Subject(s): Science, English Language Arts
Grade Level(s): 9, 10, 11, 12
Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: oceans, adaptations, light, abiotic factors, distribution of aquatic organisms
- Feedback to Students:
- Initially the teacher will ask the class a series of questions to lead them through previously acquired knowledge. As questions are answered and discussed, notes are then written by the students into their notebooks. These can be used as reference materials to help students improve their own answers in subsequent steps.
- After activating prior knowledge, the teacher will play the video clip Why is the ocean blue? which will show a diver taking an apple and some colored cubes to different depths in the ocean. (The video re-capitulates the process students carried out in the 2 mini-labs as part of the related activity Ocean Camouflage.)
- After discussing the concepts presented in the video and adding to their notes, students will be assigned a more formal reading and 5 questions adapted from a NOAA activity about this phenomena.
- The teacher should be circulating around the classroom, as the students read the selection and begin to answer the questions, in order to monitor their responses and provide verbal affirmation OR point out misunderstandings.
- Summative Assessment:
- The teacher will read and correct the students' answers to the 5 reading questions which follow the selection.
- The teacher will distribute the corrected work back to the students and verbally review the questions. Examples of well written answers might be presented on an overhead projector.
- Portions of the reading or the questions which followed it can easily be adapted into completion or True/False questions which can be incorporated into a weekly quiz, unit test, etc.
Accommodations & Recommendations
- ELL students and students with limited reading and writing skills will find the final portion of this activity difficult.
- Extended time to read and to respond to the questions will work with students who have minor difficulties.
- Students with reading difficulties may find it helpful to have the reading portion done out loud in class OR have it read to them (you may simply record this on a cassette, or have a small group read it together).
- Pairing students with limited skills together to work through the questions as a team (and share the grade) is also a possibility.
- Students may research examples of fish which are colored bright red (orange, yellow) as part of their camouflage.
- Students with limited writing skills could print out pictures of fish which are colored bright red (orange, yellow) as part of their camouflage and make a collage.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector
Special Materials Needed:
- The script provided under Teaching Phase calls for a RED apple as a visual aid, but in fact any red object could be substituted.
- The video clip Why is the ocean Blue? can be accessed on YouTube. It is suggested that you preview the video prior to showing it in class. Downloading the clip with a tool like RealPlayer prior to showing it in class will allow you to avoid possibly objectionable commercials. It is a good idea to review the FAIR USE guidelines if you do so.
- Copies of the reading and questions for each student Ocean Camouflage Colors
Source and Access Information
Nadia Le Bohec
Name of Author/Source: Nadia Le Bohec
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.