Get ready to take a
plunge into the deep blue sea! Today, you are going to meet different
animals in the ocean and learn about sea creatures. You will encounter
many different kinds of animals that live in the ocean, and will be
able to see how they live! You're job is to interview a specific
animal to see who would be the best special guest on Sponge Bob Square
Pants! When you come back from your exploration, you will be able to
inform the class about the interview with your specific animal you
talked with. In groups of three, you will be learning about the
habitat, food sources, and their body parts and life cycle to tell the
class about. Also, you will tell the class why your animal would be
the perfect special guest on Sponge Bob. Make sure to find out lots of
information and interesting facts about your animal because we will be
voting on who we want to see on Sponge Bob!
The main goal is
for you to gain personal insight on the specific sea animal assigned to
your group, and to design a power point presentation in Google docs to
show to the class. You will also become familiar with collaborating
with your group for the presentation. Most importantly, you should be
having fun while learning about your animal! Lastly, it is very
important for you to make your presentation interesting and fun.
Remember, you want your classmates to vote for your animal to appear on
- You will randomly be assigned into groups of three
-Each group gets to pick out of a hat a sea animal to study...
Great White Shark
Each member of your group gets to examine a specific aspect of the
animals life and become an expert in that area. One of you will be
putting together information about:
The next group
member will be looking at all of the different kinds of food sources
for the animal. (What does your animal prey on? How often does your
animal eat? How does your animal eat?)
The third group
member will be looking at the body and life cycle of the animal. (What
are some distinct body parts of your animal? Is your animal born or
hatched from an egg? What is the average life span?)As a group you will come up with your animals TV name and personality
forget, you can answer more than just the example questions above. If
you find something that you believe is interesting: teach your
classmates about it!
-As a group, you will combine your information in Google docs
- You will then complete your presentation by using power point on
Google Docs. Your presentation should include all the information that
was asked of you to find and also your animals character personality
for the show. Your presentation should be about 5 to 10 minutes long
and preferably 7 to 10 slides. It is necessary for your presentation
to be visually pleasing and keep your classmates interest.
-The group as a whole gives their presentation to the class and informs
them on their animal and why your animal will be great for the show.
Good job, animal
interviewers! You are now experts in each of your assigned species and
got to know your potential Sponge Bob character. You have also been
informed by your classmates about other species of the sea and why
their animal should be on the show! You can now understand ocean life
and how the animals are different and similar. Also, you can now vote
for who you want to see on Sponge Bob!
Credits & References:
Thanks to these websites for helping us get our information!
3.1.4 Grade 4 Science and Technology Standards
C. Illustrate patterns that regularly occur and
|Preparedness||Student is completely prepared their presentation and power point and has obviously rehearsed.||Student seems adequately prepared but might have needed a couple more rehearsals.||The student is somewhat prepared, but it is clear that rehearsal was lacking.||Student does not seem at all prepared to present.|
|Comprehension||Student is able to accurately explain almost all aspects of his or her topic.||Student is able to accurately explain most aspects of his or her topic.||Student is able to accurately explain a few aspects of his or her topic.||Student is unable to accurately explain his or her topic.|
|Collaboration with Peers||Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.||Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.||Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.||Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.|
|Props||Student has fully prepared power point with only 1 or 2 errors. Has added creativity and has 7-10 slides.||Student has adequately prepared power point with 3-4 errors and 5-7 or too many slides. Some creativity.||Student has prepared power point but over 4 errros with 3-5 slides. Limited creativity.||Student has not prepared powerpoint and not understandable. Less than 3 slides and no creativity.|
Shows a full understanding of the topic.
Shows a full understanding of the topic.
|Shows a good understanding of the topic.||Shows a good understanding of parts of the topic.||Does not seem to understand the topic very well.|
|Listens to Other Presentations||Listens intently. Does not make distracting noises or movements.||Listens intently but has one distracting noise or movement.||Sometimes does not appear to be listening but is not distracting.||Sometimes does not appear to be listening and has distracting noises or movements.|
reoccur in nature.
• Identify observable patterns
(e.g., growth patterns in plants,
crystal shapes in minerals, climate,
structural patterns in bird feathers).
• Use knowledge of natural patterns to
predict next occurrences (e.g.,
seasons, leaf patterns, lunar phases).
3.2.4 Grade 4 Science and Technology
B. Describe objects in the world using the
• Recognize observational descriptors
from each of the five senses
(e.g., see-blue, feel-rough).
• Use observations to develop a
3.5.4 Grade 4
D. Recognize the earth’s different water
• Know that approximately threefourths
of the earth is covered by
• identify and describe types of fresh
and salt-water bodies.
• Identify examples of water
Creativity and Innovation
demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
apply existing knowledge to generate new ideas, products, or processes.
create original works as a means of personal or group expression.
use models and simulations to explore complex systems and issues.
identify trends and forecast possibilities.
Communication and Collaboration
use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual
learning and contribute to the learning of others. Students:
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
develop cultural understanding and global awareness by engaging with learners of other cultures.
contribute to project teams to produce original works or solve problems.
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
plan strategies to guide inquiry.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
process data and report results.