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SDAIE Lesson #1: Motion of the Ocean

Grade: Kindergarten
ELD Level: Beginning
Topic: The Ocean Biome

Objective:
Students will demonstrate understanding of characteristics of the ocean seascape (moving body
of water, color gradient, salt water, sand floor, seashells) by using the five senses to critically
observe a student-made model ocean.

CA Content Standard:
K.3.A Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local
landforms.

Modified Standard (specific part to be covered in this lesson):

Identify the characteristics of the ocean.

Culturally Responsive Instruction:

Use of students’ background knowledge by use of open-ended questions (describing
observations), opportunities to talk in L1 and L2 amongst each other, use of materials that
surround them in their everyday lives

SDAIE Strategies:
Hands-on activity, realia, teacher speech adjustment, frequent comprehension checks, repetition
and paraphrase, “pair share,” provide visuals of subject (beach and underwater scenes), word
wall, opportunities for students to work in small groups, picture icons on the science exploration
worksheet to help students “read”

CALLA
a) Content: It is important for students to understand characteristics of the ocean that are linked
to the California Content Standards.
b) Academic Language: ocean, sand, seashells, salt water, food coloring, oil, jar, motion,
seaweed, conch shell, observe, rhyme
c) Learning Strategies: students are given access to and validated for prior knowledge by writing
the materials list in the order of which they name them, students are provided an experiential
approach to learning, students are provided multiple ways to observe the given model (see,
feel, taste, smell, hear), students are encouraged to spell independently without emphasis on
“correctness”

Teaching Script:
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T I have scattered the materials on the work desk. The objects may or may not look familiar
to you. I would like you to pick them up at your leisure and explore them by: (1) seeing, (2)
feeling, (3) smelling, (4) hearing, and/or (5) tasting. Use TPR to define each of the senses.
Discuss your observations with your partner. You are welcome to use Spanish or English for this
activity. Ask a student to repeat the given directions to check for understanding.

T Good work, boys and girls. What did you observe? Can you name any of the objects?
Encourage the use of L1 and L2, code-switching.

S Students share their observations with the group.

T Pick up the a shell and some sand AFTER the students have named them. Where would
you find these objects?

S La playa! The Beach!

T That’s right! Have you visited the beach? Pass out the science exploration worksheets
(see pages 6-7). Direct students to write their name. Fancy, that it the first question on our
science exploration worksheets! Get your “magic reading fingers” out to scan the words as I read
them aloud. Circle “yes” or “no.”

T Beautiful! Today we are going to be scientists exploring the ocean. We are going to use
all the materials on the desk to create our OWN ocean. First, we have to write the materials
down. Can you name one? Two? Three?

S As students name each material (water, sand, jar, seashells, salt, oil, food coloring), write
it on the whiteboard. Have students copy it down in the allotted slots on the worksheet.

T If they name it in Spanish, validate their response and offer the code-switch. Very good!
It is “sal.” In English, we add a t- sound to make salt.

T Now, we are ready to start our investigation! Who would like to help me add the SAND
to the JAR? Can we name those two materials together? Great!

S Student adds sand to jar.

T Our ocean is officially in the making! Pick up a few seashells. What are these called
again? Very good. The next question asks, “How many seashells are in the jar?” Together, we are
going to count how many SEASHELLS I add to the JAR.

S 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15.

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T Get your “magic reading fingers” out to scan the words as I read them aloud. How many
______ are in the ____? Pause when you reach these vocabulary words (seashells, jar). The
picture icons should cue the students to respond appropriately.

S Seashells. Jar.

T Lovely reading! Do you remember how many we added? 15! Circle the number 15. The
next part asks us to find the rhyming words, or words that sound alike. Examples are “cat” and
“bat,” “slow” and “go.” Can you name a set of rhyming words?

S Ball and wall! Validate responses and correct when necessary.

