Sci/ELA 1st Grade Unit Plan: Coral Reefs as a Biome by marina henry https://padlet.com/marinahenryuncw/754grp7ohzsit8sx Use the Coral Reef as a lens to focus students on how plants and animals satisfy their needs using their environment, and how humans can influence these environments. Engage the students mentally, physically, and emotionally using books, video, interactive web sites, experiments, and images. en-us 2020-10-21 14:42:26 UTC 2021-04-22 15:56:34 UTC hello@padlet.com Academic Standards marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/848974968 Science- 1st Grade-Ecosystems-
Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive.
1.L.1.2
Give Examples of how the needs of different plants and animals can be met by their environments in NC or different places throughout the world.
ELA- 1st Grade- Reading: Informational Text
Identify the main topic and retell key details of a text.
RI.1.2
Determine central ideas or themes of a text and analyse their development' summarize the key supporting details and ideas. 


]]> 2020-10-21 14:52:51 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/848974968 Curriculum Framework marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/848994354 Concepts: Environmental and Animal Needs, Pollution, Human Damage, Responsibility, Interdependence, Ecosystems, Graphing, Writing
Objective: Use the Coral Reef as a lens to focus students on how plants and animals satisfy their needs using their environment, and how humans can influence these environments. Engage the students mentally, physically, and emotionally using books, video, interactive web sites, experiments, and images. 
Concepts: Coral reefs are delicate ecosystems where the animals have specific needs. The reef ecosystem supplies these needs for survival. When we pollute or damage the reef system, we destroy the homes of many types of animal.
Outcomes: Students will be able to explain how the reef ecosystem is interdependent, how at least one animal makes it's home there, how humans can harm that ecosystem, and what humans can do to protect that ecosystem.
Assessments: 
(1) Their journals: pre-assessments, evaluations for discrepancies, experiment notes 
(2) Their participation in discussion, anchor board construction
(3) Their “hands on” projects
(4) Their participation in the Explanation discussions
(5) Their pair work presentations
(6) Their participation in the “Play” final assessment
]]> 2020-10-21 14:57:14 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/848994354 Materials: Book marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849124471
Life in a Coral Reef (Biomes Alive!)

By: Kari Schuetz

Questions:
Why did the author write this book, to inform, persuade, or entertain? Why do you think that?
What was their main point? What were the points they wanted you to remember?
Are reefs living or non-living?
What do reefs need to live and grow?
What sort of plants live on the reef?
What animals live on the reef?
How do the plants there need the animals?
How do the animals there need the plants?

I will draw anchor chart on board showing main and supporting ideas, as we discuss what they are, what the terms mean, and identify them in the text.
]]> 2020-10-21 15:24:26 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849124471 Materials: Cartoon marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849171913 Wild Kratts Rocket Jaw:
Rescuer of the Reef
Questions: 
What are the Kratts looking for when they go to see if the reef is healthy?
What is the problem they encounter? Why is that a problem?
What do they do to solve the problem?
If you were the Kratts, what would you do?
What kinds of problems do reefs have in real life?
What do humans do that can hurt reefs and the plants/animals who live there?
What would the ocean  be like without reefs? How would life without reefs affect us?
How does it make you feel when people hurt reefs and pollute oceans? What do you want to say to them?
Is there a way for people and ocean life to co-exist while each still meeting their needs?
How can we help the reefs be healthy and safe?]]> 2020-10-21 15:34:24 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849171913 Experience: Interactive Group Work marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849194345 Station 1: Take box with shells and ID sheet, figure out what kind of animal each shell goes to, discuss what the shell says about the needs of the animal. Record your findings in your journal.
Station 2: Take the box of sand and magnifying glasses. Examine the sand under the glass. What do you see? Based on what you see, what do you think sand is made of? How did the things get so small to make sand? How long do you think it took to make the sand? Record findings in your journal.
Station 3: markers and poster board- select 2 animals, one plant, and draw how they depend on each other to live together on a reef. Be ready to explain to the class.
Station 4:  small fish tank  and water, with charcoal filter, dawn, and pollutant samples- Mix each pollutant in, record results. Filter through charcoal. Record results. Add Dawn. Record results. Discuss how humans affect the ocean. How can we get people to be more responsible? How can we help the ocean and reefs be healthy? Record findings in your journal.
Station 5: Water, salt, measuring utensils: Looking at graph and formula,  How much salt does it take to make salt water that animals can live in? Measure in salt to the water in 1/4 cup increments. After each measurement, taste the water and score the salinity on a scale of 1-10. How much salt does it take to make salt water that animals can live in? How salty does it taste? What other than salt does ocean water have in it? ]]> 2020-10-21 15:39:02 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849194345 FINAL ASSESSMENT: Class Play marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849269783 Each student picks 1 from stuffed animals, fake plants, and real dried coral, sea urchins, etc. 
They discuss what each needs, and create a "play" explaining how the reef works.
I note their explanations and how well their "play" reflects what they learned.
Guiding Questions:
What did you learn about reefs? What was your favorite part? what do you want to know more about?
How do humans affect the world around them? How can we be better caretakers of our world? Why is it important to know about life on coral reefs? Why do we need to protect ecosystems like the reef? Why is it important to be responsible for our actions?]]> 2020-10-21 15:54:58 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849269783 Materials: Interactive Map marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849697230 World Resource Institute web page discusses why the reefs are in danger, and how we can help. It also provides an interactive map of the reefs worldwide.
Why did they create this page?
What do we use the map for?
What else do you want to know about reefs? Record your questions so we can research them during our lessons. ]]> 2020-10-21 17:28:06 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849697230 Materials: Reef-Cam marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849881003 2020-10-21 18:08:51 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849881003 Materials: Reef Awareness Week- Georgia Aquarium marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849932215 2020-10-21 18:20:34 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/849932215 Materials: NC Reef Program marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/852132766 2020-10-22 12:32:29 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/852132766 Materials: Photo Essay marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/852203661 2020-10-22 12:53:44 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/852203661 Materials: Salt Water Contents marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/852405806 2020-10-22 13:40:38 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/852405806 Materials: Word Search marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447528178 2021-04-22 14:37:51 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447528178 Materials: Sorting Interactive Game marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447587558 2021-04-22 14:48:29 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447587558 Lesson 1: Basic Knowledge of Coral Reefs as a Biome marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447598729 Lesson objective:
To assess what students already know about coral reefs, to get students thinking about coral reef environments, and to engage them to learn more about reefs. 

