2nd Grade Oceanography Unit Plan

2nd grade oceanography unit plan: by Brittney Williams
OCEANOGRAPHY INTERDISCIPLINARY UNIT PLAN

Grade: 2
Social Studies objectives:
Students will be able to list the earths major oceans

Students will be able to locate the oceans on a map
Students will be able to read a map and a map legend
Students will be able to list at least one resource provided by the ocean
Science objectives:
Students will be able to relate an organisms adaptations to their environment

Students will be able to explain the process of photosynthesis
Students will be able to classify several marine animals
Students will be able to list the features of the ocean floor
Students will be able to list and provide characteristics of the ocean zones
Students will be able to list necessary resources to sustain life
Math objectives:
Students will be able to measure objects in various units

Students will compare measurements of objects through subtraction
Students will be able to find lines of symmetry within objects
English Language Arts objectives:
Students will be able to write summaries using appropriate grammar and spelling
Students will be able to refer to a rubric to meet writing standards
Students will be able to prepare an oral presentation based on research information
Students will be able to research subjects using library resources
Lessons: Plant the two plants for lesson 6 prior to the unit and place the in their locations!
1. Introduction/where is the ocean?
2. What makes the ocean floor?
3. Seashell Geometry
4. Who lives in the ocean?
5. What are ocean zones?
6. Ocean Plant Life
7. What Resources come from the ocean?
8. Aquarium field trip scavenger hunt
9. Life sized board game (unit review)
10. Welcome to the Ocean (summative assessment project)
*Each lesson will begin with a short video of a different ocean animal
Videos: http://www.neok12.com/Marine-Animals.htm
Oceanography Unit Lesson Plan 1Brittney Williams

Title of Lesson: Introduction to Oceanography/Where is the ocean?
This will be the first lesson in an interdisciplinary unit on oceanography. This lesson will tap into
students prior knowledge of the content and provide them with an introduction to the unit and what will
be discovered over the course of it. (Provide students with information for research project due at the end
of the unit)
Learning Goal Objective/s:
Students will be able to define an ocean

Students will be able to name the world oceans and locate them on a map
Student will be able to use research skills to obtain and compare information about oceans
Students will be able to name at least one characteristic of a specific ocean
Student will be able to locate the major oceans on a world map
Common Core Learning Standards:

English Language Arts
CCSS.ELA-Literacy.W.2.1: Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.
capitalization, punctuation, and spelling when writing
CCSS.ELA-Literacy.W.2.7: Participate in shared research and writing projects (e.g., read a
number of books on a single topic to produce a report; record science observations).
CCSS.ELA-Literacy.W.2.8: Recall information from experiences or gather information from
provided sources to answer a question.
CCSS.ELA-Literacy.RI.2.2: Identify the main topic of a multi-paragraph text as well as the focus
of specific paragraphs with the text.
Social Studies:
CCSS.SS.2.GEO.5.d.3: Students will use maps and legends to identify major physical features
such as mountains, rivers, lakes and oceans of the local community, New York, and the Nation.
CCSS.SS.2.GEO.5.d.1: Students will locate the equator, the northern and southern hemispheres,
and the poles on a globe.
New York State Standards:

Math, Science and Technology
Arts
MST2.E:IS.1.3: Students access needed information from printed media, electronic

databases, and community resources.
ARTS.E.VA1.1: Students experiment and create art works, in a variety of mediums.

Vocabulary:
Map legend
Equator
Northern hemisphere
Southern hemisphere
Materials:
Ocean non- fiction books

Chart paper
Computers/tablets
Globe
Internet access
World map coloring pages
Pens/pencils
Crayons/markers
Background Information:
Prior to the lesson the teacher should have a great understanding about the oceans of the world and have
already compared and contrasted them. Also the teacher should attempt the project to assess whether it
would be appropriate for their group of students. Teacher should also make sure that there is adequate
information that the students have access too that can be understood at their developmental level. This
includes having books with the appropriate knowledge about the oceans. Also there teacher should make
sure to allow students the proper amount of time to research and present. It may also be beneficial to have
groups predetermined and have all materials separate and prepared for the groups, in order to save time in
students going to retrieve their supplies.
Procedure (Teaching the Lesson)

1. Beginning activity: eye spy ocean edition- have students pretend they are at the ocean and have
them play eye spy by explaining things they may see. Ex. I spy a large black and white mammal
answer: orca
2. The lesson begins by explaining to the students that the new unit will be on the topic of Oceans.
This will include studying the oceans of the worlds, animals of the ocean habitat, food chain the
effects the oceans has on different parts of the world through history, an aquarium trip and how
the ocean contributes to the water cycle.
3. Tap into prior knowledge: Ask students questions about what they already know about the ocean.
Prompt may include:
a. What do you know about the ocean?
b. Who has ever been to an ocean?
c. How many oceans are there in the world?
d. What are the worlds major oceans?
4. If the answer has not yet been brought up as to what the world oceans are, present that
information to the students. Explain to them the locations of the oceans and the idea that they
each have similarities and differences.

