Marine Biologist Careers

Grade Level: 3rd Grade

Standards Alignment

Georgia Standards of Excellence (GSE): S3L1

Learning Objective

Students will be able to describe the role of a marine biologist, list key tools they use, and identify examples of ocean animals they might study.

Lesson Duration

90 minutes

Lesson Script

Introduction (10 minutes)

• Hook: Begin the lesson with a short video clip or image of a marine biologist at work. This could include a marine biologist diving or studying coral reefs.
• Engage Students: Ask students what they think a marine biologist does and if anyone has heard of, or knows, any specific ocean animals.

Vocabulary Introduction (10 minutes)

• Introduce the following vocabulary words:
  • Marine Biologist
  • Ocean
  • Observe
  • Coral
  • Diving Gear
• Use visuals and gestures to explain each term, providing context for their importance in marine biology.

I Do (Modeling – Teacher Led) (15 minutes)

• Read Aloud: Choose a short nonfiction passage about marine biologists. As you read, pause to emphasize key points.
• Main Idea: Model how to identify the main idea of the text. For example: "Marine biologists explore the ocean and study living things."
• Write the main idea on the board and underline important details as you discuss them.

We Do (Guided Practice) (20 minutes)

• Discussion: Lead a discussion on the tools that marine biologists use. Examples may include:
  • Dive gear
  • Underwater cameras
  • Sampling nets
  • Research boats
• Use actual images or props to make the tools relatable (if available).
• Shared Reading: Read a short passage together, pausing to identify key vocabulary and facts (“highlighting important details”).
• Graphic Organizer: Complete a simple graphic organizer as a class using the categories “What They Do,” “Tools,” and “Animals Studied.” Encourage students to think about their own ideas as you fill this in together.
• Labeling Activity: Show an image of a marine biologist and ask students to suggest words from the vocabulary list to label the image.

You Do (Independent Practice) (30 minutes)

• Art Activity: Ask students to draw their favorite ocean animal. In their drawing, they should label what a marine biologist might observe about that animal (e.g., colors, behaviors, habitats).
• Comprehension Questions: Have students complete three comprehension questions based on the reading or fill in a short reading response journal that prompts their thoughts about what they’ve learned.
  • What is the job of a marine biologist?
  • Name two tools that marine biologists use.
  • List one ocean animal you learned about today.

Wrap-Up (15 minutes)

• Movement Chant/Game: Review vocabulary through a movement chant or quick quiz game where students can answer with movements instead of speaking.
• Sharing: Invite students to share their ocean animal drawings and one fun fact they learned about marine biologists or ocean animals.

Extension Activity

• Ask students to think about an ocean creature: “If you could study one ocean creature, what would it be and why?” They can write a few sentences or share verbally.

Differentiation Options

• Foundations Group: Provide sentence starters, engage in more oral discussion, and incorporate additional visuals to help them better understand the material.
• Heritage Group: Introduce a writing extension or a short research component where students can delve deeper into their chosen ocean animal or tool used by marine biologists.

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This lesson on Marine Biologist Careers is designed to be accessible to all students while promoting understanding of marine biology and its relevance in studying ocean life. With a gradual release model, students build their knowledge step-by-step, from being directly taught to exploring independently.