sample pages from tcm 14510 - teacher created materials · 2013. 10. 1. · moves his or her body...

www.tcmpub.com . 800.858.7339 . 5301 Oceanus Drive, Huntington Beach, CA 92649

Sample Pages from

TCM 14510 Early Childhood Themes: Oceans

The following sample pages are included in this download:

• Teacher’s Guide: Table of Contents, Menu of Lesson Choices, lesson plan, pattern pages, and song lyrics • Vocabulary Concept Card • Oh, to the Ocean book

Find our sample audio links for this product at http://www.teachercreatedmaterials.com For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations.

Teacher’s Guide

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Introduction . . . . . . . . . . . . . . . . . . . . . . . . . .4Research and Rationale . . . . . . . . . . . . . . .6Best Practices: Learning to Read . . . . . . .8Best Practices: The Five Components

of Reading . . . . . . . . . . . . . . . . . . . . . . . . 10Best Practices: Differentiation . . . . . . . . 13Best Practices: English

Language Support . . . . . . . . . . . . . . . . 15Best Practices: Assessment . . . . . . . . . . 16Emergent and Early Writers . . . . . . . . . . 21Parent Support . . . . . . . . . . . . . . . . . . . . . 24Correlation to Standards . . . . . . . . . . . . 29Standards/Objectives Chart . . . . . . . . . 30How to Use This Product . . . . . . . . . . . . 32

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Menu of Lesson Choices . . . . . . . . . . . . . 36Vocabulary: Academic Language . . . . 38Introducing the Unit . . . . . . . . . . . . . . . . 40

Literacy Lessons . . . . . . . . . . . . . . . . . . . . . . 41What Do You Know? . . . . . . . . . . . . . . . . 41The Ocean . . . . . . . . . . . . . . . . . . . . . . . . . . 42Ocean Animals . . . . . . . . . . . . . . . . . . . . . . 43Real or Fantasy? . . . . . . . . . . . . . . . . . . . . . 44Swimming . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Phonemic Awareness and Phonics Lessons . . . . . . . . . . . . . . . . . . . . 46Ocean Writing . . . . . . . . . . . . . . . . . . . . . . 46Beginning Sounds . . . . . . . . . . . . . . . . . . 47Seagull by the Sea . . . . . . . . . . . . . . . . . . 48Rhyme Time . . . . . . . . . . . . . . . . . . . . . . . . 49Sand Tray . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Math Lessons . . . . . . . . . . . . . . . . . . . . . . . . . 51Fish in the Sea . . . . . . . . . . . . . . . . . . . . . . 51Fill It Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Seagulls at the Beach . . . . . . . . . . . . . . . 53Size It Up . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Favorite Animal Graph . . . . . . . . . . . . . . 55

Social Studies Lessons . . . . . . . . . . . . . . . 56Land and Water . . . . . . . . . . . . . . . . . . . . . 56The World’s Oceans . . . . . . . . . . . . . . . . . 57Types of Oceans . . . . . . . . . . . . . . . . . . . . 58Earth Protectors . . . . . . . . . . . . . . . . . . . . . 59Boats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Science Lessons . . . . . . . . . . . . . . . . . . . . . . 61Water and Sand . . . . . . . . . . . . . . . . . . . . . 61The Senses . . . . . . . . . . . . . . . . . . . . . . . . . . 62Sailing, Sailing . . . . . . . . . . . . . . . . . . . . . . 63Fish Types . . . . . . . . . . . . . . . . . . . . . . . . . . 64Water Safety . . . . . . . . . . . . . . . . . . . . . . . . 65

Music and Movement Lessons . . . . . . . . 66Playful Dolphin . . . . . . . . . . . . . . . . . . . . . 66Crab Walk . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Animals in the Ocean . . . . . . . . . . . . . . . 68Write a New Verse . . . . . . . . . . . . . . . . . . . 69Move Like an Ocean Animal . . . . . . . . . 70

Art Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Octopus Hands . . . . . . . . . . . . . . . . . . . . . 71Sea Star Art . . . . . . . . . . . . . . . . . . . . . . . . . 72Jelly, Jelly, Jellyfish . . . . . . . . . . . . . . . . . . 73Fishy Fishy . . . . . . . . . . . . . . . . . . . . . . . . . . 74Life in the Ocean . . . . . . . . . . . . . . . . . . . . 75

