Lesson+Plan,+Student+Worksheets,+Instructional+Activity


 * Lesson plans for the Marine Biome**

a. Demonstrate understanding of translations, dilations, rotations, reflections, and relate symmetry to appropriate transformations. b. Given a figure in the coordinate plane, determine the coordinates resulting from a translation, dilation, rotation, or reflection. The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that: a. Engages the reader by establishing a context, creating a speaker’s voice, and
 * Standards:**
 * M7G2.** Students will demonstrate understanding of transformations.
 * ELA7W2** The student demonstrates competence in a variety of genres.

b. Develops a controlling idea that conveys a perspective on the subject. c. Creates an organizing structure appropriate to purpose, audience, and context. d. Develops the topic with supporting details. e. Excludes extraneous and inappropriate information. f. Follows an organizational pattern appropriate to the type of composition. g. Concludes with a detailed summary linked to the purpose of the composition.

picture is clearly visible. || Drawing includes some neatness but picture has many eraser marks and/or coloring is lacking in neatness and/or color choice is not appropriate; picture is somewhat visible. || Drawing is lacking in neatness; picture has many eraser marks and coloring is lacking in neatness and color choice is not appropriate; picture is somewhat visible. ||
 * S7L4 ** . Students will examine the dependence of organisms on one another and their environments.e. Describe the characteristics of Earth's major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
 * Lesson: **
 * Grading Rubric:**
 * **Criteria** || **20 19 18 17 16** || **15 14 13 12 11** || **10 9 8 7 6** || **5 4 3 2 1** ||
 * Symmetry || All items in the drawing were completely symmetrical. If picture were folded in half all or most items would be identical reflections of each other. || Most items in the drawing were completely symmetrical. Only 2 or 3 items would not be would be identical reflections of each other. || Some items in the drawing were symmetrical. Only 3 or 4 items would not be would be identical reflections of each other. || Many items in the drawing were not completely symmetrical. If the picture were folded in half all or most items would not be identical reflections of each other. ||
 * **Criteria** || **20 19 18 17 16** || **15 14 13 12 11** || **10 9 8 7 6** || **5 4 3 2 1** ||
 * Amount of Detail || Drawing includes an extremely large degree of detail. Student obviously went to great lengths to make the picture interesting. || Drawing includes a large degree of detail. Student obviously put forth effort to make the picture interesting. || Drawing includes some detail. Student put forth some effort to make the picture interesting. || Drawing includes very little detail. Student put forth little effort to make the picture interesting. ||
 * **Criteria** || **20 19 18 17 16** || **15 14 13 12 11** || **10 9 8 7 6** || **5 4 3 2 1** ||
 * Creativity || Drawing includes a large degree of creativity. Student attempted to make the picture interesting by doing something unique. Student made an obvious attempt to make a picture that was “out of the ordinary” and not a “copy cat” of the classroom examples. Lots of color was used. || Drawing includes a large degree of creativity. Student attempted to make the picture interesting by doing something somewhat unique or student copied ideas from classroom examples. Lots of color was used. || Drawing includes some degree of creativity. Student attempted to make the picture more interesting and creative, but could have showed more creativity and/or used more color. || Drawing includes very little creativity. Does not appear that the student attempted to make the picture more interesting and creative. Very little color was used. ||
 * **Criteria** || **20 19 18 17 16** || **15 14 13 12 11** || **10 9 8 7 6** || **5 4 3 2 1** ||
 * Neatness || Drawing includes a large degree of neatness; picture is free of eraser marks; all coloring is neatly done and color choice is appropriate; picture is clearly visible. || Drawing includes some degree of neatness but picture has some eraser marks or coloring is lacking in neatness and/or color choice is not appropriate;
 * **Criteria** || **20 19 18 17 16** || **15 14 13 12 11** || **10 9 8 7 6** || **5 4 3 2 1** ||
 * **Written Portion** || Paragraph is at least 8-10 sentences long. Proper punctuation and grammar is used throughout. Includes mostly complex sentences that use mature vocabulary. All sentences are complete and paragraph begins with and attention grabber. Paragraph includes all necessary information requirements and concludes with a closing sentence. No spelling errors. || Paragraph is 7-8 sentences long. There are 1-2 errors in punctuation or grammar. Includes some complex sentences that use mature vocabulary. All sentences are complete and paragraph begins with and attention grabber. Paragraph includes all necessary information requirements and concludes with a closing sentence. 1 spelling error. || Paragraph is 5-6 sentences long. There are 3 errors in punctuation or grammar. Includes few complex sentences that use mature vocabulary. Some sentences are complete. Paragraph includes most necessary information requirements and concludes with a closing sentence. Two spelling errors. || Paragraph is less than 5 sentences long. There are more than 3 errors in punctuation or grammar. Includes no complex sentences that use mature vocabulary. Some sentences are complete. Paragraph includes most necessary information requirements and concludes with a closing sentence. More than two spelling errors. ||
 * **Criteria** || **20 19 18 17 16** || **15 14 13 12 11** || **10 9 8 7 6** || **5 4 3 2 1** ||
 * **Writing Process** || Topic is thoroughly brainstormed as evidenced by a jot list, web, etc. A rough draft is included. Rough Draft has been clearly edited by someone in ink and has been signed. Editing included recommendations for improvement. Final copy is typed or neatly handwritten, and double-spaced. Includes MLA heading. || Topic was brainstormed but was lacking in amount as evidenced by a jot list, web, etc. A rough draft is included. Rough Draft has been edited by someone in ink and has been signed. Editing only included error corrections. Final is typed or neatly handwritten, and double-spaced. Includes MLA heading. || Topic was brainstormed but was lacking in amount as evidenced by a jot list, web, etc. A rough draft is included. Rough draft has not been edited. Final copy is typed or neatly handwritten, but has not been double-spaced OR does not include MLA heading. || Topic was brainstormed but was lacking in amount as evidenced by a jot list, web, etc. A rough draft is not included. Final copy is typed or neatly handwritten, but has not been double-spaced AND does not include MLA heading. ||
 * **Total** ||  ||   ||   ||   ||

