teacher will utilize the whole brain learning strategies for managing the classroom including Hands and eyes, hands and eyes and Bring it back bring it back bring it back now.. Any student that is not following these carpet rules will return to their seat and the teacher will call the student back to the carpet when they are ready. Transitions: At the end of the lesson the teacher will send students back by what color they are wearing to maintain structure and preserve instructional time.