Unit Resources . . . . . . . . . . . . . . . . . . . . . . . 76Ocean Songs . . . . . . . . . . . . . . . . . . . . . . . . 76Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Vocabulary Word Cards . . . . . . . . . . . . . 105Recommended Children’s

Literature . . . . . . . . . . . . . . . . . . . . . . . . 107Using the CDs . . . . . . . . . . . . . . . . . . . . . . 109

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . .123References Cited . . . . . . . . . . . . . . . . . . . 123Contents of the Digital

Resource CD . . . . . . . . . . . . . . . . . . . . . 124Contents of the Audio CD . . . . . . . . . . 128

Table of Contents

© Teacher Created Materials #14518—Oceans 3

Intr

od

uct

ion

Components

Dona Herweck Rice

o

t h e o t

Traditional song illustrated by Howard McWilliam

DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDoooowwwwwnnnnnnnnnnnnnnDDDDDDDDDDDDDDDDDDDDDDDDDoooooooowwwwwwwwwnnnnnnnnnDDDDDDDDoooooooowwwwwwwwwnnnnnnnnnDDDDDDDDoooooooowwwwwwwwwnnnnnnnnnDDDDoooowwwnnnyyyyyybyyybybybybybyyyyybybyyyyybybybybyyybbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbybybybybybybybybybybybybybybybybybybybbybybybybybybybybybbybybybybyyy ttttttththhththththheeeeehhhhhhhhhhhheeeeeeeeeeeeeeehhhhhhhhhhhhhhhththththththhhtht eehtthththhhhhtthththhhhhhhtttthththththhthththththeeeeeeeeeethththththhthtththeeeeeeethththththhthtththeeeeeeehththththeeeewwnnnnnnnnnnnwwnnnnnnnnnnnnwnnnnnnwnnnnnnnnnnnnnnnnnnnn

BnnnnnnnBBBBBnnnnnnnnnnnnnnnnnnnnnnnBBBnnnnnnnnBBBBBBBBBBBBBBBBBBBBBnnnnn

yyyyyyyyyyyyyyyyyBBBBBBBBBBBBBBBB yyyyyBBBBBBBBBBBBBBBBBBBB yyyyyyyyyyyyyyyyyyyyBBBBBBBBaaaaaaaayyyyyyyyBBBBBBBaaaaaayyyyyyyBBBBBBBaaaaaayyyyyyyBBBaaayyyBBBBBaaaaBaaaBaaaBBaBBBBBBBaaaBBBBBBBBBBBB

Stephanie Reid

concept book (lap size) traditional song or rhyme book (lap size)

wordless photo book (lap size)

Dona Herweck Rice


DDDDDDo nnnnnnnnDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDo nnnnnnnnnnnDDDDDDDDDDDDDDDDDDDDDDDDDDDoooooooowwwwwwwwnnnnnnnnnDDDDDDoooooooowwwwwwwwnnnnnnnnnDDDDDDoooooooowwwwwwwwnnnnnnnnnDDDDooowwwnnnbybyybybybyyyyyyyyyybbbbbbbbbbbybbbbbbbbbbbbbbbbbbbbybybybybybybybybybybybybybybyybybybybybybybybyybybybbybybybybyy tttttttthetheththeethethhhhhhhhhhehhhhhhheheeeeheeehthethethththhthhtttthhthhtthhthhhhttthethethethethethethethethththethethethethethethethethethethethethethethethethehthetheth

wnnnnnwwnnnnnwwnnnnnBBBBBBBBBBBBBBBBaBBBBBBBBBBBBBBBBBBBB yyyyBB yyyyyyyyyyyyyyBBBBBBBB yyyyyBBBBBBBBBBBBBBBBBB yyyyyyyyyyyyyyyyyyyBaBaBaBaBaBaaBaB yyyyyyyyBaBBaBaBaBaayyyyyyyBaBBaBaBaBaayyyyyyyBaBaB yyBaBaaBBaBaaaBaBaaaBaBaBaBaBBaBaBaBBaBBBBBBBBBBBBBB

Stephanie Reid

6 copies of the concept book

6 copies of the traditional song or rhyme book

6 copies of the wordless photo book

#14517—Oceans

©Teacher Created Materials

ISTO

CKP

HOTO

oceanConnecting Pieces:

Activating Prior Knowledge

Building Blocks:Phonemic Awareness

New Ideas:Building Knowledge and Comprehension

Note:

ocean sea

animals

things

ocean

seal (1)

seaweed (2)

submarine (3)

nding Blockemic Aware

ocean

#14517

ocean

An ocean is a large body of water.

