project g - be glad€¦ · web viewcalifornia ocean habitats. level 4. idea pages. unit theme...

Project G.L.A.D.La Habra City School District

California Ocean HabitatsLevel 4

Idea Pages

I. UNIT THEME- Include cross-cultural sensitivity theme

Introduction to the California coast and the animals that live in those areas Native Americans of the Pacific Coast Explore the salt water biome of the Pacific Coast Culturally diverse foods from the ocean

II. FOCUS AND MOTIVATION

Scientist Awards- Oceanographer Field Trip – Aquarium, Tide pools, Beach Inquiry Chart Realia- shells, fish specimens, sand dollars, starfish Picture File Cards- Challenge Questions Poetry Whale songs Observation Charts Videos Read Aloud Guest Speaker- Scuba Diver Personal Interaction Current Event about ocean conservation

III. CLOSURE

Process all charts Ocean biome portfolio Team Jeopardy Game Home-School Connections Share Personal explorations Create a poem about the ocean Write a letter to the governor about endangered animals in California Write a letter to the governor about endangered wetlands in California Social Action Plan Write a persuasive essay with a rubric Personal exploration:

Research on Endangered Animals Team explorations:

Create a saltwater ecosystem diorama Create a big book about the California Coast

Plan a campaign to save the Wetlands of California

IV. CONCEPTS- CALIFORNIA STATE STANDARDSHistory/Social Studies4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

1. Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth. 2. Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations. 3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity. 4. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns. 5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

ScienceLife Science

2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:a. Students know plants are the primary source of matter and energy entering most food chains. b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.

c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.

3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:

a. Students know ecosystems can be characterized by their living and nonliving components.

b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.

c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.

Earth Science

5. Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept:

a. Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

b. Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces.

c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).

Investigation and Experimentation

6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Differentiate observation from inference (interpretation) and know scientists' explanations come partly from what they observe and partly from how they interpret their observations.

b. Measure and estimate the weight, length, or volume of objects.

c. Formulate and justify predictions based on cause-and-effect relationships.

d. Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results.

e. Construct and interpret graphs from measurements.

f. Follow a set of written instructions for a scientific investigation. Language Arts

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWord Recognition 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. Vocabulary and Concept Development 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.1.4 Know common roots and affixes derived from Greek and Latin and use this

knowledge to analyze the meaning of complex words (e.g., international). 1.5 Use a thesaurus to determine related words and concepts.1.6 Distinguish and interpret words with multiple meanings.

2.0 Reading Comprehension Structural Features of Informational Materials 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.2.4 Evaluate new information and hypotheses by testing them against known information and ideas.2.5 Compare and contrast information on the same topic after reading several passages or articles.2.6 Distinguish between cause and effect and between fact and opinion in expository text.2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games).

3.0 Literary Response and Analysis Structural Features of Literature 3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

Writing 1.0 Writing Strategies Organization and Focus 1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.1.2 Create multiple-paragraph compositions:

a. Provide an introductory paragraph.b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.c. Include supporting paragraphs with simple facts, details, and explanations.d. Conclude with a paragraph that summarizes the points.e. Use correct indention.1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

Penmanship 1.4 Write fluidly and legibly in cursive or joined italic.

Research and Technology 1.5 Quote or paraphrase information sources, citing them appropriately.1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).

Evaluation and Revision 1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

2.0 Writing Applications (Genres and Their Characteristics) 2.1 Write narratives:a. Relate ideas, observations, or recollections of an event or experience.b. Provide a context to enable the reader to imagine the world of the event or experience.c. Use concrete sensory details.d. Provide insight into why the selected event or experience is memorable.2.2 Write responses to literature:a. Demonstrate an understanding of the literary work.b. Support judgments through references to both the text and prior knowledge.2.3 Write information reports:a. Frame a central question about an issue or situation.b. Include facts and details for focus.c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

Written and Oral English Language Conventions

1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure 1.1 Use simple and compound sentences in writing and speaking.1.2 Combine short, related sentences with appositives, participial phrases, adjectives, ad-verbs, and prepositional phrases.

Grammar 1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

Punctuation 1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.1.5 Use underlining, quotation marks, or italics to identify titles of documents.

Capitalization 1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate.

Spelling 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Listening and Speaking1.0 Listening and Speaking Strategies

Comprehension 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.1.4 Give precise directions and instructions.

