This document provides an overview of the key concepts and skills covered in a 2nd grade Ocean Study unit. It addresses concepts in science about ocean environments, organisms, pollution, and conservation. It also covers related language arts skills like reading comprehension, writing, research, and oral language. The unit allows students to explore oceans through various texts and activities to learn about this ecosystem and how to protect it.

1. Designed for: 2nd Grade
Developed by: Melissa-Marie Garcia

2. Ocean Study
Letter to the Teacher
The ocean is something I have always found fascinating. Much like outer space, little
is known about the vast deep blue. It seems that every day scientists and marine biologists are
finding new species of ocean creatures! New information about this watery environment is
always being discovered, and many preconceived notions have been found to be wrong.
Not only is the ocean full of secrets, it can also be full of harmful garbage. The ocean,
like the land, can also become polluted: making it dangerous for the animals that live there and
even dangerous to humans if we eat animals that are affected with this pollution. Ocean pollution
is a very big threat to the sea environment. Other dangers can also be over fishing and
commercial fishing. All of these can set the delicate balance of ocean life into a fast decline.
What else lies in the dark, cold depths of the ocean? What have we yet to discover?
What do we already know about the ocean? How can we keep the ocean clean and healthy?
These are only some of the questions I hope this Ocean Study text set can answer, or at least
point you and your class in the right direction!
A Friend of the Ocean,
Melissa-Marie Garcia
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3. Ocean Study
Annotated Bibliography
1. Arnold, L. & Sanders, J. (2000). I’m a sea star. Monterey bay aquarium. Retrieved from
http://www.montereybayaquarium.org/lc/teachers_place/activity_popup_imaseastar.asp?
bhcp=1
2. Beatty, R., Bright, D., Green, J., Kinchen, J., MacDonald, R., Rohr, S., et al. (2001).
Aquatic life of the world: Vol. 1-11. New York: Marshall Cavendish Corporation.
3. Carle, E. (1987). A house for hermit crab. New York: Scholastic Inc.
4. Cole, J., & Degen, B. (1994). The magic school bus on the ocean floor. New York:
Scholastic Press.
5. (2010) Earth: What's an ocean garbage patch? Discovery. Retrieved from
http://news.discovery.com/videos/earth-whats-an-ocean-garbage-patch.html
6. (2010). Giant squid: Architeuthis dux. National geographic. Retrieved from
http://animals.nationalgeographic.com/invertebrates/giant-squid/
7. Handwerk, B. (2010). Whale sharks killed, displaced by gulf oil? National Geographic.
Retrieved from http://news.nationalgeographic.com/news/2010/09/100924-whale-sharks-
gulf-oil-spill-science-environment/
8. (2010). Help save the sharks. Discovery. Retrieved from
http://dsc.discovery.com/sharks/help-save-the-sharks.html
9. Kelley, C. & Sanders, G. (1941). I’m a little teapot. BusSongs: Lyrics and words for
children’s nursery rhymes and songs. Retrieved from
http://bussongs.com/songs/im_a_little_teapot.php
10. Lionni, L. (1963). Swimmy. New York: Pantheon Books.
11. McGowan, M. (2003). Ocean songs & poetry: I’m a little fish. Retrieved from
http://www.kllynch2000.com/oceansongs.html
12. McGowan, M. (2003). Ocean songs & poetry: Five little fishes. Retrieved from
http://www.kllynch2000.com/oceansongs.html
13. Mulvaney, K. (2010) Of Plastic and Whales and Other Marine Life. Discovery. Retrieved
from http://news.discovery.com/earth/of-plastics-and-whales-and-other-marine-life.html
3

4. 14. Muzik, K., & Brown-Wing, K. (1992). At home in the coral reef. Watertown, MA:
Charlesbridge Publishing.
15. (2009, March 16). National Geographic: Exploring Oceans Overview [Video file].
Retrieved from http://www.youtube.com/watch?v=3GRA7ilM708
16. (1999). Ocean word search. Kansas city public library. Retrieved from
http://www.kckpl.lib.ks.us/ys/PUZZLES/Oceanws.htm
17. Pallotta, J. & Mazzola, F. (1986). The ocean alphabet book. Watertown, MA:
Charlesbridge Publishing.
18. (2010). Pop Up Books. Oracle think quest: Education foundation. Retrieved from
http://library.thinkquest.org/J001156/makingbooks/em_popup.htm
19. Prevost, J. (1996). Great white sharks. Edina, MN: Abdo & Daughters Publishing.
20. Prevost, J. (1996). Hammerhead Sharks. Edina, MN: Abdo & Daughters Publishing.
21. (2010). Sea web: Ocean news. Sea web. Retrieved from
http://www.seaweb.org/news/news.php
22. Tompkins, G. (2009). 50 literacy strategies: Step-by-step 3rd edition. Boston, MA:
Prentice Hall.