Teacher’s Guide

8 vocabulary concept cards with full-color images on the front

(teaching suggestions on the back)

Audio CD Digital Resource CD

Teacher’s Guide

d

For use with either Macintosh®

or Windows® TCM 14519

Audio CDThis CD contains music and audio �les.

© 2014 Teacher Created Materials

l





How to Use This Product

32 #14518—Oceans © Teacher Created Materials

Intro

du

ctionHow to Use This Product (cont.)

Understanding the UnitBegin by reading the Menu of Lesson Choices (pages 36–37). The labels in the left‑hand column indicate the seven key areas of instruction in this thematic unit: Literacy, Phonemic Awareness and Phonics, Math, Social Studies, Science, Music and Movement, and Art. There are five lessons for each of these areas (35 lessons in all).

The Menu of Lesson Choices provides a brief description of each lesson. Boldfaced text highlights where each book and vocabulary concept card is a key component of the lesson. Icons indicate where resources on the Audio CD and Digital Resource CD (both included in this kit) can be used to supplement the lessons. The icons represent key resources: an open book (interactive page‑turning book), an ear (audio recording of the book), a filmstrip (video clip), a whiteboard screen with handprints (interactive whiteboard activity), and music notes (music track).

Icon

Resourceinteractive page‑turning book

audio recording of the book

video clip interactive whiteboard activity

music track

Pacing OptionsThe lessons in this unit are flexible and have been designed to be used in a variety of ways. Following are some options for pacing:• Teach the entire unit over the course of one week—Follow the Menu of

Lesson Choices as shown. On Day 1, teach all seven lessons (Literacy, Phonemic Awareness and Phonics, Math, Social Studies, Science, Music and Movement, and Art). Continue to follow the lesson plans for Days 2, 3, 4, and 5. This will allow you to teach all 35 lessons and cover all seven key areas of instruction in five instructional days.

• Teach the entire unit over the course of two weeks—Follow the Menu of Lesson Choices, but teach each lesson over a two‑day period. On your first and second days of instruction, teach the lessons listed in Day 1 on the Menu of Lesson Choices. For example, you may wish to teach the Literacy, Phonemic Awareness and Phonics, and Math lessons on your first day of instruction and then the Social Studies, Science, Music and Movement, and Art lessons on your second day of instruction. Continue to teach each lesson over a two‑day period. This will allow you to teach all 35 lessons in 10 instructional days.

• Teach the entire unit over the course of four weeks—Follow the Menu of Lesson Choices, but teach only one or two lessons each instructional day. You may wish to follow the order shown on the Menu of Lesson Choices or design your own pacing plan. This will allow you to teach all 35 lessons in 20 instructional days.


Intr

od

uct

ion

Getting Started1. Take time to review the Best Practices section of the Introduction in this Teacher’s

Guide. There you’ll find highlights of current research on early childhood education, differentiation, and supporting English language learners.

2. The section on Assessment (pages 16–20) includes best practices for assessment in an early childhood classroom. See pages 19–20 for the Observational Assessment Form for the Oceans unit. Make copies of this checklist for each child in your class for use throughout the unit.

3. Review the section called Emergent and Early Writers (pages 21–23) for valuable information about young writers. Consider the abilities of the children when determining children’s expectations for various lessons.

4. Refer to the Parent Support section for helpful suggestions for strengthening parent communication and parent/family partnerships. See pages 25–26 for the Unit Introduction letter. Pages 27–28 provide directions for creating take‑home copies of the three books included in this kit and a Take‑Home Book Introduction letter. Duplicate these letters in preparation for the unit.

5. Introduce the unit with one or more of the engaging activities listed in the Introducing the Unit section on page 40.

Using the LessonsOnce you have determined the pacing of instruction for this unit, begin with the first lesson of instruction. Each easy‑to‑use one‑page lesson is organized in the same way.