Organization and Delivery of Oral Communication 1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence.1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and answering a question).1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to

enhance meaning.

Analysis and Evaluation of Oral Media Communication 1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues. 2.0 Speaking Applications (Genres and Their Characteristics) 2.1 Make narrative presentations:a. Relate ideas, observations, or recollections about an event or experience.b. Provide a context that enables the listener to imagine the circumstances of the event or experience.c. Provide insight into why the selected event or experience is memorable.2.2 Make informational presentations: a. Frame a key question.b. Include facts and details that help listeners to focus.c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports).2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

ENGLISH LANGUAGE DEVELOPMENT STANDARDS (Grades 3-5)LISTENING AND SPEAKING

ComprehensionBeginning Begin to speak with a few words or sentences, using some English

phonemes and rudimentary English grammatical forms (e.g., single words or phrases).

Answer simple questions with one- to two-word responses.Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects.

Early Intermediate Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical form and sounds (e.g. plurals, simple past tense, pronouns [he/she]).Ask and answer questions using phrases or simple sentences.Restate and execute multistep oral directions.

Intermediate Ask and answer instructional questions with some supporting elements (e.g., “Is it your turn to go to the computer lab?”)Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses.

Early Advanced Listen attentively to more complex stories/information on new topics across content areas, and identify the main points, and supporting details.

Advanced Listen attentively to stories and subject area topics, and identify the main points and supporting details.Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately (e.g., “Give me a hand.”)

Comprehension/Organization and Delivery of Oral CommunicationBeginning Independently use common social greetings and simple repetitive phrases

(e.g., “May I go and play?”).

Early Intermediate Orally identify the main points of simple conversations and stories that are read aloud using phrases or simple sentences.Orally communicate basic needs (e.g., “May I get a drink of water?”).Recite familiar rhymes, songs, and simple stories.

Intermediate Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns).Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.

Early Advanced Retell stories in greater detail including characters, setting, and plot, summary, and analysis.Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors.Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information.Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.Ask and answer instructional questions with more extensive supporting elements (e.g., “What part of the story was most important?”).Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., “It’s raining cats and dogs.”).

Advanced Negotiate and initiate social conversations by questioning restating, soliciting information and paraphrasing.Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter.Identify the main ideas, points of view, and fact/fiction in broadcast and print media.Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation.

WORD ANALYSIS

Concepts of Print, Phonemic Awareness, Vocabulary and Concept DevelopmentBeginning Recognizes English phonemes that correspond to phonemes

students already hear and produce while reading aloud

Early Intermediate While reading orally, recognize and produce English phonemesthat do not correspond to phonemes students already hear and produce (e.g., “a” in cat and final consonants).

Intermediate Pronounce most English Phonemes correctly while reading aloud.

Early Advanced Apply knowledge of common English morphemes in oral andsilent reading to derive meaning from literature and text in content area.

Advanced Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas.

Phonemic Awareness, Decoding and Word RecognitionBeginning Recognize sound/symbol relationships in own writing.

Early Intermediate Recognize common English morphemes in phrases and simple sentences (e.g., basic syllabication rules and phonics).

Intermediate Pronounce most English phoenemes correctly while reading aloud.Use common English morphemes in oral and silent reading.

Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.

Advanced Apply knowledge of word relationships, such as roots and affixes to derive meaning from literature and tests in content areas.

READINGFluency and Systematic Vocabulary Development

Vocabulary & Concept DevelopmentBeginning Read aloud simple words in stories or games (e.g., nouns and adjectives).

Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play).

Early Intermediate Apply knowledge of content related vocabulary to discussions and

reading.Read simple vocabulary phrases and sentences independently.Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences.Demonstrate internalization of English grammar, usage, and work choice by recognizing and correcting some errors when speaking or reading aloud.Read own writing of narrative and expository text aloud with some pacing, intonation, and expression

Intermediate Create a dictionary of frequently used words.Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in written textsDemonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.Read grade appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression.Use content related vocabulary in discussions and reading.Recognize some common roots and affixes when attached to known vocabulary (e.g., speak, speaker).

Early Advanced Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words.Recognize words that sometimes have multiple meanings in literature and texts in content areas (e.g., present (gift), present (time).Use some common roots and affixes when attached to known vocabulary.Recognize simple analogies and metaphors in literature and texts in content areas (e.g., “fly like a bird”).Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.Use some common idioms in discussions and reading (e.g., “scared silly”).Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation and expression.