5. Direct the students in the activity they will be doing for the day. They will first use the books
provided along with the internet to research information about two different oceans. They will
then on a large chart paper compare and contrast the two oceans. They will also have a colorable
map of the world where they are to color the region of their specific oceans. Model to the students
how you would like the paper to be structured (chart, report, ven diagram, etc) and what it
means to compare and contrast. Then explain to students that when they are done their group will
present their findings to the class.
6. The students are to be split in to 4-6 groups where they will be assigned two of the worlds
oceans. Provide students with a designated work area, along with all their materials that should
have been placed out prior to the lesson.
7. Once the students begin working circle the room making observations of their work. Provide
feedback to students, this includes encouraging words. But also prompt groups that are having
difficulties by asking them questions or sharing problem solving strategies with them.
8. While making observations and talking directly to students about their progress, be sure to record
what you are observing for assessment purposes.
9. Be sure to keep all students on task.
10. Once all students are ready to present or working time is done, bring all students back to the area
where they will present.
11. Ask groups to come up and share their findings, be sure to aide them with any struggle they have
and provide them with positive and constructive feedback.
12. Once presentations are done instruct students to clean up and add the 4 ocean to the ocean mural.
Motivation:
The motivation activity for this lesson will be the eye spy at the beginning of the lesson. This opens up
the floor for the discussion of the topic while still allowing student to become engaged by playing a game
they are familiar with and using their imaginations. This activity also allows the teacher to asses some
prior knowledge of ocean habitats that student may have.
Closure:
The closure occurs at the start of the presentations. This then lead into the teacher summarizing the data
that was presented and adding additional information they may deem appropriate. Lastly the teacher will
ask the class a series of questions to assess how much was learned throughout the lesson.
Assessment:
The assessment for this lesson is taken through with teacher observations of how the students are working
and their conversations. Also the presentation given at the end of the lesson provides the teacher with
information as to how much they learned from the research they did. Another form of assessment that can
be considered is coral responses. The teacher can ask a series of questions and ask students to answer. For
this lesson questions can include:
a. How many oceans are in the world?
b. What are the major oceans?
c. What is a fact about each ocean? (Ask individually Ex: What is a characteristic of the
Pacific Ocean?)
Oceanography Unit Lesson Plan 2Brittney Williams

Title of Lesson: Ocean Floor
Grade: 2
Learning Goal Objective/s: Students will be able to:
Describe the different forms of the ocean floor

Label the different areas of the ocean floor
Describe several characteristic of at least one are of the ocean floor


CCSS.ELA-Literacy.RI.2.2: Identify the main topic of a multi-paragraph text as well as the focus
of specific paragraphs with the text.
Social Studies:
SS.2.GEO.5.d: The location and place of physical features and man-made structures can be
described using symbols and specific geographic vocabulary.

Math, Science and Technology:
MST2.E:IS.1.3: Students access needed information from printed media, electronic databases,
and community resources.
Arts:
ARTS.VA.E.1.1.C: Students understand and use elements and principles of art (line, color,
texture, shape) in order to communicate their ideas.
Resources:
Diagram of ocean floor: http://i1209.photobucket.com/albums/cc382/SYEDASABAHAT/oceanfloor1.jpg
Magic school bus book: http://www.amazon.com/The-Magic-School-Ocean-Floor/dp/0590414313

Vocabulary
Tide pool
Continental shelf
Continental slope
Abyss
Mid ocean ridge
Abyssal plain
Trench
Guyot
Underwater ocean volcano
Materials:
Magic school bus: ocean floor book

Chart paper
Computers/tablets
Drawing materials
Internet access
Large beaker
Small flask
Aluminum foil
Red food coloring
Background Information:
Prior to the lesson the teacher should have a great understanding of the content to be addressed in the
lesson. The teacher should also have done the volcano experiment and read the materials relevant to
explain the relation of the experiment to ocean volcanos and answer any questions the students may have.
Also the chart paper for each group should be precut and outline to display for students the area they are
required to cover for the diagram. This is so that all the images are uniform size when they are added to
the mural.

2. Engage students by showing them a new video of a different ocean animal and having them take
notes on it.
3. After the video is complete engage students by displaying to them a set of sand, rocks and clay.
Then pose questions as to what they believe the ocean floor appears like.
4. Create a KWL chart with their responses.
Pose questions about whether all areas of the ocean appear the same on the floor.
5. Explain that the ocean is divided into multiple parts and zones. Show a diagram on the
SMARTBoard
6. Read the magic school bus book on ocean floors.
This will provided information on the areas of the ocean floor, as well as marine life and ocean
zones.
7. After reading the have the students express any new ideas they can add to the KWL chart
8. Aa a class the student will list the ocean floor features:
Continental shelf
9.
10.
Continental slope
Abyss
Mid ocean ridge
Abyssal plain
Trench
Guyot
Underwater ocean volcano
Seamount
Assign students in pairs or small groups
Assign each group on feature of the ocean floor:
They are required to use the resources provided (internet and books) to research information of
that zone.
Must include at least three informational facts
They will also be provided their chart paper where they will create a diagram of that ocean floor
feature using the drawing materials.
11. Have each group present their findings to the class at the end of the lesson.
12. After each group has presented a wrap up discussion will take place where students fill in the last
portion of their KWL chart and bring up any other observations or inquires.
13. Students will then hand in their assignments for assessment.
Motivation:
The motivation activity for this lesson will be through the students working together to complete a project
of their own, where they are able to include the information that they find interesting.
Closure:
The closure occurs when students present their finds and discuss what was learned
Assessment:
The assessment for this lesson is taken through with teacher observations of how the students are working
and their conversations. Also the presentation given at the end of the lesson provides the teacher with
information as to how much they learned from the research they did. Another form of assessment will
come from the project the students turn in. The following rubric will be used for assessment.
Oceanography Unit Lesson Plan 3 By: Brittney Williams