Intr

odu

ctio

n

Best Practices: Assessment (cont.)

Checklist Rating Frequency✓= yes 1–5 always,

sometimes, neverMathUnderstands numbers represent the quantity of objectsKnows the common language of measurementKnows that different sized containers will hold more or lessUnderstands the common language used to describe positionCollects data from everyday situationsGeography

Understands the globe as a representation of EarthKnows natural features of the environmentKnows the approximate location of major bodies of water on Earth

Knows the modes of transportation used to move people, products, and ideas from place to place, their importance, and their advantages and disadvantagesEconomicsUnderstands the characteristics and uses of mapsKnows how people affect the environment in negative and positive ways

HealthKnows essential concepts and practices concerning injury prevention and safetyPhysical EducationCoordinates body movements in a variety of activitiesScience

Knows properties of a number of Earth materialsKnows vocabulary used to describe major features of the skyUses the senses to make observations about living things, nonliving objects, and eventsKnows simple ways that living things can be groupedTESOL/WIDA

English language learners communicate for Social and Instructional purposes within the school setting.English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science.English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.20 #14518—Oceans

© Teacher Created Materials

Introduction

Best Practices: Assessment (cont.)

Observational Assessment FormCircle which type of observational assessment this will be:

Checklist—Check the box if the child can perform the task.

Rating Scale—Indicate a number from 1 to 5.

1 2 3 4 5

cannot demonstrate the skill

demonstrates few elements of the skill

demonstrates some elements of the skill

demonstrates most elements of the skill

demonstrates mastery of the skill

Frequency Scale—Indicate the child’s frequency in performing the skill: always, sometimes, never.

Child’s Name ________________________ Today’s Date _____________________

Child’s Age _____________________

Checklist Rating Frequency

✓= yes 1–5 always, sometimes, never

ArtsMoves his or her body in a variety of controlled ways

Creates three-dimensional structures and arrangements using materials

Uses a variety of basic art materials

Sings simple, familiar songs

Language ArtsUses knowledge of letters to write or copy familiar words

Knows that print is read from left to right, top to bottom, and that books are read front to back

Uses emergent reading skills to “read” a story

Uses visual and verbal cues, including pictures, to comprehend new words and stories

Knows the difference between fact and fiction, real and make-believe

Listens for a variety of purposes

Discriminates among the sounds of spoken language

Knows rhyming sounds and simple rhymes

Knows that words are made up of syllables


Intr

odu

ctio

n

Water WaysFind a place your child can get in the water, such as a lake or ocean, a swimming pool, or even the bathtub. Discuss with your child the way the water looks and feels. Talk about ways to move the water. If possible, bring some toys along with you and try to float some on the water. Be sure to use caution around water with young children, especially those who may not be able to swim.

Ocean AnimalsAsk your child about a favorite ocean animal. Check out a book from the library and learn more about this animal. Help your child find out about what the animal eats, where in the ocean it lives, any predators it has, and any other interesting information about the animal.

Shell CollagePurchase some shells from a local craft store. Allow your child to sort the shells in various ways (color, shape, size). Then allow your child to create a collage by gluing the shells onto a paper plate.

Fish StoreTake a trip to a local fish or pet store. Point out the many different kinds of fish. Help your child name fish that can be grouped together by color, by size, and/or by shape. Look for other ocean animals that may be at the store, such as crabs, turtles, and snails. Have your child draw a picture of his or her favorite fish.Shore Visit

Take a visit to the shore of a river, a lake, or a stream. Have your child name things that are the same as the shore of a beach and things that are different from the shore of a beach.

Sandy, Sandy, Sandy!If possible, take your child to a sandy beach. If not possible, take your child to a park with sand. Allow your child to walk around in the sand with bare feet. Discuss with your child what the sand feels like on his or her feet and between his or her toes. Have your child hold the sand in his or her hands. Try to pick out just one grain of sand. Have your child use a stick (or a finger) to write his or her name in the sand.

Parent Support (cont.)

