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Length: One day (Friday)
*Summative

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11 Most Amazing Creatures of the Mariana Trench - YouTube

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Students will write about cutthroat eels that live in the trench. Not many animals live in this zone, so there are few to learn about. Students will complete sentences using the words Is, Can, and Has.
This is our last journal page, students will get back all previous pages and put them together making a book about each zone and the animal they wrote about in their journal.

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Students will have learned an animal from each zone and will be able to draw them into the correct zone.

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What you will need A clear jar, food coloring, corn syrup, oil, dish soap, water, rubbing alcohol and funnels.
- Pour 3/4 cup of each liquid into your glass jar for each ocean layer (or less for a smaller jar).
*as we make our jars we will discuss what each zone is and what animals live in each of them.

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To end our lesson of the ocean, we will watch the movie Finding nemo and have under the sea graham cracker snacks that we will make before our movie.

**finding nemo adequately shows the different zones of the ocean throughout the movie, this is why this was chosen for the end of this lesson.

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Length: One day (Wednesday)
*Technology

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For this lesson, as a class we will take a virtual field trip of the ocean. There are many different websites we will view for this section as there is lots to look at.
-Coral city camera, Miami Florida
Coral Morphologic - YouTube
-Manatee Cam
Webcams - Save the Manatee Club
-Monterey Bay | Live cam | Monterey Bay Aquarium

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Students will have previously learned of these sea animals on this page, so we will count and graph how many we see.

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Introducing Zones and start Sunlight Zone 

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Introducing Zones and start Sunlight Zone 

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Length: One day (Monday)
*Writing

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Length: One day (Tuesday)
*Math

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Length: One day (Thursday)
*Science

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Students will write about abyssal octopus for journal page 4. students will complete their journal using words Is, Can, and Has, forming complete sentences about facts they have learned about the abyssal zone and octopus.

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K-2-ETS1-1 Engineering Design
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

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What’s Hiding at the Most Solitary Place on Earth? The Deep Sea - YouTube

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Students will compare and contrast dolphins and sharks.

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You will need
- 2 glasses ( two for each table)
- Warm water
-salt
Directions
STEP 1:  Start by filling one glass about 2/3 of the way full with water. Ask the students what will happen if you carefully drop an egg into the glass of water.
STEP 2:  In the other glass, fill to the same height with water. Now stir in 3 tablespoons of salt. Mix well to dissolve the salt! Ask the students what they think will happen this time and demonstrate!
* the second egg should float due to the density.
STEP 3: fill out worksheet

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K-2-ETS1-1 Engineering Design
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Engineering Design
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
CCSS.ELA-LITERACY.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.RL.K.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

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Students will write about angelfish in this zone, filling in the sentences using Is, Can, and Has.

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After our field trip, students will complete a journal page about if they were able to take a trip in the ocean in a submarine, what would they hope to see. What zones would you want to visit the most?

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The Magic School Bus S04E13 Takes A Dive (Coral Reefs) - Bing video

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Splash and Bubbles . Games . Help Our Kelp | PBS KIDS

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CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-LITERACY.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
K-2-ETS1-1 Engineering Design
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
CCSS.MATH.CONTENT.K.MD.B.3
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.¹

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Creatures of the Ocean Twilight Zone - YouTube

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Students will be placed with a partner and will take turns determining great than or less than between the picture cards.
Roll & Color worksheet. Complete on own. Students will roll dice and color picture referencing the color key on the board that I have made to go with the worksheet.

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Seashell syllable sort worksheet and Journal page one- Jelly fish. 

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Seashell syllable sort worksheet and Journal page one- Jelly fish. 

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Seashell worksheet: students will cut out and paste each word under correct column with the number of seashells representing syllables.
Jellyfish journal page: Students will write about jellyfish filling in the sentences Is, Can, Has.

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Students will write about Whales (whales live in the twilight zone), filling in the sentences using Is, Can, and Has.

**journal pages look like this but different animal each time.

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For this experiment, all you’ll need is a plastic cup, coffee filter, rubber band, and water with coffee or sand in it. The filter is like a fishes gills. Pretend that the coffee in the water was oxygen. Oxygen is what we breathe and need to live. So when the water goes through a fishes gills, it gets caught.
We will do this in our table mate groups.

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Students will be placed into groups of 4.
You will need: * 2 balloons

* oil

* water

* a big tub filled with water
* (optional) sharpie marker
* (optional) dish soap
Directions:
1. Fill one balloon with water and one balloon with oil. (To make it even more dramatic, use dish soap instead of water!) I used 12 inch balloons and only put about 1/4 cup of liquid in the balloons so they are less likely to break!
2. Draw sharks on your balloons

3- Place both balloons in the tub of water and see which floats!

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Ocean zones color sheet

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CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-LITERACY.L.K.1.F
Produce and expand complete sentences in shared language activities
CCSS.ELA-LITERACY.L.K.1.A
Print many upper- and lowercase letters.
K-2-ETS1-1 Engineering Design
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

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Grade Level: Kindergarten
Unit Length: 1 week

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Student will be able to identify each ocean zone, the animals that live in each zone.
Student will be able to sort and determine greater than or less than using ocean number cards.
Student will be able to answer specific facts about animals in the ocean, completing an ocean fact journal.
Student will be able to construct an ocean zones jar.

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K-2-ETS1-1 Engineering Design
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

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K.CC | Counting and Cardinality (K-ESS3-1)
K.MD.A.2 | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-LS1-1)

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W.K.2 | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS2-2),(K-ESS3-3)
W.K.7 | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-LS1-1)

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K-LS1-1. | Use observations to describe patterns of what plants and animals (including humans) need to survive.

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CCSS.MATH.CONTENT.K.CC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
K-2-ETS1-1 Engineering Design
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-1 Engineering Design
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.