Title of Lesson: Seashell Geometry
Grade: 2
Learning Goal Objective/s: Students will be able to categorize objects, by measurement, shape and
symmetry
Common Core State Standards:
Math:
MATH.2.MD.1: Measure the length of an object by selecting the appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tape.
MATH.2.MD.9: Generate measurement data by measuring lengths of several objects to the
nearest whole unit, or by making repeated measurements of the same object. Show the
measurements by making a line plot, where the horizontal scale is marked off in whole-number
units.
MATH.2.G.1: Recognize and raw shapes having specified attributes, such as a given number of
angles or a given number of equal faces, Identify triangles, quadrilaterals, pentagons, hexagons,
and cubes.
Resources:
Pattern blocks image: https://s-media-cacheak0.pinimg.com/736x/2f/e2/aa/2fe2aad4b357d599709e6fc792571201.jpg

Symmetry lesson modified from: http://www.sedl.org/scimath/pasopartners/pdfs/oceans.pdf
Seashell information: http://coastalcare.org/educate/seashells/
Vocabulary
Symmetry
Materials:
Several seashells and ocean rocks of various sizes

Rulers
Handout (attached)
Background Information: The teacher should be sure that all the students have prior knowledge of the
appropriate shapes and can properly manipulate a ruler.
1. Begin lesson by showing new marine animal video
2. Next open lesson with an into to shapes and symmetry
a. Ask students to list certain shapes they are familiar with
b. Explain to students the definition of symmetry and provide examples for better
understanding
3. Engage the students in a game that requires them to create shapes using pattern blocks
4.
5.
6.
7.
8.
9.
10.
11.
a. The teacher will provide students with a set of

shapes they must create (with a group). They must
then determine if they are symmetrical and if so
then identify the lines of symmetry
b. For further extension the students can be asked to
create their own shapes with one or more lines of
symmetry
Begin the next activity by providing students with
information about varieties of seashells in the ocean.
Explaining to the students that they will now use their
understanding of symmetry and shapes in the contexts of
categorizing seashells.
Splits students into small groups and provide them with all
their necessary materials (handouts, rulers and seashells)
Instruct the students to fill out the handout by first determining the shape of each shell, its length
in cm and if it is symmetrical. Also they are expected to draw the shells and label any line of
symmetry
As the students are working, make observations of their discussions and thinking strategies. Note
any instances where students appear to have problems and observe how they are solved.
Engage with students by going to groups and having them share their ideas with you.
Once all groups have completed the assignment and the allotted time if up bring students back to
a central meeting area.
Have students share their findings:
a. Pose questions about what trends they saw and what they learned
b. Also allow students to ask questions they may still have.
Have each students then turn in their worksheet at the end of the class.
Motivation: The motivation for this activity comes from the students being able to manipulate materials
and examine seashells when they may not have aces to them often.
Closure: The wrap up for this lesson will begin when the students come together as a group and share
their ideas and questions.
Assessment: The assessment for this lesson will be done through observations and oral assessment
through discussion. Also students will be assessed on their content knowledge based on the worksheet
they had in.
*worksheet attached below

Title of Lesson: Marine Life
Grade: 2
Learning Goal Objective/s: Students will be able to list several marine animals, what they eat and what
class they belong to.
Common Core State Standards:
Math:
MATH.2.NBT.5: Fluently add and subtract within 100 using strategies based on place value,
properties of operation, and/or the relationship between addition and subtraction.
MATH.2.MD.1: Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
MATH.2.MD.4: Measure to determine how much longer one object is than another, expressing
the length difference in terms of a standard length unit

MST4.E.LE.1.1: Students describe the characteristics of and variations between living and
nonliving things
Resources:
Information for animal chart:
http://www.sedl.org/scimath/pasopartners/pdfs/oceans.pdf
http://www.fisheries.is/ecosystem/marine-life/zooplankton/
Video of Marine animals:
https://www.youtube.com/watch?v=LL59es7iy8Q
Materials:
Images of ocean animals

Video that shows a variety of ocean animals
Books that provide information on ocean animals. Examples:
o Destination Deep Sea by Jonathan Grupper
Chart with ocean animal classifications
Flash cards of various ocean animals. Information of each card must include:
o Name of animal
o Length
o Diet
o Location in the ocean
o Description of appearance and photo
Meter sticks

