Instructional+Activity



You will write a description (in WORD) that include the following information --- title, audience, purpose, learning objectives/outcomes (aligned with Georgia Performance Standards if appropriate), and a step-by-step procedure in implementing the activity to meet your objectives.

Title:
Oceans

Audience:
5th grade students. Some students are hearing impaired, some students are visually impaired, and some students have no disability.

Purpose:
To inform students about different aspects of the ocean such as waves, currents, tides, and sea level changes.

Standards:
S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.a. Identify surface features caused by constructive processes.• Deposition (Deltas, sand dunes, etc.)• Earthquakes• Volcanoes• Faultsb. Identify and find examples of surface features caused by destructive processes.• Erosion (water—rivers and oceans, wind)• Weathering• Impact of organisms• Earthquake• Volcanoc. Relate the role of technology and human intervention in the control of constructive and destructive processes.Examples include, but are not limited to• Seismological studies,• Flood control, (dams, levees, storm drain management, etc.)• Beach reclamation (Georgia coastal islands)

Learning Objectives/Outcomes:
After reading the book “Tsu, Nami, and Sting Tell About Oceans”, students will be able to create a diorama that illustrates one of the concepts discussed in the book.

Materials:

 * “Tsu, Nami, and Sting Tell About Oceans” book/powerpoint (for the hearing impaired)
 * Small box (shoe box preferred)
 * Objects for inside of diorama (sand, water, rocks, crayons, etc.)
 * Paper
 * Pencil

Step-by-Step Procedures:

 * 1) Students will get into groups of 3-4
 * 2) Students will read the book “Tsu, Nami, and Sting Tell About Oceans.”
 * 3) After reading the book, the students will decide which concept they would like to represent in 3-D form.
 * 4) Students will then gather materials for their diorama, and assemble them in a manner that accurately portrays the concept discussed in the book.
 * 5) After creating the diorama, students will write a summary of how their project represents the concept, and why they chose to create the project in the way that they did.
 * 6) Students will display their projects at their group table.
 * 7) All students will view the other groups projects and write a brief description of the project and how well the other group represented the concept.

Assessment Strategies:
Students will be assessed based on the following rubric:
 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Quality of Construction ** || The diorama shows considerable attention to construction. The items are neatly trimmed. All items are carefully and securely attached. There are no stray marks, smudges or glue stains. || The diorama shows attention to construction. The items are neatly trimmed. All items are carefully and securely attached. A few barely noticeable stray marks, smudges or glue stains are present. || The diorama shows some attention to construction. Most items are neatly trimmed. All items are securely attached. A few barely noticeable stray marks, smudges or glue stains are present. || The diorama was put together sloppily. Items appear to be just "slapped on". Pieces may be loose or hanging over the edges. Smudges, stains, rips, uneven edges, and/or stray marks are evident. ||
 * ** Creativity ** || Several of the graphics or objects used in the diorama reflect an exceptional degree of student creativity in their creation and/or display || One or two of the graphics or objects used in the diorama reflect student creativity in their creation and/or display. || One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative. || The student did not make or customize any of the items on the diorama. ||
 * ** Attention to Theme ** || The student gives a reasonable explanation of how every item in the diorama is related to the assigned theme. For most items, the relationship is clear without explanation. || The student gives a reasonable explanation of how most items in the diorama are related to the assigned theme. For many of the items, the relationship is clear without explanation. || The student gives a fairly reasonable explanation of how most items in the diorama are related to the assigned theme. || The student's explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme. ||
 * ** Time and Effort ** || Class time was used wisely. Much time and effort went into the planning and design of the collage. It is clear the student worked at home as well as at school. || Class time was used wisely. Student could have put in more time and effort at home. || Class time was not always used wisely, but student did do some additional work at home. || Class time was not used wisely and the student put in no additional effort. ||

Follow Up Strategies:
If there are students that did not accurately portray the concept, they can make the necessary changes. If students cannot correctly identify the concepts while viewing the other projects, then remediation will be provided.

Reflection:
Challenges, Surprises: The most challenging thing about creating a lesson plan for this resource was to think of something that all students would be able to do (especially for the sight impaired). I looked up some modifications, and found that creating a 3 dimensional representation of a concept was a modification for blind students. This led to the idea of having the students create a diorama. This activity allows the students to create something with the information from the book that shows that they fully understand the concept.