Advanced Apply knowledge of common roots and affixes when attached to known vocabulary.Recognize that words sometimes have multiple meanings and apply this knowledge consistently.Apply this knowledge of academic and social vocabulary to achieve independent reading.Use common idioms, some analogies and metaphors in discussion and reading.Use a standard dictionary to determine measuring of unknown words.Read narrative and expository text aloud with appropriate pacing, intonation, and expression.

Reading Comprehension Comprehension & Analysis of Grade-Level Appropriate TextBeginning (Blank)

Early Intermediate (Blank)

Intermediate Use detailed sentences to orally respond to comprehension questions about written text (e.g., ”The brown bear lives with his family in the forest.”).Read and identify text features such as titles, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made.

Early Advanced Describe main ideas and supporting details of a text.

Generate and respond to comprehension questions related to the text.Describe relationships between text and their experience.

Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.

ComprehensionBeginning Respond orally to stories read to them by answering factual

comprehension questions, using one- or two-word responses (e.g., “brown bear”).

Orally identify relationship between simple text read to them and their won experience using key words and/or phrases.Understand and follow simple one-step directions for classroom or work-related activities.

Early Intermediate Read and listen to simple stories and demonstrate understanding by using simple sentences to respond to explicit detailed questions (e.g., “The bear is brown.”)Read and orally identify relationships between written text and their own experience using simple sentences.Understand and follow simple two-step directions of classroom or work-related activities.

Intermediate Read and use more detailed sentences to orally describe relationships between text and their own experiences.Understand and follow some multi-step directions for classroom-related activities.

Early Advanced/ Locate and identify the function of text features such asAdvanced format, diagrams, charts, glossaries, and indexes.

Comprehension and Analysis of Appropriate TextBeginning Identify the basic sequences of events in stories read to them, using key

words or pictures

Identify the main idea in a story read aloud using key words and/or phrases.Point out text features such as title, table of contents, and chapter headings.

Early Intermediate Orally identify the basic sequence of written text using simple sentences.Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences.Read and identify basic text features such as title, table of contents, and chapter headings.

Intermediate Read and orally identify examples of fact/opinion and cause/effect in literature and content area texts.

Early Advanced Describe main ideas and supporting details of a text.Generate and respond to comprehension questions related to the text.Describe relationships between text and their experience.

Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.

V. VOCABULARYenvironment climate oxygen shelter mollusksadaptation camouflage mimicry instinct migrationhibernation nutrient predators protection carbon dioxidephotosynthesis ecosystem individual population communityhabitat producer consumer decomposer food chainfood web competition extinct symbiosis energy pyramidendangered threatened biome wetlands conservationintertidal zone estuary pollution salt marsh abyssal zonenear-shore zone benthic zone mammal fish reptileopen-ocean zone pelagic zone bird species characteristicsendoskeleton exoskeleton invertebrate ocean oceanographercold-blooded conservation future habitat invertebratemarine biologist phyla phylum pods vertebratewarm-blooded crustaceans baleen echolocation bioluminescencezooplankton prey blubber fluke ocean trenchesabyssal zone enemies plankton

VI. RESOURCES AND MATERIALS

Poetry:Shel Silverstein, Where the Sidewalk EndsArmour, Richard. Strange Monsters of the SeaBender, Lione. Creatures of the DeepFoster, John. Sea PoemsHeard, Georgia. Creatures of the Earth, Sea, and SkyPrelutsky, Jack. The Random House Book of Poetry for ChildrenWindham, Sophie. The Mermaid and Other Sea Poems Worth, Valerie. All the Small Poems

Teacher Resources:Caduto, M. and Bruchac, J., Keepers of the Earth Fisher, A., Stories California Indians ToldHarcourt Science, California Edition, Harcourt School Publishers