Worksheet (attached)
Background Information: The teacher should be sure to have adequate information presented about the
animals they choose to student in the lesson. Also the teacher must make sure before the lesson all of the
flash cards are prepared with the correct information and the classification charts include the animals that
are on the cards.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Begin the class by showing the students the video that displays various species of marine life.
Follow up by asking the students to share their favorite ocean animal.
Record these suggestions on the board or chart paper
Then ask students if they know how each of these animals are classified.
As a class create a KWL chart with information regarding types of ocean life and different
classifications. Also include questions that the students may want to have answered throughout
the lesson.
Then provide each student with a chart that has classification information provided, the activity
worksheet and a set of flash cards.
Students will then then use the chart and the cards to fill in the information on their hand out.
o In order to fill in the handout each student must first be measured using the meter stick.
Measurements are to be recorded in inches and feet. Students can be paired for this
portion of the activity.
o Students will use their measurements to compare to the length of the animals on the card
using subtraction. Ex. A blue whale is 93 ft. longer than I am. (students must show their
strategies on the handout)
Once all students have filled out the handout, bring the students to a central meeting place to
discuss the activity
Fill out the What I learned portion of the class KWL chart. Also use this time to address any
questions that may have occurred throughout the activity.
Motivation: The opening video will serve as motivation for this activity, along with students being able
to work hands on with the materials and manipulate them to do math rather than just using equations.
Closure: The wrap will begin when the students meet at the end of the lesson to share any observations
or ideas that were made. The teacher will also summarize the ideas of this activity.
Assessment: The assessment for this lesson will be done through observations, orally through discussion,
and through the information provided on their handout. Students will not be grade on the handout but it
will serve as an assessment of how much of the information they retained, as well as a point of reflection
for the instructor.

Title of Lesson: Ocean Zones/Create an animal
Grade: 2
Learning Goal Objective/s: Students will explain characteristics of animals that allow d=for their
survival in different ocean environments. Either deep sea dwellers or surface swimmers.
MST4.E.LE.1.1: Observe and describe properties of materials, using appropriate tools.

MST4.E.LE.6.1: Students describe how plants and animals, including humans, depend upon
each other and the nonliving environment.
Arts
Resources:
Ocean zone diagram:

https://microbewiki.kenyon.edu/images/thumb/4/4b/Pelagiczonediagram.gif/300pxPelagiczonediagram.gif
Information for ocean zones: http://www.ck12.org/earth-science/Ocean-Zones/lesson/OceanZones/?referrer=concept_details
Create an animal activity modified from:
http://www.sedl.org/scimath/pasopartners/pdfs/oceans.pdf
Vocabulary
Photic zone
Aphotic zone
Benthic zone
Oceanic zone
Intertidal zone
Neritic zone
Materials:
Instructions of activity for each group of students (attached)

Information on ocean zones
Assignment worksheet (attached)
Picture of scuba divers
Pictures of deep sea and surface dwelling animals
Diagram of ocean zones

Background Information: The teacher should be sure to have adequate material for students to observe
the difference between two environments of study. Be sure to have knowledge of the subject material and
be able to answer questions as to how and why certain characteristic are required and certain areas of the
ocean.
1. Present to students the idea that certain marine animals possess certain traits that allow them to
survive in either deep sea or surface environments. Explain the conditions of these environments
to the students.
2. Explain the opening activity where students will observe ocean environments through the
presented pictures.
3. Show students a diagram of the different ocean zones.
a. Pose questions as to how these zones relate to the ocean floor features
b. Review the zones in detail with the
students providing them with defining
information for each zone. (handout
attached)
4. After studying the pictures and diagram have
students make a list of the conditions that a
diver may need to prepare for prior to their
dive, consider the different ocean zones. (i.e.
no light or oxygen)
5. Next have the students make a list of the
equipment they can use to prepare for these
conditions.
6. Have students compare and contrast the
conditions of diving in different ocean zones.
7. Students will now have a chance to design
their own ocean animal with their group.
8. The animal can be a fish, mammal, mollusks,
crustacean or amphibian and can also dwell in any ocean zone.
9. Students must be able to design these animals with traits that allow them to survive in their
certain environment.
10. Students will then present their animals to the class.
Motivation: The motivation for this activity comes from the opening activity. Explain to the students
that today we will be scuba divers preparing to explore the ocean world. Show the students picture of the
deep sea and ocean environments being sure to explain the differences between them. Also be sure to
show the animals that dwell in these environments and point out certain defining characteristics. Next
provide pictures of scuba divers and have students observe and discuss what equipment that the divers
have on.
Closure: The wrap up for this lesson will begin when the students present their animals to the class. The
teacher will facilitate the discussion by assessing students to summarize the concepts of the lesson (the
conditions of surface and deep sea ocean life.)
Assessment: The assessment for this lesson will be done through oral assessment during class discussion
as well as through observation of the students group work during the activity. The animals created will
also provide a good method of assessment as it will display how much of the material the students
understood and if they are able to take that understanding to apply it.

This Lesson has an ongoing element and should be started at the beginning of
the unit!
Title of Lesson: Ocean Plants
Grade: 2
Explain the process of photosynthesis
Describe the necessary environment for plan growth
MST4.E.LE.1.1: Observe and describe properties of materials, using appropriate tools.

Arts
Vocabulary:
Photosynthesis
Materials:
Two Plants (choose a plant that will germinate quickly!)
Pictures of ocean plants
Paper for student drawings
Drawing material
Instructions handout for each student
Handout for create a plant
Background Information: Prior to the unit the teacher places on of the plants in the closet and one in a
place where it will get proper sunlight. Students are to record their observations each day of the unit.
1. Begin the lesson by showing a new ocean animal video
2. Then continue by filling out a class KWL chart. Asking to student to share what they know about
plant life and what they need to survive. Also ask if they are familiar with an ocean plant species
3. Introduce the topic by showing the students a video on ocean plants.
4. Show the students images of ocean plants along with their names
5. Discuss with the students the elements necessary for plant growth.
6. Review the lesson on ocean environments and have students characterize the surface to the
deep sea life. Ask them which environment would produce the most plant growth and why.
7. If not addressed mention the absence of light in certain zones.

