Mrs. Katrina D. W. Alegado, M.A.T.8th Grade Science TeacherTwin Falls Middle School

Snoqualmie Valley School DistrictWashington State

Alaska’s Inside Passage July 2010

Lesson DetailsTaught to a 6th grade class at Covington

Elementary in Covington, Washington.Unit was Earth Science with a focus on

Oceans/The Water Cycle.Twenty-four students.50% Free and reduced lunch.5 ELL students.1 IP student.1/3 class below grade level, 1/3 at grade

level, 1/3 above grade level

Lesson ObjectivesDescribe the methods used by MBARI

researchers to study oceans.Formulate questions about our worldwide

oceans.Navigate a website and apply information

found on the website to answer questions.Write a summary paragraph about what

each student learned from their research.Engage in class discussions regarding

oceans.

Washington State StandardsScience & TechnologyUnderstandings about science and

technology.Abilities necessary to do scientific inquiry.Understandings about scientific inquiry.Abilities of technological design.Science and technology in local, national,

and global challenges.Science as a human endeavor.Nature of scientific knowledge.Historical perspectives.

Washington State StandardsWritingStandard 1: The student understands and uses a

writing process.2.2 Write for different purposes.Reading2.3 Expand comprehension by analyzing,

interpreting, and synthesizing information and ideas in literary and informational text.

3.1 Read to learn new information.CommunicationStandard 1: The student uses listening and

observation skills and strategies to gain understanding.

Standard 2: The student uses communication skills and strategies to interact/work effectively with others.

Ocean Observations *Write all answers in your Science Journal!*

Predictions Answer these questions as best you can in complete sentences:

1. How do scientists study the ocean? 2. How can they “see underwater?” 3. Why is the ocean studied? 4. What do we need to know about the ocean? 5. What are some things you would like to know about the ocean or things that live in the

ocean? Questions Now write down at least 3 questions you have about studying oceans. 1. 2. 3. Activity Instructions: Visit the Monterrey Bay Aquarium Research Institute (MBARI) website (http://www.mbari.org) and examine these parts:

1. Click on News & Info, then Researchers to find out about the researchers who work at MBARI. Write down at least one thing you learned.

2. Click on Research & Development, then Current Projects to examine the various

research projects underway at MBARI. Write down at least one thing you learned.

3. Click on Marine Operations, then Vessels and Vehicles to discover some of the tools MBARI researchers use to explore the oceans. Write down at least one thing you learned.

NAME ______________________________________ DATE _________________

1. Click on Observatories, then Technologies & Sensors to learn about some of the cutting-

edge technology MBARI engineers are developing for seafloor observatories. Write down at least one thing you learned.

2. Click on Data & Images to check out some of the data that MBARI has collected about

the oceans. Write down at least one thing you learned.

3. Take some time now to examine the MBARI website to answer any other questions you may have about oceans. Write down at least 2 more things you have learned:

o

o

Assignment Instructions 1. Think about all you have learned about oceans so far. Now you will summarize your

ideas and what you have learned. 2. Remember to start with a beginning sentence, at least 5 details, and an ending sentence. 3. Start with a “sandwich” and then write a rough draft summary. 4. After your rough draft is done, revise using the first word from each sentence and the

number of words in each sentence. 5. Edit next focusing on spelling, punctuation, and indent. 6. Once you have improved your rough draft, write a final draft summary to turn in on a

separate sheet of paper. I am excited to read about what you have learned! Good luck!

Lesson Analysis/Rubric

Strengths Weaknesses

Technology integration In-depth assessments

Student engagement Reading level on website

Wonderful visuals Needs more near-real-time data

Higher-level questioning

Lesson Modifications/Adjustments

Formative assessments (through questioning techniques) throughout the lesson.

Clear expectations for the research portion.Comprehension help for my ELL/lower level

readers.Final summative assessment in the form of a

written paragraph summary. This allowed state standards in science, technology, writing (and even reading and communication) to be met in one lesson.

Future Thoughts… -by Katrina Alegado

More middle school (and elementary) level lessons/reading on MBARI website!

Cross-curricula integration within lessons.ELL/IP modifications involved with the

activities.Clear correlation with national standards

written in the lesson.Website portion that focuses on interactions

with elementary-level students.

UNIT EVALUATION Your thoughts on these lessons/activities will be critical to the continued refinement of these specific topics, as well as to the development of future teaching units.