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5. Ocean Study
Summary of TEKS
 Science
o (1) Scientific investigation and reasoning.
 (C) identify and demonstrate how to use, conserve, and dispose of natural
resources and materials such as conserving water and reuse or recycling of paper,
plastic, and metal.
o (2) Scientific investigation and reasoning. The student develops abilities necessary to do
scientific inquiry in classroom and outdoor investigations. The student is expected to:
 (A) ask questions about organisms, objects, and events during observations and
investigations;
 (C) collect data from observations using simple equipment such as hand lenses,
primary balances, thermometers, and non-standard measurement tools;
 (D) record and organize data using pictures, numbers, and words;
 (E) communicate observations and justify explanations using student-generated
data from simple descriptive investigations; and
o (3) Scientific investigation and reasoning. The student knows that information and critical
thinking, scientific problem solving, and the contributions of scientists are used in
making decisions. The student is expected to:
 (A) identify and explain a problem in his/her own words and propose a task and
solution for the problem such as lack of water in a habitat;
 (B) make predictions based on observable patterns; and
 (C) identify what a scientist is and explore what different scientists do.
o (7) Earth and space. The student knows that the natural world includes earth materials.
The student is expected to:
 (B) identify and compare the properties of natural sources of freshwater and
saltwater; and
 (C) distinguish between natural and manmade resources.
o (9) Organisms and environments. The student knows that living organisms have basic
needs that must be met for them to survive within their environment. The student is
expected to:
 (A) identify the basic needs of plants and animals;
 (B) identify factors in the environment, including temperature and precipitation,
that affect growth and behavior such as migration, hibernation, and dormancy of
living things;
o (10) Organisms and environments. The student knows that organisms resemble their
parents and have structures and processes that help them survive within their
environments.
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6.  (A) observe, record, and compare how the physical characteristics and behaviors
of animals help them meet their basic needs such as fins help fish move and
balance in the water;
 Language Arts/Reading
o (1)Reading/Beginning Reading Skills/Print Awareness.
o (2) Reading/Beginning Reading Skills/Phonics.
 (E) identify and read abbreviations (e.g., Mr., Ave.);
 (G) identify and read at least 300 high-frequency words from a commonly used
list; and
 (H) monitor accuracy of decoding.
o (3) Reading/Beginning Reading/Strategies.
 (A) use ideas (e.g., illustrations, titles, topic sentences, key words, and
foreshadowing) to make and confirm predictions;
 (B) ask relevant questions, seek clarification, and locate facts and details about
stories and other texts and support answers with evidence from text; and
 (C) establish purpose for reading selected texts and monitor comprehension,
making corrections and adjustments when that understanding breaks down (e.g.,
identifying clues, using background knowledge, generating questions, re-reading
a portion aloud).
o (4) Reading/Fluency. Students read grade-level text with fluency and comprehension.
Students are expected to read aloud grade-level appropriate text with fluency (rate,
accuracy, expression, appropriate phrasing) and comprehension.
o (5) Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
 (D) alphabetize a series of words and use a dictionary or a glossary to find words.
o (8) Reading/Comprehension of Literary Text/Drama. Students understand, make
inferences and draw conclusions about the structure and elements of drama and provide
evidence from text to support their understanding. Students are expected to identify the
elements of dialogue and use them in informal plays.
o (9) Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding. Students are expected to:
 (B) describe main characters in works of fiction, including their traits,
motivations, and feelings.
o (10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand,
make inferences and draw conclusions about the varied structural patterns and features of
literary nonfiction and respond by providing evidence from text to support their
understanding. Students are expected to distinguish between fiction and nonfiction.
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7. o (12) Reading/Comprehension of Text/Independent Reading. Students read independently
for sustained periods of time and produce evidence of their reading. Students are
expected to read independently for a sustained period of time and paraphrase what the
reading was about, maintaining meaning.
o (14) Reading/Comprehension of Informational Text/Expository Text. Students analyze,
make inferences and draw conclusions about and understand expository text and provide
evidence from text to support their understanding.
 (A) identify the main idea in a text and distinguish it from the topic;
 (B) locate the facts that are clearly stated in a text;
 (C) describe the order of events or ideas in a text; and
 (D) use text features (e.g., table of contents, index, headings) to locate specific
information in text.
o (15) Reading/Comprehension of Informational Text/Procedural Text. Students
understand how to glean and use information in procedural texts and documents. Students
are expected to:
 (A) follow written multi-step directions; and
 (B) use common graphic features to assist in the interpretation of text (e.g.,
captions, illustrations).
o (16) Reading/Media Literacy. Students use comprehension skills to analyze how words,
images, graphics, and sounds work together in various forms to impact meaning. Students
continue to apply earlier standards with greater depth in increasingly more complex texts.
