1 Hook/Attention Getter
A class discussion will be held after the video. The teacher will ask the following question:
1. What do you know about the sunlit zone?
2. Have you ever seen a creature that lives in the sunlit zone?
2 Direct Instruction
The teacher will briefly review each of the five ocean zones. The teacher will then star the zone we will be discussing today (sunlit zone). Students will keep the zone worksheet as a reference for the rest of the unit.
Students will take the quiz on the ocean zone worksheet to test their initial knowledge of each ocean zone.
3 Independent Practice
The teacher will explain that students be split into groups and will choose one animal from the sunlit zone. Students will create a poster using popplet with a picture of the animal and three facts about the animal.
The popplet poster must contain the following:
1. Picture of animal
2. 3 Facts about the ocean creature
The creature must be from the sun light zone.
4 Guided Practice
The teacher will have students share their animals with the students at their table.
The students will take notes on the different sunlit animals in their science journal. This should be in the same section that students wrote facts about the sunlit zone at the beginning of class.
5 Wrap Up
The teacher will ask students to choose their favorite sunlit zone animal and share with the members of their group. A poll will be taken to see which animal each child liked. The app used for this will be kahoot. Students will have to share the ipads with their group to take the poll.
After students are finished presenting the teacher will review the sunlit zone on the sheet given from class. The teacher will then inform students of the next zone they will be learning about tomorrow.
Students must come up with at least two reasons why the animal is their favorite.
Key Standards Supported
|K-ESS2-1||Use and share observations of local weather conditions to describe patterns over time.|
|K-ESS2-2||Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.|
|2-ESS2-1||Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.|
|2-ESS2-2||Develop a model to represent the shapes and kinds of land and bodies of water in an area.|
|2-ESS2-3||Obtain information to identify where water is found on Earth and that it can be solid or liquid.|
|3-ESS2-1||Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.|
|3-ESS2-2||Obtain and combine information to describe climates in different regions of the world.|
|4-ESS2-1||Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.|
|4-ESS2-2||Analyze and interpret data from maps to describe patterns of Earth’s features.|
|5-ESS2-1||Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.|
|5-ESS2-2||Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.|
|MS-ESS2-1||Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.|
|MS-ESS2-2||Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.|
|MS-ESS2-3||Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.|
|MS-ESS2-4||Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.|
|MS-ESS2-5||Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.|
|MS-ESS2-6||Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.|
|HS-ESS2-1||Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.|
|HS-ESS2-2||Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.|
|HS-ESS2-3||Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.|
|HS-ESS2-4||Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.|
|HS-ESS2-5||Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.|
|HS-ESS2-6||Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.|
|HS-ESS2-7||Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.|