How Animals Live in Water – Lesson

free essayThe lesson titles “How Animals Live in Water” will be based on three different lessons. The main idea of this unit is to discuss animals that live in water, distinguish between those that live in rivers and those that live in seas. It is important to give students a general understanding of the ecosystem and to show them that their place in nature is not limited to the human world. The lesson should be offered as an entertaining activity, with the involvement of video materials and interactivities with the involvement of the whole class. Games and projects will also be used to attract student’s attention. This lesson will extend the scope of knowledge students have.

Define Learners

Grade Level: 7th grade Science

Population Characteristics: 12-year old students will be at the lessons, without any specific disabilities, which could create some additional issues.

Lesson Groupings: the whole class

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Standards

According to the National Science Education content, the lesson will be devoted to population, ecosystems, diversity, and adaptations of organisms. Here are two basic quotes from the National Science Education, which fit the learning objectives, “Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students” (National Academy of Sciences, 1996, p. 30). “Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners” (National Academy of Sciences, 1996, p. 30).

Topic

“How Animals Live in Water” is the topic for analysis. Students will be given some general information about the following subtopics: amazing water world, water animals, distinguishing features of water animals from land animals, basic information about the ecosystem, and the role of people in the life of the planet.

Curriculum Links

The information about water animals is related to the previous material, where land animals were discussed. Therefore, this lesson will give students the basic understanding of the life on the planet and interconnections. The next step in science will be the deeper understanding of the ecosystem, its principles, and system of functioning. Also, the further lessons will be devoted to the role of a person in the earth development and functioning.

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Objectives

  • To inform students about the major animals that live in water, and their basic characteristics;
  • To teach students the basic principles of the ecosystem;
  • To develop skills in protecting water space of the planet.

Materials

Video materials, pictures, handouts

Time

The lesson plan involves three lessons, which will cover the unit, offered for students within a week, provided three times within the offered time. Overall, the lesson is divided into three sections, each of which will last for 45 minutes.

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Scope and Sequence

The first lesson in the unit is the introduction to the topic:

  • What a wonderful water life – video
  • Peculiarities of water animals (distinguishing features) – pictures, lecture
  • General information about marine life – lecture, making notes
  • Peculiarities of life in cold water – lecture, making notes
  • Classes of water animals
  • Different types of animal
  • Ocean life, river life
  • Aquatic biodiversity
  • The value of biodiversity (Helfrich, Neves, & Parkhurst, 2009)
  • Basic information about the ecosystem
  • Questions about the lesson material

The second lesson in the unit is devoted to practical analysis of the data acquired during the previous lesson.

  • Discussion of the question how a person can influence the file in the water
  • Discussion of the ecosystem problem and the possibilities to change something
  • Analysis of human actions
  • Emphasizing some information one has managed to understand
  • Playing the game of land and marine animals (a teacher tells the name of the animal. If it is water animal, students should take their seats, if a named animal is land one, they should stand.
  • An attempt to draw the ecosystem diagram on the blackboard adding elements one by one.
  • At the end, students are offered to create a group project about any animal they want. However, it is important to agree with all group members not to have a repetitive animal. After the presentations, students have to ask the class three questions, which cover the material presented.

The third lesson will be devoted to a small test at the beginning covering the basic knowledge received and the presentations of students, they prepared at home.

  • Testing students’ skills (ten questions, three points per each correct answer)
  • Students’ group presentations
  • Summary of the unit, announcing final grades

How It Works

Assessment of Students

The assessment after the first lesson will be based on the general questions to the class and grading their activity. Those who take part in answering the questions will receive 25 points maximum. After the second lesson, students’ activity will also be based on the assessment of the work in class. Each student, who participated in the discussion, will be graded from 5 to 25 points. After the third lesson, students will have an opportunity to receive 30 points for test and 20 points for participation in the presentation in groups. Therefore, the maximum mark for the unit is 100 points. In fact, 70 points can be considered as the passing grade for this unit without the need to re-take the test. Assessment of students’ success will be based on performance outcomes, when students do some job basing on the amount of studies data, so the teacher will be able to evaluate students’ success (Lockee, Moore, & Burton, 2002).

Evaluation of the Lessons

The general students’ marks will be considered as the class success. The lesson will be considered as successful if students are able to enumerate the major animals that live in water and their basic characteristics, if they can describe the basic principles of the ecosystem, and if they can show some skills in protecting water space of the planet.

Cite References

funnyvideos215. (2014, February 6). Amazing underwater marine life.

Helfrich, L. A., Neves, R. J., & Parkhurst, J. (2009). Sustaining America’s aquatic biodiversity. What is aquatic biodiversity; Why is it important? Virginia Cooperative Extension.

Lockee, B., Moore, M., & Burton, J. (2002). Measuring success: Evaluation strategies for distance education. Educause Quarterly, 1, 20-26.

National Academy of Sciences. (1996). National Science Education Standards. National Committee on Science Education Standards and Assessment, National Research Council.

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Conclusion

The project is focused on giving students knowledge and on involving them into the world of nature science. The lesson has appeared to be interesting. It does not only presents the theoretical knowledge, but also allows students get more additional information and to become a part of interactivities, which help students get to know more about the world that surrounds them. Students also acquire some practical skills in dealing with the nature. They get to know about their place in the world and understand their significance. This information will perfectly fit the knowledge students receive in other classes. Being directed at understanding the way how the world functions, this lesson will support students’ knowledge.