Language Arts OCEAN Activities:
Lesson 1: Coral Reef Conservation
![Picture](/uploads/1/2/7/5/12753486/9431374.jpg)
Essential Question Answered: What are the patterns of physical changes in aquatic environments? How do they affect us?
Content Standards Used: Writing with sound reasoning and relevant evidence. Students will use opinion writing-a form of argument. Students will research to help with their arguments. Students will present complex information.
Writing: Students will write letters to conservation organizations urging support for coral reef protection.
Teacher will lecture and discuss with students the coral reef. Students will reflect on their Science and Social Studies lessons and recognize that the coral reef is being damaged by pollution, coastal development, erosion, siltation, weather, global warming, and rising human populations.
After discussion on coral reefs, students will research the major causes of reef destruction, how to increase public awareness about the value of coral reefs, and to develop strategies that promote the sustainable management of reef ecosystems and aid in their recovery.
Teacher will explain to students how to write a professional business letter. Students will then collect their research they have done on the conservation of the coral reef and write a professional business letter to the Coral Reef Conservation. Student’s letters must focus on how to increase the public’s awareness about the value of the coral reefs.
When the students finish their letters they will share to the class their ideas that they have suggested to the Coral Reef Conservation.
Content Standards Used: Writing with sound reasoning and relevant evidence. Students will use opinion writing-a form of argument. Students will research to help with their arguments. Students will present complex information.
Writing: Students will write letters to conservation organizations urging support for coral reef protection.
Teacher will lecture and discuss with students the coral reef. Students will reflect on their Science and Social Studies lessons and recognize that the coral reef is being damaged by pollution, coastal development, erosion, siltation, weather, global warming, and rising human populations.
After discussion on coral reefs, students will research the major causes of reef destruction, how to increase public awareness about the value of coral reefs, and to develop strategies that promote the sustainable management of reef ecosystems and aid in their recovery.
Teacher will explain to students how to write a professional business letter. Students will then collect their research they have done on the conservation of the coral reef and write a professional business letter to the Coral Reef Conservation. Student’s letters must focus on how to increase the public’s awareness about the value of the coral reefs.
When the students finish their letters they will share to the class their ideas that they have suggested to the Coral Reef Conservation.
Lesson 2: Clean up the Trash! Preserve the OCEAN!
![Picture](/uploads/1/2/7/5/12753486/1340898890.jpg)
Essential Question Answered: How can technology help us explore the ocean? Does the ocean impact the people living inland?
Content Standards Used: Writing logical arguments. Researching (in the writing strand). Standards for conventions. (Students will be graded on grammar).
Teacher will read the book “Tracking Trash: Flotsam, Jetsam, and the Science of Ocean Motion” to students.
During the reading students will engage in Dr. Curtis Ebbesmeyer’s text on how the spilling of trash into the ocean is ruining the habitats of the marine life. Students will comprehend that Dr. Curtis Ebbesmeyer’s technological scientific contributions to the ocean are protecting our ocean every day.
After the reading, student’s will research Curtis Ebbesmeyer’s oceanographic scientific researches and analyze his data that he has found in his studies. Students will research Ebbesmeyer’s discoveries, his technology used, and ideas on preserving delicate marine habitats and protecting the creatures that live in them. After engaging in his text and researching on their own, students will write a short story about their thoughts on how to save the ocean as Curtis Ebbesmeyer is currently doing.
While constructing their short stories, the teacher will stress the importance of using the writing process. (Pre-writing, writing, revising, editing, and publishing.) To help with the starting process, students can draw on their own experiences at the ocean on how they are taking (or took) steps to preserve the Earth and its waters. Students that have not visited the ocean and cannot draw on these experiences, can brainstorm about how they plan to save the ocean for the future of planet earth.
*Students will share their ideas at the Ocean Affair, along with their other required projects throughout the thematic unit.
Content Standards Used: Writing logical arguments. Researching (in the writing strand). Standards for conventions. (Students will be graded on grammar).
Teacher will read the book “Tracking Trash: Flotsam, Jetsam, and the Science of Ocean Motion” to students.
During the reading students will engage in Dr. Curtis Ebbesmeyer’s text on how the spilling of trash into the ocean is ruining the habitats of the marine life. Students will comprehend that Dr. Curtis Ebbesmeyer’s technological scientific contributions to the ocean are protecting our ocean every day.
After the reading, student’s will research Curtis Ebbesmeyer’s oceanographic scientific researches and analyze his data that he has found in his studies. Students will research Ebbesmeyer’s discoveries, his technology used, and ideas on preserving delicate marine habitats and protecting the creatures that live in them. After engaging in his text and researching on their own, students will write a short story about their thoughts on how to save the ocean as Curtis Ebbesmeyer is currently doing.
While constructing their short stories, the teacher will stress the importance of using the writing process. (Pre-writing, writing, revising, editing, and publishing.) To help with the starting process, students can draw on their own experiences at the ocean on how they are taking (or took) steps to preserve the Earth and its waters. Students that have not visited the ocean and cannot draw on these experiences, can brainstorm about how they plan to save the ocean for the future of planet earth.
*Students will share their ideas at the Ocean Affair, along with their other required projects throughout the thematic unit.
All pictures/images/photos, text and information on the site are for educational and non-commerical use only.