 (A) recognize different purposes of media (e.g., informational, entertainment);
 (B) describe techniques used to create media messages (e.g., sound, graphics);
and
o (17) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text.
 (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas,
listing key ideas);
 (B) develop drafts by sequencing ideas through writing sentences;
 (C) revise drafts by adding or deleting words, phrases, or sentences;
 (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed
rubric; and
 (E) publish and share writing with others.
o (18) Writing/Literary Texts. Students write literary texts to express their ideas and
feelings about real or imagined people, events, and ideas.
 (A) write brief stories that include a beginning, middle, and end; and
o (19) Writing/Expository and Procedural Texts. Students write expository and procedural
or work-related texts to communicate ideas and information to specific audiences for
specific purposes.
 (A) write brief compositions about topics of interest to the student;
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8.  (B) write short letters that put ideas in a chronological or logical sequence and use
appropriate conventions (e.g., date, salutation, closing); and
 (C) write brief comments on literary or informational texts.
o (20) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes
or actions of a specific audience on specific issues. Students are expected to write
persuasive statements about issues that are important to the student for the appropriate
audience in the school, home, or local community.
o (21) Oral and Written Conventions/Conventions. Students understand the function of and
use the conventions of academic language when speaking and writing. Students continue
to apply earlier standards with greater complexity. Students are expected to:
 (A) understand and use the following parts of speech in the context of reading,
writing, and speaking:
 (i) verbs (past, present, and future);
 (ii) nouns (singular/plural, common/proper);
 (iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the);
 (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);
 (v) prepositions and prepositional phrases;
 (vi) pronouns (e.g., he, him); and
 (vii) time-order transition words;
 (B) use complete sentences with correct subject-verb agreement; and
 (C) distinguish among declarative and interrogative sentences.
o (22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions in
their compositions.
 (A) write legibly leaving appropriate margins for readability;
 (B) use capitalization for:
 (i) proper nouns;
 (ii) months and days of the week; and
 (iii) the salutation and closing of a letter; and
 (C) recognize and use punctuation marks, including:
 (i) ending punctuation in sentences;
 (ii) apostrophes and contractions; and
 (iii) apostrophes and possessives.
o (23) Oral and Written Conventions/Spelling. Students spell correctly.
 (C) spell high-frequency words from a commonly used list;
 (D) spell base words with inflectional endings (e.g., -ing and -ed);
 (E) spell simple contractions (e.g., isn't, aren't, can't); and
 (F) use resources to find correct spellings.
o (24) Research/Research Plan. Students ask open-ended research questions and develop a
plan for answering them.
8

9.  (A) generate a list of topics of class-wide interest and formulate open-ended
questions about one or two of the topics; and
 (B) decide what sources of information might be relevant to answer these
questions.
o (25) Research/Gathering Sources. Students determine, locate, and explore the full range
of relevant sources addressing a research question and systematically record the
information they gather.
 (B) use text features (e.g., table of contents, alphabetized index, headings) in age-
appropriate reference works (e.g., picture dictionaries) to locate information; and
 (C) record basic information in simple visual formats (e.g., notes, charts, picture
graphs, diagrams).
o (28) Listening and Speaking/Listening. Students use comprehension skills to listen
attentively to others in formal and informal settings. Students continue to apply earlier
standards with greater complexity. Students are expected to:
 (A) listen attentively to speakers and ask relevant questions to clarify information;
and
 (B) follow, restate, and give oral instructions that involve a short related sequence
of actions.
o (29) Listening and Speaking/Speaking. Students speak clearly and to the point, using the
conventions of language. Students continue to apply earlier standards with greater
complexity. Students are expected to share information and ideas that focus on the topic
under discussion, speaking clearly at an appropriate pace, using the conventions of
language.
o (30) Listening and Speaking/Teamwork. Students work productively with others in
teams. Students continue to apply earlier standards with greater complexity. Students are
expected to follow agreed-upon rules for discussion, including listening to others,
speaking when recognized, and making appropriate contributions.
 Mathematics.
o (2.1) Number, operation, and quantitative reasoning. The student understands how place
value is used to represent whole numbers.
 (C) use place value to compare and order whole numbers to 999 and record the
comparisons using numbers and symbols (<, =, >).
o (2.3) Number, operation, and quantitative reasoning. The student adds and subtracts
whole numbers to solve problems.
 (A) recall and apply basic addition and subtraction facts
 (C) select addition or subtraction to solve problems using two-digit numbers,
whether or not regrouping is necessary;
o (2.11) Probability and statistics. The student organizes data to make it useful for
interpreting information. The student is expected to:
 (A) construct picture graphs and bar-type graphs;
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10.  (B) draw conclusions and answer questions based on picture graphs and bar-type
graphs; and
o (2.12) Underlying processes and mathematical tools. The student applies Grade 2
mathematics to solve problems connected to everyday experiences and activities in and
outside of school. The student is expected to:
 (A) identify the mathematics in everyday situations;
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11. Ocean Study
Components
Book: Cole, J., & Degen, B. (1994). The magic school bus on the ocean
floor. New York: Scholastic Press.
