Goals:

1. The students will learn about the different layers/zones of ocean life.

2. The students will learn about some of the defense mechanisms (camouflaging) that

certain organisms have to help them find prey.

3. The students will create a proportionately sized model of the ocean and its layers.

4. The students will be able to connect literature from chapter one of Blue Skin of the Sea

with real life applications by learning about oceans and the life found within it.

Resources/Materials:

1. Shoe boxes

2. Construction paper

3. Art supplies (scissors, glue, markers, crayons, tape, etc.)

4. Paper

5. Pencil / pen

6. Modeling clay

7. Books on oceans and ocean life

Baker, Lucy. (1993). Life in the Oceans. New York, New York: Scholastic, Inc. (ISBN 0-591-46132-X)

~ http://www.amazon.com/exec/obidos/ISBN=059046132X/1693-1276563-93504

Center for Marine Conservtion. (1989). The Ocean Book. New York, New York: John Wiley & Sons, Inc. (ISBN 0-471-62078-5)

Clarke, Penny. (1997). Beneath the Oceans. United States: Franklin Watts. (ISBN 0-531-14437-2)

~ http://www.amazon.com/exec/obidos/ISBN=0531144372/1693-1276563-93504

Pernetta, John. (1994). Atlas of the Oceans. United States: Rand McNally and Company. (ISBN 0-528-83703-6)

~ http://www.amazon.com/exec/obidos/ISBN=0528867036/1693-1276563-93504

Savage, Stephan. (1997). Animals of the Ocean. United States: Raintree/Steck Vaughn. (ISBN 0-817-24753-X)

~ http://www.amazon.com/exec/obidos/ISBN=081724753X/1693-1276563-93504

Time:

This activity will take approximately one hour.

Procedure:

1. As an introduction, the teacher will discuss the characteristics of the ocean, the

different layers it contains, and the size of each layer (i.e. euphotic: high tide to 600 ft,

disphotic 600 ft - 3000 ft, & aphotic 3000 ft - lower).

2. The students will be split into small groups of three or four people. Each group will

be assigned a specific ocean level to research. The groups will focus their research on

finding different types of ocean life which live in their specific layer/habitat.

3. Once the group has exhausted their research, they will need to make a model of their

ocean layer using the materials provided. This model needs to be proportionate in size

to the actual ocean. It must also contain the ocean life they have researched.

4. When the groups have finished, they will give a short presentation to the class. In this

presentation, they will also need to explain their ocean model and identify what types

of animals are living in it. The groups will combine their models in the end to create

the complete model of the ocean.

Assessment:

1. The students will be able to fill out a peer- and self evaluation form. This will be in

accordance to the following rubrics. (Criteria for Success = The students must

average a 3 on both peer- and self-evaluation rubrics.)

2. The students will also turn in their ocean models so the teacher can assess them.

(Criteria for Success = The students must turn in their completed models to show that

they stayed on task during this assignment. The models must also be proportionate to

the original size of the ocean layer it is representing.)

Curricular Strands and Major Concepts:

1. Science - oceans, ocean life, & ocean habitats

2. Math - proportions

3. Language Arts - communication skills

Possible Extensions:

1. The students could create an underwater ocean life mural - http://www.cnmoc.navy.mil/educate/neptune/lesson/art/mural.htm

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