Materials:Each student will need: Journals, colored pencils or crayons, paper and pencil
Book: Life in a Coral Reef (Biomes Alive!) by Kari Shuetz https://www.getepic.com/app/read/47248
Sorting Interactive Online Game: Home on the Coral Reef Biome https://www.classtools.net/vortex/202104-R9YmXV
Handout: what grows on a reef?

  • Student Pre-assessment: What lives in our oceans? What is your favorite animal? What do they need to survive? Where do they need to live in the ocean to satisfy those needs? In your journal, draw your animal in their environment, with everything they need around them.
Students should be thinking: What is daily life like for my animal? How does my animal interact with their environment? What does my animal need to survive?
Transition: How many of your animals lived on or near a reef? What do you want to know about reefs? Where do we look to find answers? 
Minds on exercise: Read the book Life in a Coral Reef (Biomes Alive!) By Kari Schuetz
Guiding Questions:
  • Why did the author write this book, to inform, persuade, or entertain? Why do you think that?
  • What was their main point? What were the points they wanted you to remember?
  • Are reefs living or nonliving?
  • What do reefs need to live and grow?
  • What sort of plants live on the reef?
  • What animals live on the reef?
  • How do the plants there need the animals?
  • How do the animals there need the plants?
Hands on exercise:
Pass out the handout, PLAY “at home on the coral reef biome”
  • Questions to guide shaping their Explanations:  What is a reef? Why do oceans have reefs? Why do you think so many different animals choose to live on the reef? What is necessary to create the reef biome? As they answer I will record them on the board.
  • My Explanations:
  • Together as a class we will draw an anchor chart on board showing main and supporting ideas from the book as we discuss what they are, what the terms mean, and identify them in the text. Then we will evaluate their answers and see how they align with the knowledge they have gained thus far. I will ask students to answer and explain how each idea is true or false based on what we have learned.
  • Terms: reef, biome, environment, sustainability