Teacher’s Name Katrina Alegado

School Covington Elementary

Email katrina.alegado@kent.k12.wa.us Phone 253-373-2158, 253-373-7652

Grade(s) 6 Class Size 24

Unit Taught Earth Science Subject/topic Oceans

Not at all Adequate Excellent

Component Rating 0 1 2 3 4

A. OVERALL TEACHING UNIT

1. Unit is clearly written 0 1 2 3 4

2. Objectives are well-defined and relevant to topic 0 1 2 3 4

3. Instructions are easy-to-follow 0 1 2 3 4

4. Provides adequate background information for teachers 0 1 2 3 4

5. Includes appropriate sequence of lessons/activities 0 1 2 3 4

6. Easily integrated with national standards 0 1 2 3 4

7. Grade appropriate and/or adaptable to grade level; comprehensible to students

0 1 2 3 4

8. Interesting/motivating/compelling to students 0 1 2 3 4

B. ACTIVITIES

1. Consistent with unit objectives 0 1 2 3 4

2. Include hands-on components 0 1 2 3 4

3. Include inquiry-based/problem-solving components 0 1 2 3 4

4. Engage students in the scientific process 0 1 2 3 4

5. Incorporate real-time data in an authentic way 0 1 2 3 4

6. Integrate technology appropriately 0 1 2 3 4

7. Offer low-tech/alternative implementation options 0 1 2 3 4

8. Appropriate for a variety of learning styles 0 1 2 3 4

9. Include sufficient extension activity(ies) 0 1 2 3 4

10. Teaches described concepts 0 1 2 3 4

C. CULMINATION/MASTERY

1. Includes information on product/process assessment 0 1 2 3 4

2. Specifically measures the unit objectives 0 1 2 3 4

3. Offers ways to assess students’ thinking about the topic. 0 1 2 3 4

4. Results in creative, authentic student work 0 1 2 3 4

5. Provides opportunities for student reflection on learning 0 1 2 3 4

What are the strengths of this topic/lesson? The strengths of the Ocean Observation lesson are the technology integration and engagement from the

students. They truly enjoyed learning about oceans and all the ways scientists are studying this ecosystem around the world.

What are the weaknesses of this topic/lesson? The weaknesses would include lack of in-depth assessments at the end of the lesson. My sixth graders

also struggled a little with the reading/information on the MBARI website, since it is above some of their reading levels (especially ELL students).

What modifications are needed to improve this topic/lesson? I modified the original lesson to meet the needs of my students. I incorporated formative assessments

throughout the lesson (what were they learning at each part), reading help for some of my students, and a more comprehensive final summative assessment. Once my students were finished with the research and discovery part of the Ocean Observation lesson, they published their final thoughts into a summary about their new knowledge. With this modification, I met standards in science, technology, and writing allowing this lesson to cover multiple concepts and state standards.

Please include any additional comments that you think will be useful to you and others at next year’s workshop. I am impressed by the variety and depth of lessons on the MBARI website. My only concern is not enough lessons for middle school (grades 6-8) students. My students were completely excited to learn about the oceans and everything about MBARI. I would love more activities geared toward their age group and I would be honored to help develop further lessons at a future EARTH workshop.

Please let us know of any resources (Web sites, materials, etc.) that you used or think would be useful to enrich/enhance the unit. Once my students were completed with the Ocean Observations lesson, I began to develop further ideas for extensions. In the Spring we teach Visual Reports and I plan to assign each group of three from my class an ocean zone to research and report back to the class about their findings. This would include basic information as well as a call to action for ocean conservation. Resources would include the MBARI website and information from Nettrekker (search engine with subscription through our district) to guide student research. Even as 6th graders, they are ready for this critical thinking to help them save the oceans for future generations! Thank you very much for your time and assistance with this evaluation. If you are interested in participating in future EARTH workshops, please let me know. Using an activity and completing this rubric are requirements for participation. We will be discussing these evaluations and looking at the existing activities, as well as creating some new ones.

Please return this form to me either in hardcopy or electronic format. Dr. George I. Matsumoto

Senior Education and Research Specialist Monterey Bay Aquarium Research Institute

7700 Sandholdt Road Moss Landing, California

95039-9644 831 775 1757 (phone); 831 775 1620 (fax)

mage@mbari.org