Ocean Animals (Biodiversity) Standard: 3-LS4-3: Construct an argument with evidence that in a particular habitat some can survive well, some survive less well, and some cannot survive at all. Science Site Leader Mini-Conference January 30, 2016 Shannon Hale Third Grade Teacher Thomas O’Roarke E. S.

Standards: 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Science and Engineering Practices: Engaging in Argument from Evidence Disciplinary Core Idea: Adaptation Crosscutting Concepts: Cause and Effect Knowledge Learning Targets: Students will understand that ocean animals have adaptations to help them survive in that habitat; however, natural and human threats cause some animals to be threatened or endangered. Performance Learning Targets: Students will be able to construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Students will also be able to report on the reasons that some animals survive less well, such as natural and human threats. Lesson Length: Five 50-minute lessons (some reading and/or writing time can be utilized) Introduction: Teacher will introduce the ocean as a habitat with living organisms, such as various plants and animals.

Suggested Sequence of the Lesson: ENGAGE: 1)Teacher will show “Planet Earth: Deep Ocean” video from Discovery Education by logging into (41:29). 2)Students will take notes about animals that are described in the video while watching.

EXPLORATION: 1)Teams of four will discuss the animals they listed during the video. 2)Teacher will introduce the various threats to the ocean animals (overfishing, entanglement in nets, loss of habitat, lack of food supply, pollution, overabundance of one gender, etc.). 3)Pairs of students will be assigned to do research on one of the following ocean animals. a)Surviving well: Jellyfish, Manta Ray, Starfish, Octopus, Dolphin b)Threatened: Giant Clam, Hawaiian Monk Seal, Florida Manatee, Hawksbill Turtle, Steller Sea Lion c)Endangered: Mediterranean Monk Seal, North Pacific Right Whale, Sea Otter, Dugong, Loggerhead Sea Turtle Note: Teacher will not identify whether the animals are considered to be surviving well, threatened, or endangered. Teacher will provide printed copies of animal information from sites such as marine-animals/, and/or library books. 4) Pairs will complete the attached “Ocean Animal Research” worksheet.

EXPLANATION: 1)All teams will present their information orally to the class. 2)Teacher will introduce the concept that that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. The terms “threatened” and “endangered” will be defined and discussed. 3)Teams of four will discuss how this concept relates to the animal presentations they heard from classmates. 4)Teacher will make a three column chart on Smart Board with headings “Surviving Well”, “Threatened”, and “Endangered”. 5)Pairs of students will volunteer where their animal fits for teacher to record on chart.

ELABORATION: 1)Students that researched animals in similar categories of “Surviving Well”, “Threatened”, and “Endangered” will work together to create a triarama using large poster board. This should be approximately four students per group with two groups making similar triaramas (directions and example for triarama: triarama.htm). 2)The groups making a triarama for animals that are surviving well will make an ocean scene with abundant amounts of each of their animals in their habitat. 3)The groups making a triarama for animals that are threatened will make an ocean scene with few of each of their animals in their habitat, along with some of the threats to these animals. 4)The groups making a triarama for animals that are endangered will make an ocean scene with very few of each of their animals in their habitat, along with some of the threats to these animals. 1) Start with a square of poster board or paper. Just fold along each of these lines then unfold. 2) Cut it with a pair of scissors from one corner to the center. 3) Now just grab one of those flaps and slide it all the way over the other flap. The triarama will fold right up into shape. Voila! 4) I wasn't sure what I would put in mine so I ended up making a triarama of me making a triarama! Triarama Directions:

ELABORATION (continued): 5) Teacher and/or students that are working alone or finish early will make two triaramas with titles and ocean decorations. 6)While working, individuals may play “I Spy” by walking around the room and silently viewing other groups’ work to get ideas. 7)When all triaramas are completed, four will be attached together, back to back, so that there is a title triarama, and one of each category of ocean animals. There should be two completed sets in the class. 8)All students will take a “Museum Walk” and view the completed projects.

EVALUATION: Students will construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all by copying the following sentence frames from the Smart Board and filling in their answers. Some ocean animals, such as ____________________ and __________________ are surviving well in their habitat, because ______________________________________. Some ocean animals, such as ____________________ and __________________ are threatened in their habitat, because of issues such as ___________________________ and ______________________________________. Some ocean animals, such as ____________________ and __________________ are endangered in their habitat, because of issues such as ___________________________ and ______________________________________. Two ways that humans could help to save the threatened and endangered animals are _____________________________________________________________________ and __________________________________________________________________.