Genre: Narrative Nonfiction
Synopsis: Ms. Frizzle’s students are working hard on their ocean science projects when they
suddenly take an exciting field trip right into the ocean. Ms. Frizzle and her students explore the
ocean’s tides, shelves and floor. They also discover the busy ocean life of dolphins, shark, tunas,
whales and many more other creatures.
Reading Strategy: The “Collaborative Book” strategy lends a hand to this text well, tying in
Language Arts. However, in order to do this activity, students must have been already exposed to
many nonfiction texts and be explicitly taught nonfiction elements. Students will work in small
groups, contributing one page to a book that will be, ultimately, written by the entire class. They
will use the writing process of drafting, revising, and editing (as well as demonstrate their
nonfiction aspect awareness) to create their page. The students will create two sentences and one
picture or other visual aid in their small group. These sentences will be about an ocean animal or
other aspect they found interesting from the text (these sentences must be factual in nature,
therefore, other texts may be used for research purposes). No topics can be repeated, the group
must sign up with their topic. Students must also include one nonfiction aspect: colored words,
bolded words, heading, subheading, etc. After the students have completed their pages, the book
will be titled by the class (through brainstorming and voting- Mathematics will be tied in when
making a chart of how many votes per title and which has the most). The pages will then be
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12. bounded and placed in the classroom library next to The Magic School Bus on the Ocean Floor
for students to check out.
Additional Activities: After reading select sections of this book aloud to the class, the students
will be asked to close their eyes and visualize an ocean scene: Would what the environment be
like? What types of sea creatures would live there? Then the students would decorate a paper
plate with their ocean scene, taking ideas from the book. With markers, crayons, stickers, and
glitter the students would make their ocean scene come to life. They would cut a large square in
another paper plate (colored yellow) and attach saran wrap to one side so it looks like a window.
The student’s would then glue the window plate to the top of the decorated plate so it looks like
they are looking into the ocean from a school bus window. They would then hang their scenes
from the classroom ceiling. This activity can be used to activate student’s schema and decorate
the classroom with the new topic theme.
Teacher Tidbits: Before hanging the student’s “Magic School Bus window”, have the students
share their artwork with at least three other students. Have them explain why they chose that
particular ocean scene.
TEKS:
Science: 7a
Mathematics: 2.1c, 2.3 ac, 2.11ab, 2.12a
Language Arts: 3abc, 5d, 14abcd, 15a, 17abcde, 21a(ii,ii,iii,iv,v,vi,vii)bc,
22ab(i,ii,iii)c(i,ii,iii), 23cdef, 25b, 28a
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13. Book: Muzik, K., & Brown-Wing, K. (1992). At home in the coral reef.
Watertown, MA: Charlesbridge Publishing.
Genre: Nonfiction
Synopsis: At Home in the Coral Reef describes what life is like living on the Coral Reef. What is
a Coral Reef? What are the parts of the Coral Reef? What animals live there? What do they do?
All of these questions can be answered! With full color illustrations and a “picture-word bank”
on every page, this book will be sure to enlighten all readers.
Reading Strategy: “All About Books” is the reading strategy that will be used for this text.
Students will write their own book about the coral reef using the information they learned in the
text. Each book will be four pages long. Each page includes one sentence with a corresponding
illustration. Before writing their book, students will gather and organize their ideas. They will
then conference with the teacher checking and correcting spelling, grammar, and sentence
structure. Once they have created their book, they will share it with their peers using the author’s
chair. The audience will clap when the reader is done reading their work and have time to ask
questions or to make comments.
Additional Activities: Create a classroom Coral Reef. Use a large and long piece of butcher
paper to create the Coral Reef. Have students color the bottom brown for the sand and the top
blue for the water. The students will be asked to choose an animal or plant found in the text.
They will draw and label it on the butcher paper. Have the students plan their Coral Reef scene
as a class beforehand. Using the chalk or dry erase board, have them roughly sketch out and plan
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14. their scene. Have each student practice writing their label on scratch paper before labeling on the
actual butcher paper. These labels, when clearly and correctly spelled out, can be used as part of
the “Read Around the Room” activity where students go around the room to point and read
words posted on walls (high frequency and unit related words).
Teacher Tidbits: The “All About Books” reading strategy can be done with fiction as well. For
writer’s workshop, have students choose their own topic. Though students may also choose
nonfiction for this activity, they have the freedom to choose any topic. For example, a student
could write a five page story about his hamster, Charlie. The student will follow the same
directions: drafting, conferencing, composing, and then sharing.
