Organisms and DevelopmentExploring Water Life

Teresa Ly and Kathleen KlobusEducation 712.33- Summer 2010

Table of Contents

Overview of UnitGraphic OrganizerLesson: 2Lesson:3 Lesson:5Filamentary WebsiteScavenger Hunt

Graphic OrganizerLesson 1:Exploring

Under the SeaWhat do you see under the

sea?Lesson 2: Life Cycles of Fish

“Just keep growing, Just

keep growing”

Lesson 3: Exploring the External Parts

of the Fish.“Its all about the Looks”

Lesson 4:Exploring

the Internal

Parts of the Fish“You

should never

judge a book by it’s

cover”

Lesson 5:Dissection Experiment“Sorry, it’s time to cut you open”

Lesson 6:Field Trip“Light’s, Camera,

ACTION!”Organisms

AndDevelopment Kathleen K.

Teresa L.

Lesson 2Life Cycles of a Fish

Lesson 2: Life Cycles of a FishBehavioral Objective(s):

Students will be able to gain knowledge about the life cycle.

Students will be able to create a bar graph using excel (life span).

Students will be able to compare the life cycle of human and fish.

Students will be able to work cooperatively in groups.

Lesson 2: ContinuedProcedure: Gather the children together at their seats and ask students “Why do

you think fish are here on earth?” After a few answers, explain that the basic task that fish have, just like all others animal is for reproduction.

Discuss the two major reproductive strategies of animals. Contrast fish and human reproductive system on the smart board.

Create student groups and help each group select a type of organism they want to research.

Groups will use the Internet or visit the library to learn more about the life cycle and preferred spawning habitat of their chosen fish.

Groups will illustrate the fish’s life cycle using software or classroom materials.

Students will also create a chart at the end to compare the life span of the fish they have chosen with the other groups.

At the end of the period lesson, groups will share their information.

Bar Graph of Life Spans

Sea Turtle

Sea Star

Sea Lion

Goldfish

Guppy

Bettafish

Salmon

0 10 20 30 40 50 60 70 80 90

80

35

25

20

4

3

7

How Long do you Live?

Life Span of Animals

Sea Animals

Salmon vs. Human Life CycleSalmon Human

Assessment/Rubric Objective 3-Target 2-Satisfactory 1-

UnsatisfactoryScore

1: Students will be able to gain knowledge about the life cycle by creating a list of facts.

Student was able to gain knowledge about the life cycle by creating a list of 7-10 facts.

Student was able to gain knowledge about the life cycle by creating a list of 4-6 facts.

Student was able to gain knowledge about the life cycle by creating a list of 1-3 facts.

2: Students will be able to create a bar graph of the life span of different fish.

Student was able to create their own graph correctly based on their research. Everything was labeled correctly and data was accurate.

Student was able to create their own graph with minor (2-3) errors. Graph wasn’t labeled correctly or data was inaccurate

Student was unable to create a graph based on their research.

3:Students will be able to compare and contrast the life cycle of a fish and a human using a Venn diagram.

Student was able to compare and contrast the life cycle of a fish and a human with no errors.

Student was able to compare and contrast the life cycle of a fish and a human with minor (1-3) errors.

Student was unable to compare and contrast the life cycle of a fish and a human.

4- Students will be able to work in groups and build their communication skills.

Student was able to work in groups; student was able to communicate appropriately, cooperate with others and contributed to the group.

Student was able to work in groups however not always communicate appropriately, cooperate with others or contributed to the group.

Student was unable to work in groups, unable to communicate appropriately, cooperate with others or contribute to the group.

Lesson 3Exploring the External

Parts of a Fish

Lesson 3- Exploring the External Part of a FishBehavioral Objectives

Students will be able to identify parts of a fish.

Students will be able to compare and contrast two different types of fish.

Students will be able to explain the fish’s functions in order for survival.

Lesson 3: Continued…Procedures:Gather the children around the Smart board and show them

a picture of a fish. Ask children to identify the parts of the fish and ask them what they are for. For example; Eyes are there for them to see.

Point out the external parts of the fish and label them.Explain the parts of the fish and discuss how certain

features help them with their functions and survival.Have students compare two different fish’s in a Venn

diagram on the computer.Have students label the parts of the fish and write the

function of that part. (The Smart board will be erased to assess the children).

Venn Diagram.