8. Refer to the plants that have been growing throughout the unit. (Which plant have the most
growth, the one in the dark or the light?
9. Explain the process of photosynthesis and show a video.
10. Instruct students to design their own ocean plant with the materials given to them. They are
also to show the process of photosynthesis in their image. (Provide students with an example.
11. Once students have begun working, survey the room making observations and providing
feedback to the students.
12. Once all students have completed the project collect them.
13. Using rubric assess the students work, then add it to the ocean class mural.
Motivation: The motivation for this activity comes from ongoing project with the plants. The students
will be eager to see what the use for the plants was. Also students are motivated by instances where
they are allowed to be creative and control the outcome of their work.
Closure: The wrap up for this lesson will begin when the students submit their work. Teacher will then
wrap up and summarize the information from the lesson and complete the KWL chart with the class.
Assessment: The assessment for this lesson will be done through oral assessment during class discussion
as well as through observation of the students group work during the activity. Also thorough the
assignment the students turn it. The segment will be graded the following rubric.

Title of Lesson: What resources come from the ocean?
Grade: 2
Define a natural resource
Explain resources that are provided by the ocean
Explain how humans effect ecosystems
Explain the phenomenon of oil spills and it effects
Social Studies
CCSS.SS.2.GEO.5: Geography resources shape where and how urban, suburban, and rural
communities develop and how they sustain themselves.
MST4.E.LE.7.1: students identify ways in which humans have changed their environments and
the effects of those changes
MST4.E.SI3.1: students organize observations and measurements of objects and events through
classification and the preparation of simple charts and tables
MST4.E.SI3.2: students interpret organized observations and measurements, recognizing simple
patterns, sequences, and relationships.
MST4.E.SI3.3: students share their findings with others and actively seek their interpretations
and ideas.
MST4.E.SI3.4: students adjust their explanations and understandings of objects and events
based on their findings and new ideas.
Resources:
Lesson activity adapted from:

http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/768/UNDER%20THE%
20SEA.pdf
Vocabulary:
Pollution
Materials:
Oil spill video

Laboratory notebooks
Tub of colored water
Vegetable oil
Feathers, paper, other objects to put into oil/water mixture
Oil Spill Lab Record (attached)

Index cards
Background Information: The teacher should have all the materials prepared prior to the lesson. The
teacher should perform the experiment to test that it works to meet the desired purpose. The teacher
should also be adequately prepared and have a great understanding of the content that is to be
addressed through this lesson.
Procedure:
10. Begin lesson by showing a new marine animal video and asking students to take notes
11. Create a class KWL chart
12. Next open a discussion asking students what they know what a natural resource is
o Explain to them the definition of a natural resource
o Ask students what resources they believe are provided by the ocean and record their
answers to the KWL chart
o If not already mentioned list several ocean resources:
Water (rain)
Energy
Minerals
Jobs
Food
o Next ask students to share their understanding of pollution an oil spills
o Explain to them the definition of pollution and show a short informational video on oil
spills
13. Explain to student that they will not conduct an experiment where they will display the process
of ocean pollution.
14. Have student record in their laboratory notebook their hypothesis of how oil spills effect the
ocean and its inhabitants.
15. To begin the experiment bring students to a central area where they will all be able to observe
the experiment.
16. In a tub of blue colored water, mix in some vegetable oil. Talk about what happens to the water
and have the students record observations in their notebooks.
17. Place feathers, paper and other objects into the water and have students observe what
happens when you take the objects back out of the mixture. Have them record observations.
18. Lead students to an understanding that this is what happens to the fish, birds, or other animals
in an ocean when there is an oil spill.
19. Students will then analyze the results and compare it to their hypothesis
20. The students will then submit their notebooks for assessment.
21. The class will then meet at a central area and share their ideas and observations. This time will
also be used to fill the What I learned portion of the KWL chart.
Motivation: The motivation for this experiment come from the experiment and students being able to
see a process that occurs in the ocean on a smaller scale.
Closure: The wrap up for this lesson will begin when the students discuss their observations and what
they learned from the experiment, discussion and video
Assessment: The assessment for this lesson will be done orally through discussion and also through the
information presented in the laboratory notebooks. Notebooks will be assessed using a rubric (see
appendix)

Title of Lesson: Aquarium field trip scavenger hunt
Grade: 2
Learning Goal Objective/s: Students will apply their understanding of ocean environments in a real
world setting. Students will be able to:
find and label different ocean habitats
describe why certain adaptations are beneficial
locate marine animals of various classes using their own understanding of ocean classification
use research skills to make observations of the environment
Vocabulary:
Invertebrate
camouflage
Resources:
Board game photo: https://s-media-cacheak0.pinimg.com/236x/c2/43/bb/c243bb94dd2aca1bccdfba071e229599.jpg

Questions for aquarium scavenger hunt worksheet:
o http://www.seattleaquarium.org/document.doc?id=2012
o http://www.neaq.org/documents/education_and_activities/scavenger_hunts/habitat_scave
nger_hunt.pdf

Social Studies:

nonliving things
MST4.E.LE.6.1: Students describe how plants and animals, including humans, depend upon each
other and the nonliving environment.
MST4.E.LE.5.1: Students compare the way a variety of living specimens carry out functions and
maintain dynamic equilibrium.
Materials:
Scavenger hunt worksheet