TEKS:
Science: 7bc, 9ab, 10a
Language Arts: 2gh, 3b, 4, 14abcd, 15ab, 17abcde, 18a, 19a, 21a(i,ii,iii,iv,v,vi,vii)bc,
22ab(i,ii,iii)c(i,ii,iii), 23cdef, 25bc
Book: Prevost, J. (1996). Great white sharks. Edina, MN: Abdo & Daughters
Publishing.
Genre: Nonfiction
Book: Prevost, J. (1996). Hammerhead Sharks. Edina, MN: Abdo &
Daughters Publishing.
Genre: Nonfiction
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15. Synopsis: Great White Sharks is written by John Prevost, a long time marine biologist and diver.
Every section includes interesting information about Great Whites and includes a full color
photograph. What do Great Whites look like? Where do they live? Do they attack humans? So
many questions can be answered by Prevost’s book. A table of contents, glossary, and index
make this book reader friendly and easy to navigate.
Hammerhead Sharks is also written by John Prevost. This book also includes many
interesting facts and full color photographs. Each section’s page numbers correspond to the
Great White Sharks book, so comparison between the two is quite easy. Why do Hammerhead
Sharks have a hammer shaped head? Where do they live? What do they eat? These are some
questions that can also be answered by Prevost’s book. A table of contents, glossary, and index
make this book reader friendly and easy to navigate.
Reading Strategy: Using the “Venn Diagrams” strategy with these two texts work wonderfully.
Because the two texts are from the same author and series, the page numbers correspond to each
other. For example, page 6 for the Great White is about how they look, which includes a labeled
diagram of their body. Page 6 on the Hammerhead Shark is also about how they look, and
includes a labeled diagram as well. Have students compare and contrast the two texts. The
teacher will explain and draw a Venn diagram on a large sheet of chart paper and complete the
diagram as a class. Students will them summarize the information orally. After they have
experience in making and understanding Venn diagrams, students can create them independently
for other units. These can then be displayed on a bullet board, where they can read their peer’s
work.
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16. Additional Activities: Have the students create a tri-fold shark book by simply folding a paper
hotdog style, three ways, so that it looks like a pamphlet. The pamphlet will then be cut (when
completely folded) so that there is a top fin, shark nose, and tail. Students will get into a group of
three. Two students are responsible for one word or fact they found interesting (total of two
words/facts on the tri-fold). The other student will be responsible for writing the shark’s name on
the center part of the tri-fold (must be spelled correctly). These can then be stapled to a bulletin
board, where student can go to open the tri-folds and read what their peers wrote.
Teacher Tidbit: The tri-fold can be pre-cut for the students. Half of the tri-folds can be the
shape of the Great White while the other half can be the shape of a Hammerhead. Students must
guess which shark they have by the shape before completing their tri-fold.
TEKS:
Science: 9ab, 10a
Language Arts: 1, 2h, 3b, 5d, 10, 14abcd, 15ab, 17de, 21a(i,ii,iii,iv,v,vi,vii)bc,
22ab(i,ii,iii)c(i,ii,iii), 23cdef, 25b, 30
Mathematics: 2.11ab
Book: Beatty, R., Bright, D., Green, J., Kinchen, J., MacDonald, R., Rohr, S.,
et al. (2001). Aquatic life of the world: Vol. 1-11. New York: Marshall
Cavendish Corporation.
Genre: Nonfiction
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17. Book: Pallotta, J. & Mazzola, F. (1986). The ocean alphabet book. Watertown,
MA: Charlesbridge Publishing.
Genre: Nonfiction
Synopsis: Aquatic Life of the World includes a total of 11 volumes. Each volume contains
approximately 25 entries on sea life and creatures. These entries include large colored
photographs, maps, diagrams, fun facts, and information.
The Ocean Alphabet Book is an A through Z book of ocean animals. Every letter of the
alphabet corresponds to a sea creature and includes a few sentences of information and large
color illustrations. Can you come up with an ocean animal for "X"? This book can!
Reading Strategy: The "Alphabet Book" reading strategy works very well with these set of
texts. Students will first be introduced to Pallotta's The Ocean Alphabet Book. They will then be
told that they will make their own ocean alphabet book. Students will browse all 11 volumes
while receiving instruction on how to read nonfiction books (headings, subheadings, bolded text,
indicating phrases, etc). They will then use these volumes to construct an "Ocean Life A-Z"
booklet. The student's will make a booklet from plain printing paper and decorate the front and
back covers. They will give their book's titles, distinguish themselves as the author and
illustrator, and create a table of contents. They will then label each page with a letter of the
alphabet and add one ocean creature that begins with that letter to the page. They will do this for
every letter of the alphabet. Then the students will go back and illustrate their examples.