26 #14518—Oceans

© Teacher Created Materials

Intro

du

ctionUnit ObjectivesThere are many objectives for our unit of study. The list below shows the objectives related to the study of oceans.• knows simple ways that living things can be

grouped• knows natural features of the environment• knows properties of a number of Earth

materials

Vocabulary WordsWhen talking with your child about oceans, try to use these words:

crab ocean

sand seagull

swim water

wave whale

Parent Support (cont.)

Unit Introduction Dear Parents,

Whether you live close to or far from an ocean, the ocean is a captivating topic. Perhaps children and adults alike are interested in the ocean because it is like a whole other world to explore. From the movement of the waves, to the animals that make their homes there, and everything in between, there is so much to learn about the ocean. Our new unit of study, Oceans, will help children learn about the beach, what happens under the water, as well as the many animals that live in the ocean. This letter provides ideas for supporting your child as he or she becomes more aware of the surrounding world. Be sure to read the back of this letter for fun activities to do with your child.

Sincerely,

_______________________________

Related Ocean BooksGo to the library and check out some books related to the ocean. Some suggestions of especially good titles are below.

Andreae, Giles. Commotion in the Ocean. Wilton, CT: Tiger Tales, 2002.Ashman, Linda. To the Beach! Orlando, FL: Harcourt, 2005.Carle, Eric. A House for Hermit Crab. Saxonville, MA: Picture Book Studio, Ltd., 1987.Lionni, Leo. Fish Is Fish. New York, NY: Pantheon Books, 1970.Peck, Jan. Way Down Deep in the Deep Blue Sea. New York, NY: Simon and Schuster

Books for Young Readers, 2004.Pratt, Kristin Joy. A Swim Through the Sea. Nevada City, CA: Dawn Publications, 1994.Ryan, Pam Muñoz. Hello Ocean. Watertown, MA: Charlesbridge, 2001.Wiesner, David. Flotsam. New York: Clarion Books, 2006.Zoehfeld, Kathleen Weidner. What Lives in a Shell? New York: HarperCollins Publishers,

1994.


How to Use This Product (cont.)

A list of materials tells exactly what is needed.

Literacy

Materials

1 Prior to the lesson, label chart paper with What We Already Know About the Ocean.

2 Gather children together on the rug or in their chairs.

3 Tell children they will learn about the ocean.• Show children the chart paper.

Explain that they may already know a lot about the ocean.

• Ask them to share what they know about the ocean. Record their responses on the chart.

4 Display the cover of the Oceans book. Explain that this book does not have any words. Ask children how they will know what the book is about. Lead children to the idea that pictures can tell a story. • Point to the title. Read it aloud to

children. Have them repeat the title after you.

• Discuss the photograph on the front cover. Ask children to make observations about the photograph. Encourage them to speak in complete sentences as they share their observations.

5 Show children the book, one page at a time. • Ask them to share what the author

is telling them based on what they see in the pictures.

• Have them share connections they have with each picture.

• Discuss how each picture is connected to the ocean.

You may wish to use the interactive page-turning book Oceans. See the Digital Resource CD file oceansbook.html.You may wish to use the Literacy interactive whiteboard activity. See the Digital Resource CD.

What Do You Know?• Oceans book• chart paper•markers

ExtensionDistribute drawing paper to children. Have them draw pictures of the ocean showing their prior knowledge. Discuss the differences between children’s pictures and the chart.

Procedure


The step‑by‑step procedure guides teachers through the lesson.

The side border indicates the key instructional area for the lesson.

Icons indicate where resources on the Audio CD and Digital Resource CD (included in this kit) can be used to supplement the lessons. See page 33 for the icon key.

Extension ideas are included in every lesson.


Intro

du

ction

Using the Other ResourcesEach lesson may indicate the use of other resources in this Teacher’s Guide. These materials are also included on the Digital Resource CD and/or Audio CD included in the kit. See pages 109–122 for detailed suggestions for using these materials.

Ocean Songs

Ocean(Sung to the tune "Bingo")

Lyrics by Jennifer Viñas

There is a place where boats set sail, and ocean is its name-o.O-C-E-A-NO-C-E-A-NO-C-E-A-NAnd ocean is its name-o.

(Have children clap in place of letters not sung.)


World MapUse this template with the lesson on page 57.