Clipboards
Writing materials
Animal drawing worksheet
Background Information: The aquarium field trip should be scheduled prior to the start of the unit to
assure that it will be possible to complete. The teacher must have all the scavenger hunt worksheets
printed and have communicated with the aquarium staff to determine if all the information can be found
at the aquarium.
Procedure:
1.
2.
3.
4.
5.
6.
Start the lesson by showing a new marine animal video

Prior to attending the trip have a short review session at the school.
Have students define a habitat and explain how it relates to its inhabitants
Have students explain the various kinds of marine animals and their classifications
Also review the concept of adaptation
Explain to students that they are to complete a scavenger hunt while at the aquarium. They are
responsible for answering the questions on the handout
7. Read through the handout with the students and define the expectations
8. Discuss field trip protocol and appropriate behavior
9. Throughout the trip make observations of the students and their critical thinking.
a. Pose questions and ask them to share their findings and ideas
b. Also pose questions that require further investigation or critical thinking
10. At the end of the lesson when the students return to the school have students as a class discuss
what they observed at the aquarium. Also have them share some of their finding s for the
scavenger hunt.
11. Pose any questions to the class that you feel are necessary for discussion.
12. Provide each student worksheet (attached below) and drawing materials
13. Instruct students to illustrate one marine animal they observed at the aquarium
a. The students put explain the classification of the animal and the zone of the ocean where
is resides.
14. Have students submit their worksheets for assessment
15. Once the animal drawings have been assessed add them to the appropriate zones of the ocean
mural
Extensions:
Have students write thank letters to the aquarium staff and share one thing they enjoyed about their
experience
Motivation:
The trip outside of the class where students will encounter marine life serves as motivation.
Closure:
The closing activity will start when discussion of observations made at the aquarium, as well as the
drawing of one animal that they observed.
Assessment:
The assessment for this lesson is through observations taken on the field trip, as well as assessment of the
materials they submit. These materials will be assessed using the following rubric.

Title of Lesson: Life Size Board game
Grade: 2
Learning Goal Objective/s: Students will review the material covered over the lesson and will be able
to:
List world oceans
List at least 3 features in the ocean floor
List at least 3 marine animals and their class
List the zones of the ocean
Name at least one resource that is provided by the ocean
Describe the process of photosynthesis
Resources:
Board game photo: https://s-media-cacheak0.pinimg.com/236x/c2/43/bb/c243bb94dd2aca1bccdfba071e229599.jpg

Social Studies:
Math
MATH.2.MD.1: Measure the length of an object by selecting the appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tape.
MATH.2.MD.9: Generate measurement data by measuring lengths of several objects to the nearest
whole unit, or by making repeated measurements of the same object. Show the measurements by
making a line plot, where the horizontal scale is marked off in whole-number units.
MATH.2.G.1: Recognize and raw shapes having specified attributes, such as a given number of
angles or a given number of equal faces, Identify triangles, quadrilaterals, pentagons, hexagons,
and cubes.

nonliving things
MST4.E.LE.6.1: Students describe how plants and animals, including humans, depend upon each
other and the nonliving environment.

Materials:
Chalk
A large outdoor space where you can draw (our a large space indoors to serve as the game
board
Several question cards with content from the unit
Board game spinner
Background Information: The teacher should have all the materials prepared prior to the lesson. It
doing the activity outdoors the game board should be drawn prior to the activity with chalk. If indoors
the board can be created using masking or duct tape. Included several types of space on the board (lose
a turn, gain a turn, answer a question, explain a concept, label a diagram etc)
16. Begin the lesson with a discussion reviewing the material that was covered throughout the
lesson.
17. Have students share their ideas about what they learned.
18. Pose questions that you find necessary to address if not already mentioned by the students
19. Explain to the student that they will know use the knowledge they have gained to play a board
game where they will serve as the pieces.
20. Split the group into teams.
a. The teams will move throughout the board as in the game of sorry. All players will start
in a home and are complete when they have all circled the entire board and returned
home.
21. Students take turns spinning the spinner and moving throughout the board.
22. The game ends when all the players on one team has made it back to their home space or when
the teacher decides the time is up.
23. The teacher then brings the students back to the classroom.
Motivation: The activity being a game and taking place outside of the classroom serves as a tool for
motivation.
Closure: At the end of the game one the students are back in the room they can have a closing
discussion about any areas of study for the game they feel they have not mastered and strategies to
improved their understanding.
Assessment: The assessment for this lesson is done orally through the student responses to the
questions asked throughout the game and through the
discussion prior to the game. The teacher can make
assessments of each students understandings and
address later through further planning to address those
problem areas.
*Example board game:

Title of Lesson: Welcome to the ocean summative assessment
Grade: 2
Learning Goal Objective/s: This lesson requires students to present a project they have been working
on throughout the unit. This serves as a summative assessment. Students will be able to:
Conduct research to write informational texts
Present research based findings
Create a 3D representation of an ocean habitat using prior understandings

CCSS.ELA-Literacy.RI.2.2: Identify the main topic of a multi-paragraph text as well as the focus of
specific paragraphs with the text
Math:

Arts
MST2.E:IS.1.3: Students access needed information from printed media, electronic

databases, and community resources.
nonliving things
Resources:
Diorama image: http://kellynoel.typepad.com/.a/6a00d8341bf9f853ef0133ec5cfe8c970b600wi