Additional Activities: Before students create their Ocean Life A-Z booklet, they can participate
in brainstorming. Using a large chart paper, list the letters of the alphabet. Have students think of
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18. multiple words for each letter and write them down as they are said. These lists can be used to
help students come up with words for their booklets.
Teacher Tidbit: Have each student come up to the chart paper to write their word. Provide help
if necessary.
TEKS:
Science: 7b, 9ab, 10a
Language Arts: 1, 2h, 3abc, 5d, 10, 14abcd, 15ab, 17abcde, 19c, 21a(i,ii,iii,iv,v,vi,vii)bc,
22ab(i,ii,iii)c(i,ii,iii), 23cdef, 24b, 25b, 30
Book: Lionni, L. (1963). Swimmy. New York: Pantheon Books.
Genre: Fiction
Synopsis: When Swimmy is the only fish that survives an attack by a large tuna fish, he searches
for a new home. After swimming the ocean alone and seeing amazing sights, he finds a new
school of fish. However, these fish are scared to explore the ocean. Swimmy helps them find a
way to work together and overcome their fears.
Reading Strategy: The "Grand Conversations" reading strategy can be used with this text. After
the book is read aloud to the class, the students will be asked to think about the story by drawing
in their journals. The students will then be asked to form small groups where they will talk about
the story (How did the story make them feel? What was it about?). They will them come back
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19. together as a whole class, sitting in a circle on the floor. The students will take turns discussing
their ideas, thoughts, and comments. If any important elements are missed in the conversation,
the teacher may pose questions to the students. For the conclusion, the teacher may summarize
the conversation and the conclusions that were drawn.
Additional Activities: After reading this story aloud and having student’s follow along with
their own copy, the student’s will be asked to write a five sentence paragraph in their journal.
The teacher will ask them to think about a time that they were scared. What were they scared of?
How did they overcome this fear? Did they ask others for help? And if so, who? What would you
do if you were Swimmy? After finishing their journal, they may share their entries with a
partner. This activity targets students with an inclination for interpersonal and intrapersonal
learning styles.
Teacher Tidbit: These journal entries can be used for student inspiration for fiction or
nonfiction writing. Have students go back in their journals to see if they can find something they
want to elaborate on for a new activity.
TEKS:
Science: 2a, 10a
Language Arts: 1, 2gh, 3ab, 4, 9b, 12, 14ac, 18, 19ac, 21a(i,ii,iii,iv,v,vi,vii)bc,
22ab(i,ii,iii)c(i,ii,iii), 23cdef, 25c, 28ab, 29, 30
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20. Book: Carle, E. (1987). A house for hermit crab. New York: Scholastic Inc.
Genre: Fiction
Synopsis: When Hermit Crab becomes too large for his shell, he must find a new, bigger, shell
to live in. Once he finds one that is large enough for him, he decides that the shell is too plain.
He searches the ocean for things to decorate his shell with and ends up finding friendship along
the way.
Reading Strategy: Students will complete the "Reading Log" reading strategy for this text.
Using a booklet made of stapled paper or designated reading journal, students write entries about
what they read or hear during teacher read-alouds. These entries can consist of reactions ,
reflections, and questions. They can also summarize events and connect what they read to their
personal lives. Other things students may write are interesting phrases, unknown words, quotes
they liked, and notes about characters and events. It is important that the teacher reviews these
entries and comments back to the student.
Additional Activities: Have students create a pop-up book. Have students draw and color small
replicas of the creatures and friends Hermit Crab encounters in the book. Students will cut them
out use them to create their simple pop-up book by gluing them to small folds in the inside of a
fold paper (hamburger style). Construction paper can be glued to the cover side of the paper to
hide the cuts on the outside. Here is where they can write the title of the book. This pop-up book
can be used to have students remember and retell the events in the story.
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21. Teacher Tidbit: The cuts and folds for the pop-up book can be pre-made for students. The
following link offers easy instructions and other ideas for pop-up books:
http://library.thinkquest.org/J001156/makingbooks/em_popup.htm
TEKS:
Science: 2a, 9ab, 10a
Language Arts: 1, 2h, 3abc, 9b, 14abc, 15ab, 18a, 19ac, 21a(i,ii,iii,iv,v,vi,vii)bc,
22ab(i,ii,iii)c(i,ii,iii), 23cdef, 25c, 28ab, 29
Song: McGowan, M. (2003). Ocean songs & poetry: I’m a little fish. Retrieved
from http://www.kllynch2000.com/oceansongs.html
Synopsis: The song, “I’m a Little Fish”, describes a little fish swimming in the ocean. This short
4 lined song is sung to the tune of “I’m a Little Teapot”:
“I'm a little fish in the ocean blue. There are so many things, I can do. I can swim around
with my tail and fin. The water is fine-just jump right in!”