Books- FictionAudry Wood, The Rainbow BridgeScott O’dell, Island of the Blue DolphinsClements, Andrew, Big AlCole, Joanna, The Magic School Bus on the Ocean Floor Cooney, Barbara, Hattie and the Wild WaveCooney, Barbara, Island BoyCummings, Priscilla, Chadwick and the GarplegrungeGuiberson, Brenda, Lobster Boat. HoltHeller, Ruth, How to Hide an Octopus & Other Sea CreaturesHulme, Joy, Sea SquaresKimmel, Eric, Anansi Goes FishingKipling, Rudyard, New Illustrated Just So StoriesKoch, Michelle, By the SeaLevinson, Riki, Our Home Is the SeaLiddledale, Freya, The Magic FishLionni, Leo, SwimmyMartin, Antoinette T, Famous Seaweed SoupMcDonald, Megan, Is This a House for Hermit Crab?Paraskevas, Betty, Monster BeachRoop, Peter & Connie, Keep the Lights Burning, AbbieTafuri, Nancy, Follow Me! Van Allsburg, Chris, The Wretched Stone. Walton, Rick & Ann, Something's Fishy! Jokes About Sea CreaturesZolotow, Charlotte, The Seashore Book

Books- Non- FictionAdler, David, Over Amazing OceanBarkan, Joanne, Creatures that GlowBendick, Jeanne., Exploring an Ocean Tide PoolBramwell, Martyn, The OceansDoubilet, Anne, Under the Sea from A to ZFrench, Vivian. Why The Sea Is Salty? Galan, Mark A., There’s Still Time: The Success of the Endangered Species ActGibbons, Gail. Sunken TreasureHirschi, Ron, OceanHirschi, Ron, Where Are My Puffins, Whales, and Seals? Bantam BooksJenkins, Steven, What Do You Do When Something Wants to Eat You?Jenson, Dr. Anthony, Under Sea MissionLauber, Patricia. An Octopus Is Amazing Lauber, Patricia, Who Eats Wat? Food Chains and Food WebsMacDonald, Suse, Sea Shapes Harcourt Matthew, Rupert, Record Breakers of the Sea TrollMcMillan, Bruce, Beach for Birds. HoughtonMud-Ruth, Maria, The Ultimate Ocean Book. Western Nielson, Barbara, The Great Barrier ReefOppenheim, Joanne, Oceanarium. Bantam BooksPallota, Jerry, The Ocean Alphabet Book. CharlesbridgePallota, Jerry, The Underwater Alphabet Book. CharlesbridgeParker, Steve, Eyewitness Books-Seashore. KnopfPope, Joyce, Seashore. KnopfRotner, Shelley & Kreisler, Ocean Day. Macmillan Rowland, Della, Whales and Dolphins. MacmillanSegaloff, Nat & Erickson, A Reef Comes to LifeSimon, Seymour, OceansSipera, Paul P., I Can Be An Oceanographer Taylor, Barbara, Shoreline. Dorling KindersleyWallace, Karen. Think of an Eel.CandlewickWheeler, Alwyne, Fishes. Usborne-HayeZim, Herbert & Ingle. Seashore. Golden Book

National GeographicMonterey Bay, Feb., 1995Sea Otters, Feb., 1990Diving Beneath Arctic Ice, Aug. 1973Life without Light, Oct. 1996Deep Sea Geysers, Oct. 1992Tide Pools, Feb., 1986The Ocean, Dec. 1998Whales, Dec. 1988Oases of Life in the Cold Abyss, Oct. 1977Tragedy in Alaska Waters, Aug. 1989

Rebirth of a Deep-Sea Vent, Nov. 1994Ten Years After Exxon Valdez, Mar. 1999Atlantic Sea Geysers, Oct. 1992Return of the Sea Otters, Oct. 1971Sperm Whales, Nov. 1995

Technology:Sea Worldwww.seaworld.org/

Friends of the Sea Otter125 Ocean View Blvd., Suite 204Pacific Grove, CA [email protected]

Whale Museum—Friday HarborAdopt an Orca Whalehttp://www.whale-museum.org/

Monterey Bay Aquariumhttp://www.mbayaq.org/Virtual Dive into the Kelp Foresthttp://www.nationalgeographic.com/monterey/ax/primary_fs.html

Food Chains and Food Webshttp://oceanlink.island.net/oinfo/foodweb/foodweb.html

http://oceanlink.island.net/oinfo/foodweb/foodweb.html

http://www.nationalgeographic.com/monterey/ax/primary_fs.html

http://www.mbayaq.org/

http://www.whale-museum.org/

mailto:[email protected]

http://www.seaworld.org/

http://www.bev.net/education/SeaWorld/homepage.html

Project G.L.A.D.La Habra City School District

California Ocean HabitatsLevel 4

Planning Pages

I. FOCUS AND MOTIVATION Inquiry Chart Oceanographer awards- bookmarks, notebooks, buttons, camera Observation chart- Ocean Zones Poetry Songs Read alouds Realia- Shells, starfish, etc. Big book- The Important Thing About the Ocean is…,