Atl

anti

c O

cean

Paci

fic

Oce

an

Arc

tic

Oce

an

Ind

ian O

cean

Sout

hern

Oce

an


ocean

sand

wave

swim

Vocabulary Word Cards


songs (pages 76–81)—Song lyrics are included on the Digital Resource CD. Music tracks are included on the Audio CD.

reproducible patterns (pages 82–104)—Patterns are included in both color and black and white on the Digital Resource CD.

vocabulary word cards (pages 105–106)—These cards are included in color and black and white on the Digital Resource CD.

Each lesson may also use other resources from this kit. These are noted in the Materials list at the top of the page or are indicated with an icon at the end of the lesson. See pages 109–122 for detailed suggestions for using these materials.


DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD wwwwwwwnnnnnnnnDDDDDDD wwwwwwnnnnnnnnDDDDDDD wwwwwwnnnnnnnnDDDD wwnnbDDDDDDDDDDDDooooooowwwwwwwnnnnnDDDDDDoooooowwwwwnnnDDDDDDoooooowwwwwnnnDDDDoowwwnnnbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbDDDDDDDDDDDoooooowwwwwwnnDDDownDDDownDDDoowwnbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbb

Stephanie Reid

Dona Herweck Rice

o

t h e o t

#14517—Oceans

©Teacher Created Materials

ISTO

CKP

HOTO

oceanConnecting Pieces:

Activating Prior Knowledge



Note:

ocean sea

animals

things

ocean

ocean

seal (1)fish (1)

beach (1)jellyfish (3)

octopus (3)

water (2)

seaweed (2)

submarine (3)

nding Blockemic Aware

ocean

1)

s (3)

2)

#14517

ocean



or Windows®



CD co

© 2

o �les.





theme-related books—Electronic versions of these books are included on the Digital Resource CD. Read-aloud audio tracks are included on the Audio CD.

vocabulary concept cards—These are included (both with and without sentences) on the Digital Resource CD. The back of each vocabulary concept card contains activities for building literacy skills.

Digital Resource CD and Audio CD—See pages 124–128 for a complete listing of all files included on these CDs. Pages 109–122 provide detailed suggestions for using these materials.

How to Use This Product (cont.)


Ove

rvie

w

Day 1 Day 2Literacy What Do You Know?—Introduce

the Oceans unit using the book Oceans. Identify what children know about the ocean. (p. 41)

The Ocean—Introduce the book Oh, to the Ocean. Use pictures to comprehend new words and stories. (p. 42)

Phonemic Awareness and Phonics

Ocean Writing—Sing a song about the ocean. Practice writing words with “ocean water.” (p. 46)

Beginning Sounds—Identify the beginning sounds in words associated with the ocean. (p. 47)

Math Fish in the Sea—Practice representing numbers with fish crackers. (p. 51)

Fill It Up—Introduce the water vocabulary concept card. Discover how different container sizes can hold more or less. (p. 52)

Social Studies

Land and Water—Learn about land and water on a globe. (p. 56)

The World’s Oceans—Introduce the ocean vocabulary concept card. Discover the names of the oceans on Earth. (p. 57)

Science Water and Sand—Learn about properties of water and sand and create a model of the ocean. (p. 61)

The Senses—Sing a song about the sound of the ocean. Make observations about the ocean using the senses. (p. 62)

Music and Movement

Playful Dolphin—Sing and act out a song about dolphins. (p. 66)

Crab Walk—Introduce the crab vocabulary concept card. Walk like a crab. (p. 67)

Art Octopus Hands—Create octopi art projects with handprints. (p. 71)

Sea Star Art—Create an art piece with a sea star. (p. 72)

Menu of Lesson Choices


Overview

Menu of Lesson Choices (cont.)

Day 3 Day 4 Day 5Ocean Animals—Create and read complete sentences about animals that live in the ocean. (p. 43)

Real or Fantasy?—Introduce the book Down by the Bay. Find out what makes stories real or make-believe. (p. 44)

Swimming—Introduce the swim vocabulary concept card. Create books about what swims in the ocean. (p. 45)

Seagull by the Sea—Introduce the seagull vocabulary concept card. Play a word game with syllables. (p. 48)

Rhyme Time—Use academic vocabulary to identify rhyming words. (p. 49)

Sand Tray—Introduce the sand vocabulary concept card. Practice writing letters in sand. (p. 50)

