SEAHORSES

I SEE...........SEAHORSES!
This is a Science topic lesson for kindergarten!

SECTION 1

*This site provides the first look at SEAHORSES*

WHAT DOES A SEAHORSE LOOK LIKE?
WHAT COLORS ARE THEY?

-CLICK HERE TO LOOK-

SECTION 2
**At this site you can find a labeled SEAHORSE**

WHAT ARE THE FOUR MAIN BODY PARTS?

WHAT IS A SNOUT?

-CLICK HERE TO LEARN MORE ABOUT SEAHORSES-

SECTION 3
***You can about SEAHORSES' birth at this site***

DID YOU KNOW THAT THE SEAHORSE DAD IS THE PARENT
THAT CARRIES THE BABY?

HOW MANY BABIES DO YOU THINK SEAHORSES CAN HAVE AT ONE TIME?

-CLICK HERE TO FIND OUT-

Section 4
****This sire provides information about SEAHORSE eating habits****

WHAT DO YOU THINK SEAHORSES EAT?

HOW DO SEAHORSES CATCH THEIR FOOD?

-CLICK HERE TO FIND OUT-

Section 5
***** This site gives more interesting facts about SEAHORSES*****

HOW BIG ARE SEAHORSES?

DO SEAHORSES HAVE TEETH?

-CLICK HERE TO LEARN MORE-

TOPIC PAGE LESSON PLAN 1

General Information

Name: Tandrekia Roberts

Grade Level: Kindergarten

Subject Area(s): Technology Integrating, Science

Total Duration of Lesson: 35-40 minutes

Title of Lesson

Under the Sea

This lesson integrates science and technology to teach children about animals living under the sea. The animal that is the focus of this lesson is the seashore.

Primary Learning Outcome(s)

A. The students will navigate the computer to find information about seahorses.

B. The students will identify characteristics of a seahorse.

CHART REVIEW ACTIVITY

As the teacher goes through each section of the web page, children are asked to recall information they learned about the animal. The teacher records the information on chart paper using colorful markers.

HANDS-ON ACTIVITY

The students will fill in a worksheet about sea horses. Next they will get to opportunity to color, cut out, and glue their own onto construction paper.

Related Georgia Performance Standard(s) or QCC Standard(s)

SKCS6 Students will understand the important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:

c. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them (animals that live in the sea).

K-Technology Integration Strand: Basic Skills
Standard: Operates basic technology tools and application

Materials and Equipment

Access to a computer with Internet connection
Tandrekia's Web site http://www.valdosta.edu/~tyroberts/topic.html
Book: Finding Nemo
Chart paper
Colorful markers
Paint
Glitter
Glue
Pencils

Teacher will need:
Pen and paper to make notes for assessment and reflections
Copy of lesson rubric

List of Web Site Titles and URLs used in the web page

Seahorse Imagines: http://www.seahorse.com/shop/index.php?main_page=index&cPath=1

Body Parts: http://projects.edtech.sandi.net/encanto/seahorses/bodyparts.htm

Seahorse Dad: http://projects.edtech.sandi.net/encanto/seahorses/yourright3.html

General Information: http://www.bio.davidson.edu/Courses/anphys/2000/Cook/General.htm

Seahorse Facts: http://animals.nationalgeographic.com/animals/fish/sea-horse.html

Technology Connection

Technologies that will be used in this lesson include: computer with Internet connection, a picture developed using a computer drawing program, and a designed website that includes a computer painted picture related to the book Finding Nemo.

Procedures

Step One: Introduction

We are going to learn about animals that live under the sea.

Can anyone give an example of a animal that lives under sea?

What do you think it looks like under sea?

We are going to talk about some of those animals, but the focus animal will be the seahorse.

Can anyone tell me what a seahorse looks like?

Let’s go to my web page and find out….

Estimated Time: 3 mins.

Step Two: Teaching the Primary Learning Outcome(s).

Section 1 Seahorse Imagines http://www.seahorse.com/shop/index.php?main_page=index&cPath=1

What does a seahorse looks like?

What colors are they?

Section 2 Body Parts

http://projects.edtech.sandi.net/encanto/seahorses/bodyparts.htm

What are the four main body parts?

Let’s say them together?

Section 3 Seahorse Dad

http://projects.edtech.sandi.net/encanto/seahorses/yourright3.html

Did you know that the seahorse Dad is the one who have the babies?

How many do you think they have at one time?

Section 4 General Information

http://www.bio.davidson.edu/Courses/anphys/2000/Cook/General.htm

What do you think they eat?

How do seahorses catch their food?

Section 5 Seahorse Facts

http://animals.nationalgeographic.com/animals/fish/sea-horse.html

How big are seahorses?

Do seahorses have teeth?

*After each section review the information BRIEFLY with them about what they learned. As they tell me the information, write it on the chart.

Provide practice and feedback related to the primary learning outcome(s).

Students will take turns finding information by pointing and clicking on links to find answers to the questions.

Estimated Time: 20 mins.

Step Three: Closure

After going through the 5 sections of web sites and completing the chart, read the information about that they dictated. This will help the children review and remember things that they thought important and interesting about the animal. Today we have learned many important facts about seahorses.

Estimated Time:3 mins.

Assessing the Primary Learning Outcome(s)

Students will paint and decorate a seahorse figuring statue.

The teacher will provide the students with a seahorse figuring statue and four colors of paint. The teacher will ask them to paint each of the four body parts a different color. Example: Shout-Red, Tail-Blue, Body-Green, and the Eyes-Black; and cover them with glitter. These will serve as a review which will be fun and meaningful.

See chart below….

Level 3 - (5 -4 points)	Level 2 (3- 2 points)	Level 1 (1-0 points)
Student is able to use the mouse to point to directed items on the page, and can click on links with little assistance. Student is interested in the information and is attentive	Student requires assistance to use the mouse find information, and has difficulty in following directions to find links. Student's attention span on the computer is limited.	Student requires considerable assistance in using the mouse and/or cannot follow directions to find links. Student's attention span on the computer is limited.
After finding information on the web sites as guided by the teacher, the student was able to respond accurately to the questions from the all sections, and contributed to responding to the chart with accuracy.	After finding information on the web sites, as guided by the teacher, the student was able to respond accurately to the most of the questions from the all sections, and contributed to responding to the chart with accuracy.	After finding information on the web sites, as guided by the teacher, the student was unable to respond accurately to the most of the questions from the all sections, and contributed to responding to the chart with accuracy. Student's attention span on the computer is limit.
Student demonstrated ability in all 3 areas: -working collaboratively with others in the group - demonstrating an - understanding about the animal taught in the lesson - taking pride in completing the hands-on activity.	Student demonstrated difficulty in one of the following areas: -working collaboratively with others in the group - demonstrating an understanding about the animal taught in the lesson - taking pride in completing the hands-on activity.	Student demonstrated difficulty in 2 or more of the following areas: -working collaboratively with others in the group - demonstrating an understanding about the animal taught in the lesson. - completing the task

Plan for Early Finishers

Students who complete their activity will be allowed to go back to the computer and click on the web sites of their choice while the others complete their work.

Accommodation

This activity is a small group activity; therefore, the teacher will be able to help students with special needs by repeating information several times to clarify information. The teacher will also be able to assist students in developing fine motor skills by helping students as they use glue, pencils, crayons, scissors, etc.

SAMPLES OF HANDS-ON ACTIVITY

After teaching the lesson, the students labeled a seahorse by painting the body parts different colors!!!

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