Reading Strategy: The lyrics to this song, along with a burned copy of the music on a CD
player with headphones, can be placed in a literacy center. This reading strategy is best known as
a “Listening Literacy Center”. Students can visit this center to review the lyrics printed on a
large sheet of paper and follow along while they listen to the music. They may choose to sing the
words in their head or sing softly to themselves.
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22. Additional Activities: Students will be seated around the teacher on a carpeted area. The teacher
will begin by asking students who knows the tune of “I’m a Little Teapot.” The teacher will then
play a recording of just the music and ask the students to listen. A recording can be found at the
following link: http://bussongs.com/songs/im_a_little_teapot.php. Afterward, the teacher will
explain that they can change the words to a song. The teacher will introduce the lyrics to “I’m a
Little Fish” printed on a large piece of paper. The students will practice reading the lyrics while
the teacher points to the words. Afterward, the students will sing “I’m a Little Fish” to the
recording. This activity appeals to student’s with a musical inclination.
Teacher Tidbits: Have students create hand movements or dances for the song.
TEKS:
Language Arts: 1, 2h, 4, 14abcd, 15a, 16ab, 21a(i,ii,iii,iv,v,vi,vii)bc, 28ab, 29, 30
Song: McGowan, M. (2003). Ocean songs & poetry: Five little fishes.
Retrieved from http://www.kllynch2000.com/oceansongs.html
Synopsis: The short poem, “Five Little Fishes”, uses numbers and movements to tell a fun fish
story. Students may interact with the poem by counting on their fingers, answering in unison, and
following alone with physical movements:
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23. “Five little fishes swimming in a pool (wiggle five fingers, move arms as if swimming).
The first fish said, "This pool is cool!" (shiver and hug self). The second fish said, "This pool is
deep" (use low voice). The third fish said, "I want to sleep" ( yawn and stretch). The fourth fish
said, "I spy a ship" (hand shading eyes) A Fishing boat comes, line goes kersplash! (throw in
line). Away the five little fishes dash (fingers "swim" away quickly).”
Reading Strategy: This song can be used with “Reader’s Theatre”, using each line of the song
as a part in a script. The audience can participate in the corresponding physical movements found
in the song. First, voluneteers will be asked to read a part. The students that choose to have a line
will have time to practice their line and decide how they will use their voice, facial expressions,
and inflections to make their line come to life. The audience will practice their physical
movements and remember when to do what. After students have had time to practice, the
production will take place. Each reader stands or steps forward to read their lines.
Additional Activities: This activity can be down before the reading strategy, to get students
familiar with the song. The students will be asked to gather around the teacher on a carpeted
area. The teacher will share the short poem, “Fish Story”, to the class. She will then display the
short poem on a large sheet of paper. The students will read the poem together, counting on their
fingers along with the poem along with physical movements.
Teacher Tidbit: Props can be set around the reading area. For example: a Betta fish can become
a prop and easy class pet when placed in a medium sized bowl. Enlist students to feed the fish
daily, change half of the water once a week, and take notes of its behavior to make sure the fish
is happy and healthy in its environment. “Behavior Notes” can be kept in a journal by the fish
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24. bowl so that other students can read it. This is a great way to include scientific note taking in
reading and writing. Other books, fiction and nonfiction, can also be placed around the fish bowl.
Tie in mathematics when deciding the fish’s name by taking a poll and having the students
decipher the outcome.
TEKS:
Science: 2cde
Language Arts: 1, 4, 8, 15a, 16ab, 28ab, 29, 30
Mathematics: 2.3a, 2. 12a
Article: (2010). Giant squid: Architeuthis dux. National geographic.
Retrieved from
http://animals.nationalgeographic.com/invertebrates/giant-squid/
Synopsis: National Geographic’s website includes an interesting article about recent findings on
Giant Squids (Architeuthis dux). The article discusses the mysterious nature of these creatures
and the little known facts that scientists have discovered.
Reading Strategy: The “KWL chart” reading strategy works well with this article. Because this
article is well beyond the student’s reading level, the article will be read aloud by the teacher.
Before the article is read, the teacher will tape three poster boards, preferably in different or
alternation colors. The first board will be labeled “What We Know”, the second “What We Want
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25. to Learn” and the third will be labeled “What We Learned”. Students will be asked to raise their
hand and tell the teacher what they already know about jellyfish. They will then decide what they
want to learn about jellyfish. The article will then be read. The students will then be asked what
they learned after hearing the article. All responses must be written on the appropriate board.
Additional Activities: The teacher will let her students know that there is constantly new
information being discovered about ocean creatures and animals in general. The teacher will also
discuss the important role that scientists play in discovering new species and facts. She will let
the students know that they, too, can discover new information by researching and asking
questions.
