Unit Title : The Ocean and Sea-Life Second and Third Grade Second and Third Grade

Unit Rationale In this unit, the students will learn about the ocean and what creatures live in the ocean. It is important for students to learn about the ocean and marine life because about 71% of the world is made up of water. The students will learn about the ecosystems in which fish and other species live in. Students should also be exposed to the animals that live in the ocean so they can compare and contrast them with animals they are more familiar with. I will make sure the students understand how the ocean ecosystems work by describing different types of sea creatures/fish and the habitat they live in. The students will be able to identify many types of fish, where they live in the ocean and why they are important.

Unit Essential Questions 1.What different types of creatures live in the ocean? 2. What is a Coral Reef? 3. What is an ecosystem?

Unit Objectives Students will be able to identify and describe different types of animals that live in the ocean. Students will understand what a corral reef is be able to identify them. Students will be able to describe an ecosystem.

Lesson 1: Fork Puffer Fish Instructional Objectives: 1. Students will apply paint using a fork to create the look of a puffer fish. (MO) 2. Students will use a variety of techniques including painting, cutting and gluing(KS) 3. Students will learn about the puffer fish and other fish that live in their ecosystem.

Fork Puffer Fish Art Production Steps: 1. Begin lesson by introducing different types of fish that live in the ocean. Provide pictures and show coral reefs where they live. Explain how the puffer fish is unique and why it puffs up. 2. Start by having the child dip the bottom of their fork into the white paint and stamp it on the construction paper. 3. Wipe off the fork and dip it in the yellow paint creating the spikes on top of the puffer fish. Then take a paintbrush and paint two fins at the top of the fish. 4. The last step is to cut out circles of construction paper to make the eyes and mouth 5. Hang up the fish around the room so all the students can show off their work.

Fork Puffer Fish Art Historical Resources: - (Puffer fish facts) - (Coral Reef song) Aesthetics Questions 1.Does the painted puffer fish look similar to a real puffer fish? 2.Can you use different types of colors to create another puffer fish? 3.Does the puffer fish look scary or friendly? Art Criticism element 1.Do all puffer fish paintings look similar? 2.Which ones look best and why?

Fork Puffer Fish Assessment Tool -Rubric CONTENT: Did the students paint and fill in shapes with even color using tempera? Did the students use the fork properly in making the puffer fish? CREATIVITY: Is the Puffer fish made with unique features including the eyes, the background and chosen colors? CRAFTMANSHIP: Is the Puffer fish neat with solid paint lines ? COMPLETION: Was the Puffer fish completed in 1 class period? Comments: /20

Modifications for Special Needs -If students cannot grip fork or paintbrush then a foam ball can be placed at the end of the brush to help with grip, already cut out eyes and mouth. -Gifted students can create a background of a coral reef in which the fish lives.

Lesson 2: Coral Reef Watercolor Resist Instructional Objectives: 1. Students will use different media, techniques, and processes to communicate ideas. (VA) 2.Students will apply paint in even strokes to create a watercolor wash. (MO)

Coral Reef Art Production Steps: 1. Share a book about coral reefs with the class such as “Life in a Coral Reef” by Wendy Pfeffer. 2. Talk about coral reefs and why they are endangered. Show the class photographs of reefs and the marine life they support. 3. Give children an opportunity to examine illustrations in coral reef books. Encourage them to observe texturing and special techniques. 4.Demonstrate how to do a crayon-watercolor resist, by first drawing with crayon and then painting the entire page with watercolor. The wax of the crayon “resists” the watercolor, resulting in a unique effect. 5. Have children begin by using Crayons to draw seaweed and coral on the ocean floor. Then they will paint over their crayon drawings with watercolors to create the sea. 5. Using photos as inspiration have students create sea creatures on separate pieces of paper using watercolors, markers, or other materials. Cut them out and add them to the sea scenes using glue and tissue paper to give a 3-D effect. Encourage creativity and imagination. 6. Ask students to think about how sea life is fragile and how the coral reef is a delicate ecosystem. Invite each student to write a sentence or poem about the importance of protecting the planet, from their sea creature’s point of view.

Coral Reef Watercolor Resist Art Historical Resources: “Life in a Coral Reef” by Wendy Pfeffer. Aesthetic Questions: 1.Do all Coral Reef’s have to be colorful to be beautiful? 2.If I could redo this project would you make it more colorful? Add more fish? Art Criticism Element: -Do the coral reefs look realistic?

Lesson 2: Coral Reef Watercolor Resist Assessment Tool: -Have students write a sentence or poem about the importance of protecting the coral reef from their sea creature’s point of view. Special Modifications: -Use a bigger sheet of paper to use paint on and already have cut outs of fish to paste on the paper. -For gifted students, have them create more fish to put on the watercolor resist.

Lesson #3:Model Magic Fish Instructional Objectives: 1.The students will create a sculpted fish with model magic that uses a variety of forms. (KS) 2.The students will use visual structures of art to communicate ideas. (VA)

Model Magic Fish Art Production Steps: 1. Invite students, working in teams of 2, to investigate a fish or other water creature that interests them. Organize resources for students to view during this investigation. Encourage students to gather drawings and photographs of their selected fish or water creature in preparation for sculpting a realistic replica. 2. Students use Model Magic® as a base for the fish body, such as an elongated rectangle or oval. Bend it into any position you want! 3. What are the biggest body parts needed? A head, fins, and tail? Students use the most realistic colors—or be imaginative! Smooth out the surface with fingers or by gently rolling a marker over it. 4. Now add layers. Roll the modeling compound into different-sized coils for lines. Make small balls and gently press them on for circles. Look carefully at the pictures so as to add interest and realism to the sculpture. 5. Complete the life-like look with Crayola Glitter Glue details. Build up textured scales! Model Magic® dries to the touch overnight and dries completely in 2 to 3 days. 6. Teams create a habitat for their creature to show its beneath-the-water home. 7. Teams present their organism, its habitat and significant research to classmates

Model Magic Fish Art Historical Resources: -Bring in books from the library about different types of fish/sea animals and their habitats. -Let them research on the internet Aesthetic Questions: 1.Is this fish visually appealing? 2.What would you change if you could redo this project? Art Criticism Element: 1.Does the model magic fish your group created look like the fish you choose to research? Does the habitat look similar to the habitat the fish would live in? 2.Does the final product differ from the original plan?

Model Magic Fish Assessment Tool: -Teams present their organism, its habitat and significant research to classmates. Modifications for Special Needs -Have shapes of the fish already made so the can just put together the fish and find out facts about the fish or creature. -For gifted students, have them create a habitat for the organism using model magic out and paint the final project.

Summative Assessment The unit will be assessed with a quiz about each of the sea organisms that the students chose to research in their groups. They will have to identify the name of each of the organisms, know what they look, and know a special feature about them. I will also put these organisms into an ecosystem with a food chain and explain how it works with the help and cooperation of the students.