1) The class will learn about the ocean food chain and sea life through two videos, a poster, and a craft. 2) Media to be used includes two YouTube videos, a poster on PowerPoint, and craft materials with pictures of sea animals. 3) Evaluations will include a student project researching a sea animal and verbal responses when parts of the food chain poster are covered up.

1. Day 3
A: 3rd Grade Class, 12 Girls,10 Boys
S: My class of 3rd grade students will recite the food chain of the ocean, and have general
knowledge about sea life by watching two videos, viewing a poster, and creating a craft by the
end of the day with 95% accuracy.
S: Media that will be used is two videos, a poster, and craft materials.
U: When introducing each of these materials have clear expectations and directions.
Videos:
1. Use YouTube converter to play in classroom
2. Make sure it plays
Craft:
1. Bring in extra pictures of different sea life animals
2. All students need access to a computer
Poster:
1. Create poster on PowerPoint
2. Hang up where it is visible to all students
3. Have something to cover up the different sections
R:
Videos: The first video I will show is one that I did not make but has good information
on 9 different sea animals. First mention these animals to the class, and see what they already
know about them. After they watch the video ask them which was their favorite and why. The
second video is on sharks, a few different types. This is mainly to show there can be many
different varieties of one animal, and they can be very different.
Craft: Show the pictures of the different sea animals, and have the students pick one they
find interesting. They will fill out the packet of information, and include their own illustration of
the animal. (Presenting to the class is optional).

2. Poster: Show poster of the food chain, go through and explain it. Once you have read
over it and explained it a few different times begin covering up one area at time, and have
students recite from the beginning, including the missing part, switching them each time. Next,
cover up two, then three, and etc. until they are all covered.
E: The animal “research” project will be the evaluation for understanding sea life, including the
verbal response to the video. When covering up the poster parts make sure every student
participates, this will be the evaluation on the food chain.