Materials:
Poster Boards
Small cardboard boxes
Contraction paper
Wax paper
Seashells
Clay
Scissors
Glue
Tape
Drawing materials
Background Information: At the start of this unit on oceanography students will be provided with
instruction to a project that requires them to research one marine animal. Students will research the
animal and write a 1 page informative paper on the animal. The students will also use poster board to
present their animal on the last lesson of this unit. During the last unit students will create 3D dioramas
of the habitat of the animal that they chose. (see appendix for rubrics to the projects)
For this lesson students will be taking on the role of oceanographer and they will have stations
set up throughout the classroom where other can come observe their poster. The students will then
each have a chance to present the findings of their research to the class.
22. Begin the lesson by having the students set up the presentations in the designated areas around
the classroom. Then explain to them that they will be creating dioramas of their animals habitat
using the art supplies present.
23. Provide students with a model
24. Express to students that they must be sure to include all the elements of that ocean zone and
include labels.
25. Throughout the activity survey the class
room and discuss with each students
their progress and strategies.
26. Make observations of students work for
assessment
27. One students have complete the activity
provide students with a set clean up time
28. Call each oceanographer up, one at a
time to share their research findings on
their marine animal
29. Have students submit their papers once
the presentations are complete and
assess them using the rubric

Extensions:
It is a suggestion to have a parent night where parent can view the class mural that was completes
throughout the unit and the oceanographers can each have a station to present their research findings
to the parents.
Motivation:
Motivation comes from students being able to be creative using a hands on activity. Also through the
ability to share a project that they each worked on.
Closure:
The wrap up for this lesson will be the presentations given by each of the students.
Assessment:
The assessment for this lesson will be done the projects that are submitted using the rubrics that were
provided to students.
APPENDIX
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
Student research project Instructions

Lesson 1 world map coloring pages
Lesson 2 ocean floor rubric
Lesson 3 seashell geometry worksheet
Lesson 4 animal classification chart
Lesson 4 marine life worksheet
Lesson 5 create an animal instructions
Lesson 5 create an animal worksheet
Lesson 5 create an animal rubric
Lesson 6 plant instructions
Lesson 6 plant worksheet
Lesson 6 plant rubric
Lesson 7 Laboratory notebook rubric
Lesson 8 scavenger hunt worksheets
Lesson 8 field trip rubric
Lesson 10 animal research paper rubric
Lesson 10 animal presentation rubric

Appendix A
Marine Animal Research Project Instructions

1. Select a Marine animal to research
2. Use library resources (books, encyclopedias, textbooks, internet, etc) The gain
information
3. Write a paper about the animal. Be sure to include:
a. The Animal name
b. The animal classification
c. The natural habitat (What ocean zone does this animal dwell in?)
d. Diet (What does it eat?)
e. What adaptations/characteristics allow this animal to live in that ocean zone
f. What size is this animal (also tell its size relative to yours. Example: This fish is
20 inches longer that I am.)
4. Be sure to have proper grammar, punctuation and spelling
5. The report must be at least 1 page
6. You must also prepare a poster and a presentation to share with the class
7. Use a large poster board (preferably 3 side)
8. On your poster include:
a. At least one photo of you animal
b. The name and classification of the animal
c. Photo of the habitat of the animal
d. At least 3 additional facts that you would like to share with the class
9. The paper and presentation are due the last day of this unit (Insert date)

Appendix B
World Map

Appendix- C
Lesson 2 Ocean Floor Rubric
The project shows that the student:
3
Followed instructions
Included at least 3 accurate facts about
their feature of the ocean floor
Presented well: respectable,
appropriate and projected voice for
everyone to hear
Diagram was accurately represented
Neat
Comments:
Score:
0-1

Appendix-D
Lesson 3 Seashell Geometry worksheet
Name:________________
Date:____________
Group members:_______________________
Seashell
#
Drawing
Shape
How many lines

of symmetry
Length (cm)

Appendix E
Lesson 4 animal classification chart
phytoplankton
Zooplankton
mollusks
Benthic fish
Marine
Mammals
Crustaceans
algae
Small bacteria
jellyfish
Oysters
Clams
squids
Sharks
Haddock
Tuna
Bass
Whale
Dolphin
Seal
walrus
Crab
Lobsters
krill

Appendix- F
Lesson 4 marine life worksheet
Name:_____________
Date:_________
Your length: inches__________ feet________
Name of animal
length
Length compared to
yours
What do I eat?
What part of the

ocean do I live in?
What do I look like?

Appendix G
Lesson 5 create an animal instructions
Create an ocean animal

1. Make a list of the conditions that a deep sea diver and a
surface diver will need to prepare for prior to a dive.
2. Make a list of methods divers use to prepare for these
conditions.
3. Make a list of features marine animals have that allows for
their survival in both of these ocean environments.
4. With your group design a new ocean animal. You animal
can be a fish, mammal, or amphibian. Create an illustration
of your animal and determine if your animal will be a
surface or deep sea dweller. Design your animal with
characteristic that will allow for their survival in the
determined environment.
5. Present your animal design to the class.

