Lessons & Activities
All lessons and activities are
designed to integrate into Oceanography, Ecosystem or Environmental Units
1. Know Want to know Learned (KWL)
- Create a KWL traditionally OR
Have students draw and write
out what they know about the oceans & islands of the world on large
poster paper....would be fun to do as a cooperative group. If done
as individuals, start by charting longitude and latitude and charting the
continents using ratios and comparisons. Then in "pencil" have students
put in what they "think" they know. These would be a good source
to keep so students can chart what they are learning throughout the unit....OR
Have students draw their "own island"...have them draw land and sea plants & animals explaining their inter connectedness.
Share out....look at maps....
Discuss What students are
interested in "wanting" to know
At the end of the unit,
go back to KWL and discuss what was learned throughout the unit.
and Experimentation ~
Students to the Seacology Foundation.
What is a "non-profit" organization? What is Seacology's rationale?
What does the name "Sea-cology" connote and denote?
Intro ~ Discuss environmental facts about islands
and their ecosystems. Ask students some of the following questions for initial input:
a. What is an island?
b. How are the culture, ecosystem government of an island related to its geological formation, its climate and currents?
c. What are the most important elements of an ecosystem?
d. Where do you think the first inhabitants of islands came from and why did they come?
e. What is the difference between native and introduced species? What are the pros and cons of introduced species?
f. How are we all interconnected, island to island?
g. How are ecosystems on land through sea connected?
h. What does the phrase "No Man Is An Island" mean?
i. What does "No Island Is An Island" mean?
j. Can we do anything to preserve threatened island environments?
students into groups depending on availability of computers, differentiation
needs and class size.
teams review islands projectsand let them choose an island to explore & research.... OR, use a grab bag and have students draw an island. Then have students go to a world map or atlas and put their names with a flag on their island. Have students hypothesize what their island is like by its location. When students start research, their projects should include the following:
a. Name of Island
b. Latitude & Longitude ~ How does the location effect the island's natural ecosystem?
c. Currents ~ What currents effect your island? Deep? Surface? Cold? Warm?
d. Native resources & species VS. Introduced
e. How are the culture, ecosystem and government of an island related to its geological formation, its climate and currents?
f. What are the most
important elements of this island's ecosystem?
g. Where do you think the first inhabitants of this island came from and why did they come?
h. How are we interconnected to this island?
i. How are ecosystems on this island connected: land through sea?
j. What is being done to help preserve this island's ecosystem? Can we do anything to preserve this threatened island's environments?
Mapping ~ Students should create either
traditional maps of their islands and ecosystems or try making a cross
section. Visual graphing is important to show the interconnections.
Presentations & Written Reports ~ Students
will write Island Reports & Prepare student Power
Point Presentations about their island research. A multimedia rubric should be used to guide student projects.
Articles & Bay Area Challenge ~ Student will write articles for a newspaper publication and challenge other students in the Bay Area to become informed stewards of the earth and help to make a difference.
Use the scientific
method to set up and run an investigation
Have students develop a
question having to do with water, islands, ecosystems, oceans, or connectedness.
Plan and conduct a simple
investigation based on the question and write instructions others can follow
to carry out the procedure.
Identify the dependent and
controlled variables in an investigation.
Identify a single independent
variable in the scientific investigation and explain how this variable
can be used to collect information to answer a question about the results
of the experiment.
Circles are a fun and efficient way to integrate
literature into any area of study for multi levels of students in your
classroom. Possible fiction & non-fiction book selections could include:
Introduce Inspiration to
your students. Have them create Inspiration Creations based on their
books. Have their islands one of their "links" and include "connections"
between their literature and their islands. Connections include text
to self, text to the world, text to text. To find more information
regarding "connections", see Mosaic
of Thought or
Mosaic of Thought Strategies.
The Cay ~ The
Island of the Blue Dolphin
Kingfisher Young People's
Book of Oceans
The Atlas of Oceans
The Magic School Bus
on the Ocean Floor
Planet Videos ~ The Discovery Channel's documentary series, Blue
Planet, is a tremendous resource exploring our planet's ocean. The footage and expanse of these four episodes is astounding!
Project ~ The Jason
Project is another great resource incorporating real world expeditions,
scientists, communication and hands on projects for the classroom.
Trips ~ Monterey Bay Aquarium,
Francisco Aquarium, Redwood Shores Marine
Center, Santa Cruz Marine Institute.