Seagulls at the Beach—Practice location words by landing a seagull puppet. (p. 53)

Size It Up—Introduce the whale vocabulary concept card. Compare sizes of ocean animals. (p. 54)

Favorite Animal Graph—Create a graph of favorite ocean animals. (p. 55)

Types of Oceans—Learn how different oceans look. (p. 58)

Earth Protectors—Find out how people affect the ocean. (p. 59)

Boats—Learn about different types of transportation on the ocean. (p. 60)

Sailing, Sailing—Make a night sky to learn how sailors used the stars to find their way on the ocean. (p. 63)

Fish Types—Sing a song about different types of fish. Find out what makes a fish a fish. (p. 64)

Water Safety—Identify safe practices in and around the water. (p. 65)

Animals in the Ocean—Sing a song about animals in the ocean. Create hand movements to match the song. (p. 68)

Write a New Verse—Create new verses for a song. (p. 69)

Move Like an Ocean Animal—Introduce the wave vocabulary concept card. Sing a song about ocean animals. Move like the animals. (p. 70)

Jelly, Jelly, Jellyfish—Use a variety of materials to create jellyfish. (p. 73)

Fishy Fishy—Sing a song about fish. Make a fish art project. (p. 74)

Life in the Ocean—Create an ocean scene using a crayon relief technique. (p. 75)


Materials

Scie

nce

1 Gather children on the rug or in their chairs.

2 Sing the first stanza of “If I Could Be a…” to children.

3 Tell children that the animals named in the stanza are all types of fish. Display the Fish Types Cards one at a time for children to see various types of fish.

4 Explain that scientists group animals together because they have something in common. Discuss fish similarities with children. Point to fins and gills on the illustrations.

5 Teach children the first verse of “If I Could Be a…” by singing one line at a time as children repeat. Finally, sing the entire stanza together. Display each Fish Types Card as children sing the name of the fish.

6 Teach remaining verses of the song to children.

7 Teach children the movements to “If I Could Be a....”• Stanza 1 (fish)—Hold hands

together, fingers pointing away from the body. Sway hand back and forth to represent a fish swimming.

• Stanza 2 (crab)—Use four fingers and thumb on both hands as pinchers.

• Stanza 3 (whale)—Hold one hand on top of the other with outstretched arms. Move arms in a downward motion to show diving.

• Stanza 4 (shark)—Hold both hands together on top of head to represent a shark fin.

8 After singing, have children sort the Fish Types Cards into different categories such as color, size, and number of fins.

You may wish to use the Science interactive whiteboard activity. See the Digital Resource CD.Refer to the Audio CD track #3.

Fish Types• “If I Could Be a…” song (p. 78)• Fish Types Cards (p. 97)

ExtensionDiscuss with children the difference between fish found in the ocean and fish in a tank. Ask children what the benefits and drawbacks would be for each type of habitat.

Procedure


Ocean Songs (cont.)

If I Could Be a…(Sung to the tune of “The More We Get Together”)

Lyrics by Evelyn Garcia

If I could be a fishy,A fishy, a fishy.If I could be a fishy,What kind would I be?A goldfish, a marlin,A clownfish, a molly.If I could be a fishy,What kind would I be?

If I could be a crab,A crab, a crab.If I could be a crab,What kind would I be?A hermit, a sharpnose,A flattop, a graceful.If I could be a crab,What kind would I be?

If I could be a whale, A whale, a whale.If I could be a whale,What kind would I be?A blue whale, a humpback,A gray whale, a killer whale.If I could be a whale,What kind would I be?

If I could be a shark,A shark, a shark.If I could be a shark,What kind would I be?A finetooth, a sandbar,A tiger shark, a white shark.If I could be a shark,What kind would I be?


Fish Types CardsUse these pictures with the lesson on page 64.

goldfish marlin

clownfish molly


#14517

ocean


#14517—Oceans ©Teacher Created Materials

isto

ckp

hoto

oceanConnecting Pieces:Activating Prior Knowledge



• Explainthattherearetwotypesoffish:saltwaterfishandfreshwaterfish.Explainthatfreshwaterfishliveintypesofwater,suchaslakes,rivers,andponds.Saltwaterfishliveonlyintheocean.