  • Thinking Deeper: What if we did not have coral reefs? What is a coral reef like? Are there only animals on a coral reef? What part does algae and seaweed play on a reef? What if suddenly one animal in the biome, like the starfish, died off and there were no more eels on the reef; what do you think would happen to the reef over time? What can you compare a reef to? Why is it important to know what a reef is and how it works as a biome? What do you think we will be doing in the other lessons in this unit to help us understand the coral reef biome? What do you hope we will do? Do Word Search
  • At this stage I would break students down into pairs and ask them to share with each other their initial journal drawings. What did the peer draw that we can prove is true learning what we learned about today? What was in the drawing that we have now learned is not quite right? (discrepancies) What should be removed? What can be added to make the drawing more accurate and complete. 
  • Student pairs will then figure out a scenario in real life that is like a coral reef. Each pair will present what they learned when they compared their drawings, and explain why they chose their scenario and how it is like a coral reef. 
  • Assessments:
  • Journal Drawing
  • Ideas Board Participation
  • Word search
  • Anchor Chart Creation Participation
  • Peer Presentation
  • Exit ticket: List 3 animals and 2 plants that live on coral reefs. Then answer: What are 3 facts from the book you find most interesting? What were 2 things you did not know? What is one question you have about reefs now?
]]> 2021-04-22 14:50:26 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447598729 Materials: Handout- What Grows On a Reef? marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447607051 2021-04-22 14:51:59 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447607051 Lesson 2: Understanding Types of Corals and Reefs, Man-made Reefs and Natural Reefs marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447676796 Lesson objective:
Guide students to a deeper understanding of the types of coral reefs, the interdependence of life on the reefs, and what is needed for reefs to be healthy and flourishing both locally and globally.

Materials:Journals and pencils
Book: Coral Reefs by Gail Gibbons https://www.getepic.com/app/read/70116
one container of play-dough for each student
Pieces of coral from the beach
Web page: NC Coral Reef Program: http://portal.ncdenr.org/web/mf/artificial-reefs-program
Web page with video: Coral Reef Awareness Week, Georgia Aquarium https://www.georgiaaquarium.org/booking/coral-reef-awareness-week/

  • Pre-Assessment: Yesterday we began our unit on Coral Reefs. What do you remember from yesterday? How does a reef get started, does someone sprinkle reef seeds off a boat and they just spring up like a tomato? Are they only made by nature or can we help reefs form? What is the difference between an artificial and natural reef? Why do we need to make reefs? What do we make them of? Who lives there? What are dangers to the corals?  Record your thoughts in your journal and draw a picture of what you think a coral looks like. 
  • Students should be thinking: What is the difference between a man-made and a natural reef? How is this environment created?
  • Transition: We are going to explore coral reefs deeper today. 
    • Minds on: View NC REEF PROGRAM.  How did the information on the web page confirm or refute the answers you recorded in your journal at the beginning of class? 
    • Hands on: Read book: Coral Reefs by Gail Gibbons. Pass around pieces of coral from the beach. Have students recreate one type of coral from the text using play-dough. 
  • Guiding Questions: What does a coral look like? What is it like on the inside vs the outside? How does a coral get the nutrients it needs to survive? How would a coral feel if you touched it? How does a coral act? 
  • Each student shows their coral and explains what that coral is like inside and out, and how their coral meets their needs. 
  • Guiding their thinking about corals: Why do we have pieces of coral on our beaches? What happens to make corals die? What does coral need to live? What happens when they do not get what they need? 
  • My Explanation: Corals cannot be touched by human hands or they will die. Propeller blades can chop coral off. Animals can eat the coral polyps.
  • Deeper Thinking: Break students up into pairs. Have them share their journal entries from the beginning of the lesson today. They should discuss what was proven correct and what was proven incorrect based on the facts they learned today. Have each pair share their findings with the class.
  • What is a coral polyp? What is it like? What can you compare it to? Is it strong or fragile? What can damage corals? What can we do to help coral thrive so they can do their part in the coral reef biome? 
  • Visit the web page, Coral Reef Awareness Week by the Georgia Aquarium and watch the video. Ask: What are the main threats corals face? What would happen if corals disappeared? How can you help? 
  • Create an anchor chart with their helpful suggestions on how we can be friends to corals. 
  • Assessments
  • Journal findings presentation
  • Play dough coral creation and explanation
  • Participation in the helping corals anchor chart
  • Exit Ticket: List 3 animals and 2 plants you observed. What did you observe about their lives and needs? What are three questions you would ask someone who works with coral reef biomes? 
]]> 2021-04-22 15:04:26 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447676796 Lesson 3: Marine Biologists and How They Protect the Coral Reef Biome marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447703635 Lesson objective: Guide students in conceptualizing the positive role humans play in the reef environment.