Teacher Tidbit: Other ocean related articles can be read to the students whenever there is down
time or extra time during the day. A great time to do this is when students are eating breakfast in
the classroom or lining up to go to lunch. Be sure to choose a quick article or excerpt that will
capture the student’s imagination and attention.
TEKS:
Science: 3c
Language Arts: 3c, 14ab, 16a, 28a, 29, 30
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26. Video: (2010) Earth: What's an Ocean Garbage Patch? Discovery.
Retrieved from http://news.discovery.com/videos/earth-whats-an-ocean-
garbage-patch.html
Article: Mulvaney, K. (2010) Of Plastic and Whales and Other Marine
Life. Discovery. Retrieved from http://news.discovery.com/earth/of-
plastics-and-whales-and-other-marine-life.html
Synonpsis: What is an ocean garbage patch? Little is known about this environmental hazard.
There are also many misconceptions about why it exists and where it is coming from. “Earth:
What’s an Ocean Garbage Patch” video, found on www.discovery.com, explains the basic facts.
The article, “Of Plastic and Whales and Other Marine Life”, is also found on
www.discovery.com. This article discusses the contents of whale’s stomach. They found the
whale dead on a beach and did an autopsy to find out the cause of its death. Inside the whale’s
stomach they found more than 20 plastic bags, sweat pants, a golf ball, and other non-food items.
Could this be the cause of the whale’s death? What other harm could come with so much
garbage in our oceans? This article explores these questions.
Reading Strategy: Students can prepare their “Reading Logs” for this text by stapling paper
together or writing in their journals and titling the top with the name of the article. The teacher
will show the video to the students and read aloud the article. Because this video and article may
stir some emotions, journaling about them is a good way to show students how to channel their
emotions into creating something creative and reflective. Have students write their ideas, what
they thought, quotes they liked, or a summary of the article and video. It is important that the
teacher reviews these entries and comments back to the student.
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27. Additional Activities: Have students brainstorm a plan on how to keep the ocean clean and
healthy. What would they propose the government to do? What could we, as citizen, do? How
would it work? Have the students discuss and debate the best possible solutions.
Teacher Tidbit: From the above activity students can: write a letter to the government, research
plans already in action, or sketch and write instructions for their plan.
TEKS:
Science: 1c, 3abc, 7c, 9ab
Language Arts: 2egh, 3bc, 10, 14b, 16ab, 17abcde, 19abc, 20, 21a(i,ii,iii,iv,v,vi,vii)bc,
22ab(i,ii,iii)c(i,ii,iii), 23cdef, 24ab
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28. Ocean Study
Related Websites
1. Help Save the Sharks
URL: http://dsc.discovery.com/sharks/help-save-the-sharks.html
Synopsis: Every year, 100 million sharks are killed by commercial fishing. Though
sharks are not as “cute” as dolphins or turtles, they are in grave danger of being
extinct. Sharks are an important part of the delicate balance of life in the ocean. Learn
about what you can do and what has been done to help save these sharks.
2. Gulf Oil Spill: Whales, Sharks, and the Environment
URL: http://news.nationalgeographic.com/news/2010/09/100924-whale-sharks-gulf-
oil-spill-science-environment/
Synopsis: The Gulf oil spill has left many ocean animals at risk. Many have already
died and there are still efforts to save those who have been affected. This article
explores the effect of the oil spill on whale sharks and other large ocean creatures.
3. Daily Ocean News
URL: http://www.seaweb.org/news/news.php
Synopsis: Sea Web is the “leading voices for a healthy ocean”. The news section of
this websites offers two to three articles daily to keep people of all ages up to date on
current news and events that have an effect on the ocean.
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29. 4. Printable Ocean Word Search
URL: http://www.kckpl.lib.ks.us/ys/PUZZLES/Oceanws.htm
Synopsis: Have fun searching for these ocean creature words!
5. “I’m a Sea Star” Sing Along
URL:http://www.montereybayaquarium.org/lc/teachers_place/activity_popup_imase
astar.asp?bhcp=1
Synopsis: Students will enjoy singing along to “I’m a Sea Star”. The Monterey Bay
Aquarium offers printable lyrics, music, and accompanying vocals.
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30. Ocean Study
Conclusion
I hope this Ocean Study text set has helped you and your class explore the ocean. Using
fiction and nonfiction, as well as other sources, I hoped to have compiled a list of useful texts
that can be used with educational strategies that are not merely a reproduced worksheet. The
purpose of this text set was to introduce the ocean in a variety of ways and have students think
critically about the ocean, the creatures that live there, and its safety.
There are so many mysteries out there in the deep blue, waiting to be discovered by you!
All it takes is the right resources, an inquiry state of mind, and the desire to learn.
A Friend of the Ocean,
Melissa-Marie Garcia
To learn more about the Ocean, watch the following video:
http://www.youtube.com/watch?v=3GRA7ilM708
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