• Explaintochildrenthatoceanwaterhassaltinit.Providechildrenwithasmallamountofsaltforthemtotaste.Askchildrentodescribehowthesalttastes.Note:Besuretobemindfulofanyalergieschildrenmayhave.

• Poursomesaltinaclearcupofwater.Allowthesalttosettletothebottomofthecup.Swirlthewateraroundinthecup.Discusswhathappenstothesalt.Explainthatthewavesintheoceanhelptomixthesaltwiththewater.

• Showchildrenthefrontofthecard.Tellthemthisisapictureoftheocean.Explainthatsometimespeoplecalltheoceanthesea.Askchildrentosharewhattheynoticeaboutthepicture.

• Drawalinedownthemiddleofasheetofchartpaper.Labelonesideanimalsandtheothersidethings.

• Tellchildrenthatmanyanimalsarefoundunderwaterintheocean.Makealistofanimalsfoundintheoceanononesideofthechartpaper.

• Askchildrentobrainstormthingsthatcanbefoundinandontheocean.Writetheirideasontheothersideofthechartpaper.

• Pointtothewordoceanonthefrontofthecard.Explainthatwordsaremadeupofsyllables.Segmentthewordoceanintotwosyllablesandclaponetimeasyousayeachsyllable/ō//shun/.Thenhavechildrensegmentthewordandclapthesyllables.

• Tellchildrenyouwillsayotherwords.Theyneedtosegmentthewordandclapthesyllablesforeachword.Saythewordsfromthelistoneatatime.Guidechildreninsayingandclappingthesyllables.

seal (1) fish (1)

beach (1) jellyfish (3)

octopus (3)

water (2)

seaweed (2)

submarine (3)

Dona Herweck Rice

t

o t h e OH,O E N

Teacher Created Materials5301 Oceanus Drive

Huntington Beach, CA 92649-1030 http://www.tcmpub.com

ISBN 978-1-4333-3514-3© 2014 Teacher Created Materials, Inc.

Publishing CreditsDona Herweck Rice, Editor-in-ChiefLee Aucoin, Creative DirectorTimothy J. Bradley, Illustration ManagerConni Medina, M.A.Ed., Editorial DirectorJamey Acosta, Senior EditorJennifer Viñas, Associate Education EditorRusty Kinnunen, IllustratorLexa Hoang, DesignerRachelle Cracchiolo, M.S.Ed., Publisher

ConsultantJennifer Overend Prior, Ph.D.Northern Arizona University

Dona Herweck Rice

t

o t h e OH,O E N

2 3

Oh, to the ocean I will go.

Away I’ll go to the sea!

4 5

Where seagulls soar, and sea lions roar, at the sea, at the sea, at the sea.

6 7



Where creeping crabs stop, and sandpipers hop, at the sea, at the sea, at the sea.

8 9



Where sea turtles ride, and dolphins glide, at the sea, at the sea, at the sea.

1110



Where kelp beds sway, and seahorses play, at the sea, at the sea, at the sea.

12 13



14 15

Where sunlight shines, and the world is mine,

16

at the sea, at the sea, at the sea.


To the Teacher or ParentThis book allows for a wonderful shared-reading experience

for children who are beginning readers. The strong link between words and images helps readers understand the content. Readers are also able to make predictions about the text based on the images and the overall pattern of the book. This book is an excellent tool for building the confidence new readers need to embark on the adventures that await them while reading!

To extend this reading experience, do one or more of the following:

1. Reread the book, stopping at each page. Encourage the child to name the wildlife found throughout the book. Discuss the differences and similarities between the different animals.

2. Visit a local aquarium to learn more about the wildlife mentioned in this book. Which is the child’s favorite and why?

3. Have the child discuss which beach features were found throughout the book, such as sand, waves, and rocks. Discuss other beach features not seen in this book.

4. Explain to the child that the word sea is another word for ocean. Discuss other ocean related words that have more than one name, such as killer whale and orca.

5. After reading, let the child come back to the book again and again. Rereading is an excellent tool for building literacy skills.

How much fun can be had at the ocean? Plenty! Take a look inside this book to see what you can do at the ocean.

TCM 14514

t

o t h e OH,O E N

sample pages from tcm 14510 - teacher created materials · 2013. 10. 1. · moves his or her body...

Documents