Materials:Journals and pencils
Book: Women in Science and Technology: Rachel Carson  by M.M. Eboch https://www.getepic.com/app/read/75993
Web Page: Indo-Pacific Barrier Reef Webcam from Georgia Aquarium https://www.georgiaaquarium.org/webcam/indo-pacific-barrier-reef/
Video: “I want to be a Marine Biologist” from Kids Dream Jobs Can You Imagine That? series https://www.youtube.com/watch?v=WlB9D9Ob-6M
Live Interview: A marine Biologist from the NC Reef Program, either in person or through Zoom,  presents what a marine biologist is and how their work aids the NC reef system, and answers their questions from the exit ticket in the previous lesson.
  • Pre-Assessment: What do you remember about the lesson we had yesterday about local and global reefs? What ideas did we have that were not so correct? Today we are going to talk more about the reefs and our part in caring for the coral reef biome. For today’s initial journal entry, first we will take a few minutes to view a real life coral reef in action. Please note what you see and any questions you have. Then think about what roles and jobs you think people have that can involve the coral reef biome, and note your ideas. SHOW Indo-Pacific Barrier Reef Webcam from Georgia Aquarium. 
Students should be thinking: What animals do I see? What types of coral do I see? What algae and plants do I see? How are all these things interacting? What do people have to do with the coral reefs?
  • Minds on: Read book: Women in Science and Technology: Rachel Carson  by M.M. Eboch. Ask: what job did Rachel Carson have that helped the ocean? activist, author, marine biologist
  • Hands on:  In your journal, write what you think the definition of a marine biologist is. 
  •  WATCH “I want to be a Marine Biologist” from Kids Dream Jobs Can You Imagine That? series. What would you add to your journal entry? 
  • Guiding questions: What does a marine biologist do? What do they wear? What do they think about? What kinds of tools do they use? What effect do they have on the coral reef biome? 
  • Students will share their definition of what a marine biologist is and does. 
  • Guiding their Thinking/ Professional Explanation: We will have a marine biologist from the NC Reef project meet (in person or through Zoom) with the students. They will listen to the presentation and then have the opportunity to ask them the questions they wrote in their journals from the exit ticket in the lesson before. 

  • Deeper Thinking: What would our reefs be like without the help of marine biologists like the one we just met? What job on land compares to what Marine Biologists do in the water? How do Marine Biologists know what to do to help? What kind of problems do they solve? How do they find the answers? Why is their work important? Look back at your definition- how has it changed now that you have met and talked to one?
  • Journal Activity: Students will pretend they are a Marine Biologist. They will select a problem, propose a way to study and learn more about the problem, hypothesize a solution, and discuss a way to test their hypothesis. 
  • What do we know about the problem? Where can we look to learn more? What tools would you need to test your hypothesis? How would you apply the knowledge you gained to the problem? 
  • Assessments:
  • Initial Journal Entry observing the reef and thinking about how people can help it
  • Second Journal Entry defining a marine biologist
  • Third Journal Entry imagining if they were a marine biologist
  • Exit Ticket: What are 3 things you learned from the interview, 2 questions that were asked that you liked, and 1 thing you still want to know. 
]]> 2021-04-22 15:09:14 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447703635 Break Break: The Coral Song marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447731101 2021-04-22 15:13:57 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447731101 Lesson 4: Pollution: A Problem We Create for the Coral Reef Biome marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447738700 Lesson objective:  Guide students to realize the negative impact humans have on the Coral Reef Biome.

Materials:Journals and pencils
Markers and Poster boards (5)
shell box/ID card, sand/magnifying glasses, salt/water/measures, water/small aquarium tank/oil/cigarette butts/ cola and can/sunscreen/charcoal filter/dawn
Interactive Web Page and video: Reefs at Risk Project by World Resources Institute https://www.wri.org/initiatives/reefs-risk
Book: Look out for Litter by Lisa Bullard https://www.getepic.com/app/read/48431
Photo Essay: Henry, M. “What Does Water Pollution Mean?” https://docs.google.com/presentation/d/1nr8DsnMc0Szs9ZNeqyKxelXODSqGA83GMoY6VE6PPYo/edit
Video: Wild Kratts- Rocket Jaw: Rescuer of the Reef https://www.youtube.com/watch?v=MpKliIHhv4Q
Salinity Graph: https://courses.lumenlearning.com/suny-earthscience/chapter/composition-of-ocean-water/

  • Pre-Assessment: What do you remember about yesterday’s lesson? What do you take to the beach? What do you see that people leave there?  Where do you think those things go? What effect do you think they have on the animals and environment in the water? VIEW Pollution Photo Essay. Record your thoughts and feelings  in your journal. 
  • Students should be thinking: How do my actions and the actions of other humans affect the coral reef biome?
  • Minds on: VIEW Wild Kratts Rocket Jaw: Rescuer of the Reef
    Question and answer session (class discussion format): 
    • What are the Kratts looking for when they go to see if the reef is healthy?
    • What is the problem they encounter? Why is that a problem?
    • What do they do to solve the problem?
    • If you were the Kratts, what would you do?
    • What kinds of problems do reefs have in real life?
    • What do humans do that can hurt reefs and the plants/animals who live there?
    • What would the ocean  be like without reefs? How would life without reefs affect us?
    • How does it make you feel when people hurt reefs and pollute oceans? What do you want to say to them?
    • Is there a way for people and ocean life to co-exist while each still meeting their needs?
    • How can we help the reefs be healthy and safe?
    • Now I will have students explain to me the negative effects humans can have on the reef environment. READ Look out for Litter by Lisa Bullard.
    • What creates pollution? What does pollution look/smell/feel like? What can you compare littering in the ocean to? 
    • Preparation: View interactive Web Page and video: Reefs at Risk Project by World Resources Institute. Ask: What puts our reefs at risk? What can we do to help? What makes our reefs so unique and fragile?