Student Examples of Symmetry Project:

 * [[image:Symmetry_Project_3.png width="320" height="246"]] || [[image:Symmetry_Project_2.png width="320" height="246"]] || [[image:Symmetry_Project_1.png width="320" height="245"]] ||

**Activity 2: Website Exploration Activity**
Website 1: [] Website 2: []
 * Standards:**
 * S7L4 ** . Students will examine the dependence of organisms on one another and their environments.e. Describe the characteristics of Earth's major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).The unit will focus on marine aquatic communities.
 * ELA7LSV2 ** The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.
 * Lesson:** Students will explore the following websites on sharks and fill in the note organizer work sheet for each website:

Name_

Look over the website [] and then answer the following questions in a **COMPLETE SENTENCE on your own piece of paper.**
 * All about sharks organizer**

1. Please name 4 major differences between sharks and bony fish.

2.Which type of shark is the smallest? How long is this shark?

3.Which type of shark is the biggest? How long is this shark?

4.Please name 3 different body types of sharks and an example of a shark that has that body shape.

5.How many different species of sharks are there? How many families?

6.Please name 2 rare sharks.

7.Please tell me a little bit about shark’s diet.

8.How do sharks act before they attack you?

9.What species of sharks are most likely to attack humans?

10.Name the extinct and endangered sharks.

Name


 * Shark feeding organizer**

Look over the website [] and then answer the following questions.

1.Please list the reasons you find the most important to ban shark feeding

2. Please list the reasons you find the most important to allow shark feeding

3. **ON A SEPARATE PIECE OF PAPER PLEASE ANSWER THE FOLLOWING QUESTION:** What do you think based on this website? Should shark feeding be banned? Why or why not? (this should be at least a paragraph with multiple reasons explaining your position)

**Activity 3: Video Note Organizer**

 * Standards**:
 * ELA7LSV2 ** The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.


 * S7L4 ** . Students will examine the dependence of organisms on one another and their environments.e. Describe the characteristics of Earth's major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).The unit will focus on marine aquatic communities.


 * Lesson:** Students will watch the video on sharks and fill in the note organizer. Later there will be a short quiz over the video.


 * The Marine Biome:**
 * Let’s go on a shark dive!!!**

1.Describe at what Caribbean Reef Sharks look like.
 * As you are watching the video, complete the following questions.**

2. Where do Caribbean Reef Sharks hunt for food?

3.What time of the day or night are Caribbean Reef Sharks more active?

4.What is the average length of a Caribbean Reef Sharks?

5. About how much do Caribbean Reef Sharks weigh?

6. What is the name of the fish that ride on Caribbean Reef Sharks?

7. Describe the behavior of the Caribbean Reef Sharks toward humans in this video.

8. Explain the controversy that surrounds organized shark feeds.

9. Now that you have watched the video, describe your opinion about sharks and whether or not there should be organized shark feeds.

**Activity 4: Shark Poetry**
in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: a. Analyzes the effect on the viewer of image, text, and sound in electronic journalism. b. Identifies the techniques used to achieve the effects studied in each instance. When delivering and responding to presentations, the student: a. Gives oral presentations or dramatic interpretations for various purposes. b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience. c. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals). d. Uses language for dramatic effect. Students will then have to create 2 original poems about sharks using what they have learned from the websites, videos, and all the other items that are in the trunk. They will then present their poems to the class.
 * Standards:**
 * ELA7LSV2 ** The student listens to and views various forms of text and media
 * Lesson**: Students will read the two poems that are found in the box ( The Ocean and Sharks)

**Activity 5 (Culminating Activity)- Multimedia Oceans Project**
**S7L4**. Students will examine the dependence of organisms on one another and their environments.e. Describe the characteristics of Earth's major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).The unit will focus on marine aquatic communities.
 * Standards:**

**ELA7LSV2** The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:When delivering and responding to presentations, the student:b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience.d. Uses language for dramatic effect.e. Uses rubrics as assessment tools.g. Uses multimedia in presentations.


 * Lesson**: Students will create a multimedia project using Window’s Movie Maker to show everything they have learned using the traveling trunk. Students will have already had a lesson on how to use Movie Maker. Students will make a project based on the rubric below and will then present their project to the class.


 * Multimedia Oceans Project Rubric**
 * Category || 4 || 3 || 2 || 1 ||
 * Content || Covers topic in-depth with details and examples. Subject knowledge is excellent. || Includes essential knowledge about the topic. Subject knowledge appears to be good. || Includes essential information about the topic but there are 1-2 factual errors. || Content is minimal OR there are several factual errors. ||
 * Attractiveness || Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || Makes good use of font, color, graphics, effects, etc. to enhance the presentation. || Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || Use of font, color, graphics, effects etc. but these often distract from the presentation content. ||
 * Organization || Content is well organized using headings or bulleted lists to group related material. || Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. || Content is logically organized for the most part. || There was no clear or logical organizational structure, just lots of facts. ||
 * Originality || Product shows a large amount of original thought. Ideas are creative and inventive. || Product shows some original thought. Work shows new ideas and insights. || Uses other people’s ideas (giving them credit), but there is little evidence of original thinking. || Uses other people’s ideas, but does not give them credit. ||
 * Mechanics || No misspellings or grammatical errors. || Three or fewer misspellings and/or grammatical errors. || Four misspellings and/or grammatical errors. || More than four errors in spelling or grammar. ||