SalmonDorsal Fin

Adipose FinThey have silvery skinSpotted back and fins.

The largest salmon could be 120 pounds.

Sea BassSpiny Dorsal FinSoft Dorsal FinNares (Nostrils)

ScalesLateral LinePeduncle

It can grow up to (60kg).Pointed head,

Concave forehead, Large jaws

Blue to greenish gray dorsals.Silvery on sides

White belly

SameCaudal FinOperculum (Gill Cover)

Anal FinVent

Pelvic finPectoral FinFreshwater

And Saltwater

Fishes

Assessment/RubricObjective 3-Target 2-Satisfactory 1-

Unsatisfactory

Score

Students will be able to identify and name the parts of a fish.

Student was able to identify and name all parts of the fish.

Student was able to identify and name 3-5 parts of the fish.

Student was able to identify 1-2 parts or was unable to identify and name parts of the fish.

Students will be able to compare and contrast two types of fish using a Venn diagram.

Student was able to compare and contrast two types of fish. Venn diagram was labeled correctly and data was accurate.

Student was able to compare and contrast two types of fish. Venn diagram was completed with minor (2-3) errors because wasn’t labeled correctly or data was inaccurate.

Student was unable to compare and contrast two types of fish. Student was unable to complete their Venn diagram.

Students will be able to explain the fish’s functions in order for survival through writing.

Student was able to explain all the fish’s functions in order for survival through writing.

Student was able to explain 3-5 functions of the fish in order for survival through writing.

Student was able to explain 1-2 functions of the fish in order for survival through writing or was unable to explain any.

Lesson 5Dissection of a Fish

Lesson 5- Dissection of a FishBehavioral Objectives

Students will be able to label parts of the fish.

Students will be able to locate parts of the fish.

Students will be able to observe and visually see the different parts of the fish. (Internal/External)

Students will be able to work in groups to share jobs.

Lesson 5- Continued…Procedure :

Show the children the fish as a group. Model the proper way of dissecting.

Review the tools. Instruct the students the proper way to use and handle the tools.

Students will go into their groups of 4.Groups will go get their materials (tray of fish, tools,

etc).Groups will give each member a job.Groups will dissect the fish.Groups will collaborate and fill out the worksheet. http://www.englewoodschools.org/schools/flood/images

/teachers/lammer/dissect_fish.pdf

Assessment/RubricObjective 3- Target 2-

Satisfactory1- Unsatisfactory

Score

1- Students will be able to label the parts of the fish.

Student was able to label the parts of the fish.

Student was able to label 4-6 parts of the fish.

Student was able to label 1-3 parts of the fish

2- Students will be able to locate the parts of the fish while dissecting it.

Student was able to locate the parts of the fish while dissecting it.

Student was able to locate 4-6 parts of the fish while dissecting.

Student was able to locate 1-3 parts of the fish while dissecting. Or student was unable to locate.

3- Students will be able to observe and visually see the different parts of the fish. (Internal/External)

Student was able to observe and visually see all the different parts of the fish.

Student was able to observe and visually see 4-6 parts of the fish.

Student didn’t participate in the dissection experiment.

4- Students will be able to work in groups, communicate appropriately, cooperate with others, and contribute to the group.

Student was able to work in groups; student was able to communicate appropriately, cooperate with others and contributed to the group.

Student was able to work in groups however not always communicate appropriately, cooperate with others or contributed to the group.

Student was unable to work in groups, unable to communicate appropriately, cooperate with others or contribute to the group.

Filamentary WebsiteThis website was created for children who are

interested in exploring the Ocean life through entertaining, engaging and interactive websites, games, videos, etc.

All marine species start off as an egg in the life cycle of development. There are many similarities between human and different species of fish. The sites below will allow students to explore different ways of learning about marine animals in fun and engaging ways.http://www.kn.att.com/wired/fil/pages/listlifescik

t.html

Scavenger HuntThis scavenger hunt was created for children to

explore the websites. Questions are asked and children have to research the websites given.

http://www.kn.att.com/wired/fil/pages/huntscavengetk.html

Web 2.0 ToolStudents will be able to use a discussion

board that will be posted in Lesson 6. Students will be able to share what they liked most about the unit and what they disliked about the unit.

Students will be able to reply and discuss with each other.

They will also be able to share new facts and ideas that they come across.

Pictures from Aquarium