T Great! Now, let’s read the words together. A couple of the words you may recognize. Get
your “magic reading fingers” out to scan the words. Exaggerate the words “motion” and
“ocean” to clue students. Which words sound alike or rhyme?

S Motion! Ocean!

T Good work. Circle those two words on your paper. Now, we are ready to finish building
our model ocean! Is ocean water the same as water you drink at home? How is it different?

S No! It tastes yucky. It is salty.

T That’s right! We are going to add SALT to the WATER to simulate ocean water. Can
someone help me do that? Thank you. You are a great helper! It is time to add the water to the
jar. Can someone help me do that? Great. You are a great helper too! Now, I am going to add the
OIL to the top of the water. Watch closely and tell me what you notice.

S The oil stays on top!

T That’s right. The oil and water do not mix. This is going to help us see the color when we
add the food coloring. What color is the ocean water?

S Blue!

T You all are so smart! Let’s add some blue FOOD COLORING to the jar. Food coloring is
used to dye foods. It does affect the taste of the food. Can someone help me do that? You are a
great helper also! Now, I am going to put the lid on the jar and shake it so that the blue mixes
throughout the water. Watch carefully! What do you see?

S The water is making waves! The blue is darker on the bottom!

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T Super scientists! We are going to record those observations. Turn your worksheet over.
Notice, there is an eye next to the first question. That will give you a clue. Get your “magic
reading fingers” out to scan the words as I read it aloud. Draw what you see. Include as many
details as possible.

S Give students ample time to add detail to their drawings. If they are missing a
component, ask them if it is important to add it to their drawing.

T Those are fabulous drawings! Look at the next question. What do you think the question
says looking at the picture icon?

S Touch! Feel!

T You’re so perceptive. Let’s read it together. What does the sand feel like? You are going
to write your answer on the line. Use the letter sounds you know to spell the best you can. Do not
worry about being right.

S Soft. Help students find the letter sounds, but do not tell them how to spell it.

T I am so impressed with your writing! Look at the next question. What do you think the
question says looking at the picture icon?

S Eat! Taste!

T You’re right on! Let’s read it together. What does the water taste like? I set aside some
extra salt water for you to taste. Give it a try! What does it taste like? Write your description on
the line. Use the letter sounds you know to spell the best you can. Do not worry about being
right.

S Salty! Gross!

T We have two more senses to go! Look at the next question. What do you think the
question says looking at the picture icon?

S Nose! Smell!

T That’s right. Let’s read it together. What does the seaweed smell like? I brought a packet
of seaweed that you buy in the supermarket. Some people like to eat it. Go ahead and smell it!
Tell a partner what you think it smells like.

S Stinky! Gross! Grass!

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T Those are great descriptive words! Go ahead and write down your response on the line.
Use the letter sounds you know to spell the best you can. Do not worry about being right.

T One more to go! Look at the last question. What do you think it says from looking at the
picture icon?

S Sound! Hear!

T Great. Let’s read it together. What do you hear in the seashell? Grab the conch shell. This
is a special seashell called a conch shell. There is one thing very special about it. Model how to
place the seashell on your ear and listen. We are going to let everyone have a turn. Tell your
partner what you hear.

S Water! The ocean! Waves!

T Those are great responses! Write yours on the line. Use letter sounds you know to spell
the best you can. Do not worry about being right.

T You have made Albert Einstein proud today! He is a very famous scientist. I would love if
you went home a shared some of your new knowledge with your family. What was your favorite
part of the lesson?

S Validate all student responses to wrap up the lesson.

Assessment:
Students’ background knowledge is assessed informally as they name and describe the given
materials. Student worksheets are assessed for number recognition and rhyming words, questions
in which the students were aided significantly. Student drawings assess their ability to translate
what they see onto paper (including all essential elements: sand, seashells, color gradient).
Student observations are assessed for understanding of phonemes, invented spelling.

Science Exploration Worksheet:

See pages 6-7.

Student Samples:
See pages 8-13.
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