      Hands On Experimentation Stations: Students will be divided into 5 groups, and rotate through the stations with their journals, recording results at each station. I will give each group 10 minutes to experiment and 5 to record at each station.
      Station 1: Take box with shells and ID sheet, figure out what kind of animal each shell goes to, discuss what the shell says about the needs of the animal. Record your findings in your journal.
      Station 2: Take the box of sand and magnifying glasses. Examine the sand under the glass. What do you see? Based on what you see, what do you think sand is made of? How did the things get so small to make sand? How long do you think it took to make the sand? Graph what you see and how much in a pie chart. Record findings in your journal.
      Station 3: markers and poster board- select 2 animals, one plant, and draw how they depend on each other to live together on a reef. Be ready to explain to the class.
      Station 4:  small fish tank  and water, with charcoal filter, dawn, and pollutant samples- Mix each pollutant in, record results. Filter through charcoal. Record results. Add Dawn. Record results. Discuss how humans affect the ocean. How can we get people to be more responsible? How can we help the ocean and reefs be healthy? Record findings in your journal.
      Station 5: Water, salt, measuring utensils: Looking at graph and formula,  How much salt does it take to make salt water that animals can live in? Measure in salt to the water in 1/4 cup increments. After each measurement, taste the water and score the salinity on a scale of 1-10. How much salt does it take to make salt water that animals can live in? How salty does it taste? What other than salt does ocean water have in it?
      Assessments:
    • Pollution thoughts and feelings journal entry
    • Kratts question and answer participation
    • Experimentation Station Journal Entry
    • Exit Ticket: What are 3 things you learned today about how unique the coral reef biome is? What 2 things did you learn about water pollution? What is one question you have about water pollution and the coral reef biome?
]]> 2021-04-22 15:15:14 UTC https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447738700 Lesson 5: Reefs Alive! Teaching Others About the Coral Reef Biome marinahenryuncw https://padlet.com/marinahenryuncw/754grp7ohzsit8sx/wish/1447785253 Lesson objective:
Use a play format to have students express the knowledge they have gained about coral reef environments, and what humans can do to hinder and help coral reef biomes survive

Materials:
Book: National Geographic Readers: Coral Reefs https://www.getepic.com/app/read/44533
Journals and Pencils
My computer for videoing
Parent permission slips to create educational video with students, to be shared only with other classes in the school
Construction paper, scissors, markers, glue sticks, tape


Pre-Assessment: Take a moment to look through your journals. Then write an entry that explains to me how your thoughts and beliefs about the Coral Reef Biome have changed and grown this week. If you could share what you learned with others, what do you think would be important for them to know? 

Students should ask themselves: How did I grow? What did I learn? What will change in the way I act and think about coral reefs and pollution? 
  • Minds on: As the first step in the final exercise in this unit, the students will work in pairs to draw their own coral reef biome, list what is needed and why, and include the things they learned that they believe are the most important for everyone to know. Then they will present to the class their findings. I will create an Anchor Chart on the board with two lists: What a Reef Needs and What We Want Others to Know
  • Hands on: Each student will pick one animal or plant from the board for them to create and represent. They will use art supplies to make their animal or plant. 
  • Guiding Questions: What does your selection need? What does it look like? What does it feel like? How does it move? How does it interact with others? How does it protect itself? 
For the next step in our final exercise in this unit, the students will each write a journal entry explaining their selection and everything they know about it. 
  • Students will copy their entry on a note card and practice talking about it. 
Thinking Deeper: Who is your selection? What is great about your selection? Where does it live on the reef? Why does it make a coral reef it’s home? How does it interact with others on the reef? How do humans harm it? How can humans help it?
  • Students will then assemble, discuss order and organization, practice, and present a “play” where they each educate the viewer about the parts of a coral reef, why it is a unique environment, what is endangering the inhabitants and biome as a whole, and what they want others to do to help. 
  • I will then have a “Screening party” and invite the other first grade classes to come watch. 
Assessments:
  • Pre-assessment journal entry
  • Biome pair drawing and explanation
  • Journal entry on selection
  • Participation in Play
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