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1. a. I taught academic language lesson ocean literacy for 6th grade science. b.

The Oceans support life on earth, having an understanding of how the oceans impact animal populations, human distribution, climate, and food supply is important for further knowledge in geography, environmental science, marine biology, Georgia history, and the global economy. 2. Standards and Objectives: S6E3. Students will recognize the significant role of water in earth processes. a. Explain that a large portion of the Earths surface is water, consisting of oceans, rivers, lakes, underground water, and ice. b. Relate various atmospheric conditions to stages of the water cycle. c. Describe the composition, location, and subsurface topography of the worlds oceans. d. Explain the causes of waves, currents, and tides. 3. a. The lesson on Ocean literacy helps the students realize their impact on the ocean. The lesson helps the students see that all water runs to the ocean, and that their impact on a freshwater source can make its way to the ocean. b. Ocean literacy encompasses environmental, earth, marine, geography, life, biology, and chemistry. Students see that the chemistry of ocean water, salinity, affects the weight of water, creating ocean currents. The students are able to see this in a hands-on demonstration by the educator. The students are able to make connections between the climate based on the information about La Nina, and El Nio. By diagraming the temperature zones of the ocean, students can visualize the habitats that are established in these different zones, thereby inquiring about the marine life that calls each zone their home. Students get a brief connection to geography when ocean basins, and estuaries, are described on the smart board, and by the educator inquiring about these definitions. Ocean literacy plays a major role when discussing social studies. Georgia history lays claim to having the students understand the five major regions of Georgia. The coastal and piedmont regions of Georgia relay on the ocean for climate, colonization, and the geography of these areas. The oceans are also vital for Georgias economy. When defining ocean currents, students can make connections between the currents stream carrying trade goods to and from Georgia ports, such as Savannah. c. Ocean literacy demonstrates to the student that the ocean is a complex, interconnected system that flows globally. When showing the global conveyor belt, the students can visualize international trade routes that the global economy relies on for importing and exporting goods. By showing the water flow chart , students can get a sense that all water

flows to the ocean. They can make the connections that ocean pollution can start locally, and end up polluting another area globally. 4. a. English language learners, and a student with a hearing device were present in the class. Both of these needs deal with communication. Effective communication using verbal and non-verbal cues are needed. 5. a. My pre-assessment showed that students did not know a majority of the vocabulary. There was basic understanding of ocean locations, but not on specific ocean literacy, such as upwellings, currents, and tides. b. The map helped me see if the students had an understanding of the global picture. By having the students define, and draw a picture of a wave, I was able to see how creative they could be, but also if they grasped the deeper understanding of the content. In referencing these items, I realized that the students needed visual representations of the vocabulary to grasp the deeper themes. c. I helped the students learn the academic vocabulary by giving them relational examples of the vocabulary, such as referencing the movie Finding Nemo to describe global conveyor belt current. By showing the students an experiment with water salinity, the students could see firsthand how water with higher concentrations of salt sinks in relation to freshwater. By giving multiple visualizes, I think I helped my students see the vocabulary come to life. 6. a. Salinity was a key word in describing ocean water in comparison to freshwater. Students need to understand this basic principal before they can fully grasp the more abstract themes about the ocean. b. Students were able to test their prior knowledge about saltwater and fresh water, when they were asked which beaker would be saltier, even though both beakers had the same amount of salt. They were able to test their hypothesis about the salt water sinking, when I poured the water with high salt concentration into the fresh water tub. 7. a. In general my post assessments improved. Students were able to identify the basic definitions presented, and locate the four major oceans. This improvement shows me that the students were able to grasp the knowledge taught, and answer questions related to the material. b. My post-assessment will help me re-plan how I teach this lesson. Next time, more time will be needed in order to for the students to grasp more abstract ideas. I would also like to give the students worksheets to take notes on during the lesson for a reference for the post assessment.

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