Appendix H
Lesson 5 create an animal worksheet
Name:_________
Date:__________
Animal name:__________
Ocean Zone:____________
Drawing:
Animal Class:___________

Appendix I
Lesson 5 create an animal rubric
3
Image of ocean animal
Presented well: respectable,
appropriate and projected voice for
everyone to hear
Describes the ocean zone where the
animal will dwell in by explaining at
least 3 characteristics of that zone are
adaptations of the animal.
Neat
Comments:
Score:
0-1

Appendix J
Lesson 6 plant instructions
Create an ocean plant

1. Make a list of the conditions that a plant needs to survive
2. Make a list of processes plants use top obtain these
things.
3. Make a list of features plants have that allow them to carry
out the necessary processes for survival.
4. With your group design a new ocean plant. Design your
plant with characteristic that will allow for their survival in
the determined environment.
5. Include a diagram of the process of photosynthesis in your
drawing of the plant.
6. Present your plant design to the class.

Appendix K
Name:____________
Lesson 6 plant worksheet

Date:_______
Plant name:_____________
What do plants need to survive?

:__________________________________________________________________________
_____________________________________________________________________________
How do plants obtain what they need to survive?

_______________________________________________________________________
______________________________________________________________________________
Drawing:

Appendix L
Lesson 6 plant rubric
3
Included photosynthesis diagram
Neat
Comments:
Score:
0-1
Score
Levels
Appendix M
Organization
Neat and easy to read
Each section is labeled
Spelling/grammar
No spelling or grammar
errors
Information is clear
Labels are included for

SOME sections
Lesson 7 Laboratory notebook rubric
Data
All data is presented
Organized
Data in appropriate sections
1 to 3 spelling or grammar Most of the data is present

error
Organized
Notebook is neat though

few loosed pages
Required Elements
Includes title, materials,
date, (sections specific to
the lab) data, inquiry
questions, conclusions,
vocabulary
Includes all sections specific
to the lab, missing one of
the required elements
Most of the data is in the

appropriate sections
Most of the information is

presented clearly
Notebook is mostly neat

4 to 5 spelling or grammar Some of the data is
with few loosed pages or
errors
presented
instances of illegible
Slightly unorganized
writing
Some of the data is in the
Sections are not all labeled/
appropriate section
labels are hard to find
Missing sections specific to

lab
Missing 2 of the required
elements
Some of the information is

not presented clearly
Notebook is not neat
Labels are not included

Information is not
presented clearly
More than 5 spelling or

grammar errors
Data is missing
Unorganized
Data in the wrong sections
Missing 3 or more of the

required elements

Appendix N
Lesson 8 scavenger hunt worksheets
AQUARIUM SCAVENGER HUNT

Name:_____________________
Date:________
1. Define habitat:
________________________________________________________________________
2. Find 2 different ocean habitats found at the aquarium:
a. Name of habitat #1:
__________________________________________________________________
Animals that live in this habitat:
__________________________________________________________________
Where is the ocean do you find this habitat?
_________________________________________________________________
Drawing:
b. Name of habitat #1:

__________________________________________________________________
Animals that live in this habitat:
__________________________________________________________________
Where is the ocean do you find this habitat?
_________________________________________________________________
Drawing:

AQUARIUM SCAVENGER HUNT CONT.
3. Define adaptation:
_______________________________________________________________
4. List 3 animal adaptations you found :
________________________________________________________________________
Who am I?
5. I am a fish that floats, or lies as still as a rock
_________________________________________________________________
6. I am an animal that lives in a snail shell
______________________________________________________________________
7. I am an invertebrate (I have no bones) with up to 200 sucker discs on each of my eight arms
____________________________________________________________________
8. I have not spine and can blow up like a blow to scare off predators
____________________________________________________________________
9. I am a fish that uses camouflage to blend into my environment
__________________________________________________________
10. I am the smallest marine mammal, and I spend a lot of time floating on my back
____________________________________________________________________
11. I am a large marine mammal with long flippers and small ears
_____________________________________________________________________

MARINE ANIMAL
Name:______________________
Animal name:_________________________
Classification_________________________
Habitat/ocean zone:_____________________
Drawing:
Date:_____________
Appendix O
Lesson 8 field trip rubric
3
Followed instructions:
Was respectable throughout the field
trip
Answered each question on the
handout
Answers to handout questions were
answered accurately
Marine animal drawing includes:
Name
Classification
habitat
Neat
Comments:
Score:
0-1
Appendix P
Lesson 10 animal research paper rubric
The paper shows that the student:
3
Used correct grammar and spelling
Included the following in the paper:
Animal name and
classification
Where is it found (region and
ocean zone)
Size of the animal (including
comparison to students
measurement)
What the animal eats
Correct punctuation
Organization
Correct sentence and
paragraph strcture
Neat
Comments:
Score:
0-1
Appendix Q
Lesson 10 animal presentation rubric
3
Used correct grammar and spelling
Presentation is displayed on poster
board
Included photos of the animal and its
habitat
Includes animal name and 3 facts
about the animal
Neat
Comments:
Score:
0-1

2nd Grade Oceanography Unit Plan

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2nd Grade Oceanography Unit Plan

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2nd grade oceanography unit plan: by Brittney Williams

OCEANOGRAPHY INTERDISCIPLINARY UNIT PLAN

Students will be able to list the earths major oceans

Students will be able to relate an organisms adaptations to their environment

Students will be able to measure objects in various units

English Language Arts objectives: