|
SEASHORE TREASURES
MASTER TEACHER Larry
Manschot
GRADES 1 - 2
OVERVIEW
The beach is not only a place for fun and suntanning, but it is
also a place full of life and mystery. READING RAINBOW's Seashore
Surprises allows children to discover the hidden life on the beach.
They will learn about plants and animals that live on the seashore and how each
depend on each other for survival. They will be exposed to vocabulary
related to the seashore and find that many of the words are compound words.
The concept of preservation is presented and what humans must do to protect this
delicate environment. The students will apply estimation skills throughout
the video and apply the mathematical operation of division through distribution
during the hands-on activity.
ITV SERIES
Reading Rainbow #88Seashore Surprises
LEARNING OBJECTIVES
Students should be able to:
*define the word seashore
*identify plants and animals that live on the seashore
*explain how some seashore animals protect themselves
*demonstrate the mathematical operation of division through
distribution
MATERIALS
(per teacher)
cassette tape or CD player
cassette tape or CD of ocean sounds
slide projector
slides of beach
classroom map of the U.S. A.
chart tablet with the word
"VOCABULARY" marked on top
chalkboard
writing pens and/or chalk for tablet and
chalkboard
(per student)
scissors
glue
crayons
large sheet of blue construction paper
worksheets #1 and #2
(per group of 3 - 4 students)
set of worksheets #3, #4 and #5
six large craft sticks
six small paper plates
small baggie with 21 fish-shaped pieces of cat
food
three clear containers to be used as
make-believe aquariums
VOCABULARY
seashore
environment
island
tide
shell
habitat
grassbed
camouflage
PREVIEWING ACTIVITY
Turn off the lights in the classroom and try to get it as dark
as possible. Play a cassette tape or CD of ocean sounds. Let
students listen for a while and display a slide of the beach. Lower the
volume on the tape/CD and ask students what this place reminds them of.
(Many will respond that this is a place for swimming, sun bathing, making sand
castles, etc.) Tell students that there is a hidden treasure on the beach.
Ask students, "What do you think it is?" (They will probably respond
with a treasure chest.) Tell students that there is a hidden treasure more
important than gold, silver or money.
If you are unable to locate slides of the seashore/beach, you
may use a poster or a picture of the beach found in textbooks, magazines, etc.
FOCUS FOR VIEWING
Say, "You are going to see a video that will help you
discover the wonderful treasure of the seashore." To give students a
specific responsibility while viewing say, "Watch the video and look for
the different kinds of plants and animals that live on the seashore. Look
carefully at how some animals protect themselves. "
VIEWING ACTIVITIES
Begin video after the words "Hosted by LeVar
Burton" appear on screen. LeVar will appear walking on the beach and
discuss how the seashore is an extraordinary place. Pause the video
after LeVar says, "...an extraordinary environment." Ask the
students, "What is a seashore? " (Place where land meets the sea.)
Write the word "seashore" on the chart and prompt students to say that
this is a compound word. Ask the students, "What is meant by
environment?" (Surroundings.) Write the word "environment"
on the chart.
Resume video. LeVar will state where this episode
is being filmed. An aerial view of an island is shown. Pause after
LeVar says, "...because there is water all around us, there is seashore
everywhere." Ask, "What is an island?" (Land surrounded by
water.) Write the word on the chart. Locate Florida on a map of the
U.S.A. and discuss the general area LeVar is speaking from (southwest coast of
Florida).
Resume video. As LeVar is walking on the beach,
he will state that the seashore is home for many creatures. Pause after
LeVar says, "...millions of creatures call this place home." Ask
students, "What kind of life do you think live on the seashore?"
Allow time for brainstorming.
Resume video. LeVar will state what life is
found at the seashore: plants and animals. Pause after LeVar says,
"...so the seashore is a great place for exploring." Ask
students, "Did we state the right kind of life found on the seashore?"
(Answers will depend on how class answered the question in previous
brainstorming segment.)
Resume video. LeVar will introduce the book Seashore
Surprises. He will introduce the word "tide,"
and focus on what is found at the tide's highest point on the beach.
Pause after LeVar says, "...that's a good place to start exploring...well,
let's give it a try." Ask students, "What is a tide?" (The
rise and fall of the sea.) Make sure students understand this concept and
discuss high tide and low tide. Write the word "tide" on
the board. Discuss that the word has a long "i" sound and the
"e" at the end is silent.
Resume video and LeVar will walk over to the tide area
and find a coral. Pause after LeVar shows the coral and says,
"...an apartment house built by tiny sea animals as a place to live."
Ask students, "What is coral? Is it a plant or an animal?"
(Coral is neither a plant nor an animal but a structure built by small sea
creatures as a place to live.)
Resume video. Waves will be shown on the screen
and LeVar will discuss what waves do. Pause video after LeVar says,
"...waves are like a twenty-four hour delivery service, bringing these to
and from the shore." Ask students, "What do waves do at the
seashore?" (Bring things to the seashore and take things from the
seashore to the sea.) Develop a discussion of things that waves can bring
and take away. Emphasize the trash dumped by boats out at sea will come to the
beach and the trash left by people at the beach will go out to the sea.
Ask for personal experiences the students may have had finding things on the
beach.
Resume video. LeVar will show shells on the
beach and discuss their purpose. Pause after LeVar says,
"...animals grew the shells for protection and lived their whole
lives inside." Ask, "Why do some seashore animals have
shells?" (For a place to live, for protection.) Ask students to try
to spell the word "shell". Emphasize the "sh" phonetic
sound and short "e" vowel sound in shell. Write the word on the
chart as students spell it.
Resume video. LeVar will show empty shells found
on the beach. Pause after LeVar says, "...the animals are long
gone." Ask, "Why are empty shells found on the beach?"
(Animal no longer lives in it.) Discuss the possibilities of why animals
may no longer live in its shell (eaten by another animal, died from pollution,
died of natural causes, etc.).
Resume video. LeVar finds a shell with a living
animal in it, a banded tulip. Pause after LeVar says,
"...he'll close that little door and seal himself up tight." Ask
students, "What kind of animal did LeVar just show us?" (Banded
tulip.) "What do you think is the purpose of the door on the
shell?" (Protection.)
Fast Forward video until you see a white shell with
spines on it. Resume video. LeVar will introduce the spiny
oyster and discuss its spines. Pause after LeVar shows the oyster
and says, "...anybody in there? Nope, nobody home." Ask
students, "How does the spiny oyster protect itself from other
animals?" (Spines outside the shell.) Ask students to brainstorm
other life that use spines for protection (cacti, roses, porcupines, etc.).
Fast Forward video until you see the seagulls flying. Resume
video and allow students to see seagulls at the seashore. Pause after
LeVar says, "...it's time to chow down." Ask students,
"What other life is found at the seashore?" (Seagulls). Write
the word "seagull" on the chalkboard and discuss that it is a compound
word. Ask students if they think seagulls have a way to protect themselves
(Allow students to give their own ideas.)
Resume video. LeVar will show an animal called
cocinas. Pause after LeVar says, "...Bye Bye Cocinas, Bye
Bye." Ask students, "What are these animals called?" (Cocinas.)
Ask students, "How do they protect themselves?" (Their shell and the
ability to hide in the sand.)
Resume video. LeVar will introduce the lightning
whelks. He will show the various sizes of the lightning whelks and discuss
how a mother lightning whelk develops protection for her babies. Pause
after LeVar says, "...in six years, these babies could grow to be giants
like this." Ask students, "How are lightning whelks protected
when they are very young? (Egg case.) How do you think your mother
protected you when you were a baby?" (Accept various answers.)
Resume video. Waves on the shoreline will be
shown as LeVar discusses how the waves change the shoreline. An aerial
view of the shoreline will be shown. LeVar will discuss how the waves tear
back the sand allowing the water to come up directly to the trees. LeVar
will be shown walking amongst the trees and Pause after LeVar says,
"...tear away at the sand and drag it back to the sea." Ask
students, "What other life is found on the shoreline? (Trees.)
What does the water do when it comes up to the trees?" (Waves tear
back sand and takes it back to the sea.)
Fast Forward video until you see LeVar walking. Resume
video. LeVar will walk across the island to show the calmer side of the
island. He introduces Lisa, a naturalist. Pause after Lisa responds
to LeVar by saying, "...yep, this is the red mangrove." Ask
students, "What kind of trees grow on the shoreline of this island?"
(Red mangrove trees.)
Resume video. LeVar and Lisa walk into the tree
area and discuss the role trees play in this habitat. Pause after
Lisa says, "...but to little critters, that means there is food
around." Ask students, "How do trees help the animals of the
sea?" (The decaying leaves provide food.)
Resume video. Lisa and LeVar continue to discuss
the relationship between the trees and water. They will explore the roots
of the trees. Pause after Lisa says, "...we're in low tide
now, so that's why we can see them." Ask students, "What is
meant by the word 'habitat'?" (A place inhabited by an animal or
plant.) Write the word "habitat" on the chart. Ask the
students, "What is the animal that is found in the roots of the tree?"
(Barnacles.) Why are these animals exposed? (Low tide.) How do
these animals protect themselves?" (By closing themselves up during low
tide.) Ask students to estimate the number of barnacles on the root of the
tree. Ask students to estimate the size of the barnacles in inches.
Resume video. Lisa and LeVar will find an oyster
near the barnacles. Pause after Lisa says, "...yea, there's
lots of life in there." Ask students, "What kind of animal was
found near the barnacles?" (Oyster.) How do oysters protect
themselves? (They have a shell and they close themselves up.) Has anyone ever
seen oysters?" (Try to get students to tell you they have seen them in the
grocery stores, fish markets and at restaurants.)
Resume video. LeVar will find an unusual sea
creature called a seasquirt. Pause after Lisa says, "...water
that was collected when it was under water today." Ask students,
"What kind of animals did LeVar find?" (Seasquirt.) Write
the word "seasquirt" on the chalkboard and discuss that it is a
compound word. Ask students to estimate the size of the seasquirt in
inches.
Resume video. LeVar will find a crab. Pause
after LeVar says, "...that's all they do is eat the underside of the
mangrove leaves." Ask students, "What kind of animal is LeVar
holding in his hand?" (Mangrove Crab). The video does not mention
what the crab uses for protection. Ask student what they think the crab
uses to protect himself (outer skeleton and claws). Ask students to
estimate the size of the crab in inches.
Resume video. Aerial view of island and
grassbeds will be shown. LeVar will introduce Christy, a marine scientist.
Pause when Christy says "...is like an underwater
forest." Ask students, "What other kind of life have we found at
the shoreline?" (Grassbeds). Write the word "grassbed"
on the chart. Ask students, "What kind of word is grassbed?"
(Compound word).
Resume video. LeVar and Christy will run a net
through the water and discuss the purpose of seining. Pause after LeVar
says, "...you know something is wrong." Ask students, "Why
does Christy use a seine in the water?" (To find out about the health of
the water.)
Resume video. LeVar and Christy will lift net
out of water and check to see what they have caught. Christy picks out a
spiny burr fish and explains how this fish protects itself. Pause after
LeVar says, "...good-bye little guy" and the swollen fish swims away.
Ask students, "What kind of fish did LeVar and Christy find? (Spiny Burr
Fish.) Why do you think it is called spiny? (It has spines.) What
are the purpose of the spines? (Protection). Why do you think it is called
a burr fish?" (Looks like the burrs we sometimes get on our shoes and
socks.) Ask students to estimate the size of the burr fish in inches.
Ask students, "What is meant by the word 'camouflage'?" (To disguise
or hide.) Write the word on the chart.
Resume video. LeVar and Christy will find a
scallop. Pause after LeVar says, "...that's amazing,
that really is wild." Ask students, "What animal did LeVar just
hold in his hand? (Scallop.) What kind of protection does a scallop
have? (Shell.) Has anyone ever seen a scallop before?" (Grocery
store, fish market, restaurant, etc.) Ask students to estimate the size of
the scallop in inches.
Resume video. Christy and LeVar will now discuss
the sea star found in the net. Pause when LeVar says, "...do
they have suction cups on the bottom?" Ask students, "What kind
of animal did we just see? (Sea star.) What is another name most
people use for sea star?" (Star fish.) Ask students to estimate the
size of the sea star in inches.
Resume video. Christy and LeVar will find a
seahorse and discuss it. Pause after Christy says, "...so he's
holding on to the sea star instead." Ask students, "What kind of
animal did we just see?" (Seahorse.) Write the word
"seahorse" on the chalkboard. Ask students, "What kind of
word is seahorse? (Compound word.) Do you think this seahorse has a way of
protecting himself?" (Its small size enables it to hide in seagrass;
it is able to wrap its tail around a blade of grass to stay hidden.) Ask
students to estimate the size of the seahorse in inches.
Resume video. Christy and LeVar will find a
pipefish in the net. Pause after Christy says, "...it's almost
as if it was a seahorse straightened out." Ask students, "What
kind of animal did we just see?" (Pipefish.) Write the word
"pipefish" on the chalkboard. Ask students, "What kind of
word is 'pipefish'? (Compound word.) What is the pipefish related to?
(Seahorse). How is a pipefish able to protect itself?" (Looks like a
blade of grass and is able to blend in with the grassbed.) Ask students to
estimate the size of the pipefish.
Resume video. Christy and LeVar will now find a
sea urchin. They will discuss the teeth of the sea urchin. Pause
after LeVar says, "...that really is wild." Ask students,
"What animal did we just see?" (Sea urchin). What is special
about this animal that we haven't seen in the other animals caught in the net?
(It has five teeth). Is this animal able to protect itself? (Yes, it has
spines.) What animal did we see earlier that also uses spines for
protection?" (Spiny oyster.) Ask students to estimate the size of the
sea urchin in inches.
Resume video. Christy and LeVar are now finished
finding creatures in the net. LeVar and Christy will do some talking and
Christy will say some very important words, "...if this environment stays
healthy, then humans stay healthy." Pause after LeVar says,
"...we're all a part of this same environment." Repeat to
students what Christy said about keeping the environment healthy. Ask
students, "What do you think she meant by these words?" (We need to
keep the environment clean; if we don't, sea life will die and we may die.)
Stop video.
POSTVIEWING ACTIVITIES
Pass out to each child Worksheet #1. Tell the students to
write a simple sentence explaining what a seashore is on the lines provided on
the bottom of the page. The students may color the picture above the
sentence when they are finished writing.
Pass out to each child a large sheet of blue construction
paper. Tell the students that the blue color represents the water on the
seashore. Pass out Worksheet #2. Tell the students that there are
different kinds of plant and animal life on this worksheet. Some belong in
the sea and others don't. Tell students to color and cut out the pictures
of the life that live on the seashore and glue them onto their blue paper.
The students may use their crayons to draw on the blue paper to enhance the look
of the sea environment.
Have Worksheets #3, #4 and #5 copied on paper. Divide
the class into groups of three to four children. Pass out one set of
worksheets and paper plates to each group. The students in each group will
color pictures, cut pictures out, and glue one picture onto each plate.
They will glue a craft stick onto each plate. Each group will role-play
the part of one or two animals. Each student will state what they are and
what they have or do to protect themselves.
In the same groups as in the previous activity, pass out a
baggie with 21 fish-shaped pieces of cat food and three clear containers
to serve as aquariums. Ask each group to estimate the number of fish in
their baggie. Have them check their estimate. Then tell each group that
they need to put the fish into the aquariums and that each aquarium must have
the same number of fish. Brainstorm with the class how they can accomplish
this task. Hopefully someone in the class will say to put a fish into each
aquarium one at a time until they no longer have any more fish. If no one
makes this suggestion, try prompting the students to come up with this idea.
Allow time for the students to do this activity. Ask each group to report
their findings. Each group should have placed seven fish in each aquarium.
You may continue this activity by passing out more fish and asking students to
repeat the activity.
Set up a learning center with various items found on the
seashore: shells, starfish, seaweed, etc. Place these items in a large
paper bag or a box with a slit in it. Allow students to slide one hand in
the bag or slit in the box and use the sense of touch to feel and guess the
objects inside.
ACTION PLAN
Plan a field trip to the local zoo or aquarium. Ask a
guide from the zoo or aquarium to point out the animals that are found at the
seashore. If you are at a zoo, ask the guide to point out the animals that
do not live in the water and are found at or near the seashore. Ask
students to keep a list of the animals that were found at the zoo and/or
aquarium but not shown on the Reading Rainbow video.
Ask a representative from a pet store to come to the class
and talk about seashore creatures that people buy for pets. Have the
person discuss why these animals are able to survive outside their natural
habitat and the importance of proper care of these animals. Also ask the
representative to include a talk about animals that should not be taken from the
beach and turned into pets.
EXTENSIONS
Language Arts
The teacher can provide books about sea life on a table for
children to browse and read. The students can write a short story about
what it must be like to live inside a shell. The students can also make a
mobile by using a crab made on posterboard. Attach strips of yarn to each
leg. Attach index cards with adjectives written on them
(describing the crab) on the other end of the yarn.
Dramatic Arts
A student can pretend to be a shell fish. The
student will act what it may be like during a typical day being tossed by the
waves, an animal trying to open its shell, taking in polluted water, etc.
Science
The teacher can show a crab bought at a grocery store or fish
market. Teacher will point out the physical characteristics of the crab.
If the teacher thinks it is appropriate, he/she may open the crab and show the
inside of the crab.
Social Studies
The class can discuss what community organizations are doing to
preserve the seashore and its health.
Skills
Set up a learning center with various items found on the
seashore shells, seaweed, sand, etc. Allow students to touch and
feel the texture of these items. Let students place shells on their ears
and listen to sounds.
Health
Ask parents of students if anyone can prepare an exotic dish
made from sea life. Allow students to taste the food and describe their
experience.
NAME:__________________ Workssheet#1
(Obj. 1)
THE SEASHORE
Define the word, Sheashore.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Workssheet#2 (Obj. 2)
Workssheet#3 (Obj. 3)
 
Workssheet#4 (Obj. 3)
 
Workssheet#5 (Obj. 3)
 
Updated: April 01, 2008
|