I Just Thought You’d Like to Know Signal words Current Events Foods from the ocean

II. INPUT Pictorial input charts- world map, ocean ecosystems, Ocean Zones Comparative Input- Fish/Whale Graphic Organizer- Animal Kingdom 10/2 lecture with Primary Language Shared reading- big book Graphic organizer- food chain Read aloud

III. GUIDED ORAL PRACTICE T-graph for social skills- Respect Listen and Sketch - Rainbow Bridge Cooperative learning groups Process grid Farmer-in-the-dell chart/chant Story Map Mind Mapping Poetry/Chants – Modeling, highlighting Picture file cards- classifying, categorizing

List, group labelNumbered heads together

Strip books Personal interaction Expert groups Team maps

IV. READING/ WRITING ACTIVITIESA. Total Class

Model-shared reading Group frame Found Poetry Models shared writing, skills highlighted in context, copied and put in students’

portfolios Expository, based on process grid Poetry, based on poetry frame Narrative, based on legend or input

B. Co-op Reading/Writing Team Tasks Focused reading/partner reading Interactive reading Strip paragraphs Oral book sharing

- in primary language and heterogeneous groupings Flip chants Strip books Ear-to-ear reading Mind Mapping Story Map Big Book Reader’s Theater Flexible Group Reading

C. Individual Activities Mind-mapping Interactive journals Silent Sustained Writing Learning logs D.E.A.R. time (drop everything and read) Readers’ Workshop

D. Writers’ Workshop Choices Mini Lesson Conferencing Author’s Chair

-nudges-questioning/ listening

V. Extended Activities For Integration (Multiple Intelligences) Ocean Music Music/Movement Role-Playing/Drama Art -- Crayon Resist Adopt a Whale (Friday Harbor Whale Museum)

Guided Imagery Listen and Sketch- Rainbow Bridge Science Explorations/ Experiments Poetry Songs Right Brain Activities

VI. Closure Personal Exploration Process charts and learning Team Exploration- Big Book Student Generated Test Portfolios/Conferences Teaching of Study Skills and test-taking skills Alternative Assessment strategies

-Videos-Plays, presentations, demonstrations-Build projects-Big Books

Project GLADLa Habra City School District

(Level 4)Sample Daily Lesson Plan

DAY 1

FOCUS/ MOTIVATION Cognitive Content Dictionary (CCD) -signal word (epipelagic zone) Oceanographer Awards (3 standards) Big Book – I Just Thought You’d Like to Know Observation Charts- Sea Otter

-in teams-observe and agree on a comment/observation/question and one person writes

Inquiry Charts Guest Speaker Portfolios-- Pass out scientist notebook

INPUT Graphic Organizer Tree of Life

Kingdom of Animals—Classification10-2 Lecture

READING/WRITING Learning Log

- Sketch and describe- What questions came to your mind as you saw it?

INPUT Poetry Chanting “I’m an Oceanographer”

GUIDED ORAL PRACTICE T-Graph – Respect

-Team Points Picture files (Orally or written) List, group, label

Characteristics of Animals Exploration Chart Poetry Group Challenge Question of the Day

- Critical ThinkingINPUT

Pictorial Input- Ocean Zones10-2 Lecture

READING/WRITING Interactive Journals Personal Interaction Flexible Group Reading

WRITER’S WORKSHOP Set standards, explain free choice writing Mini lesson – different genre and authors Students write, teacher conferences Author’s chair

CLOSURE Chant Poems

-I’m an Oceanographer Review day/chart Home School Connection

Day 2

FOCUS/MOTIVATION CCD-- Signal Word (adaptation) Oceanographer Awards Share Home/ School Connection Review Graphic Organizer of Animal Kingdom Poetry “I’m an Oceanographer”-- Highlight Words

INPUT Pictorial Input Chart –Sea Otter (include adaptations)

-10/2, active participation, primary language Poetry –“Otters Here, Otters There” with picture files

FOCUS/MOTIVATION Review Ocean Zone Pictorial Input

INPUT Learning Log

-ELD Review

GUIDED ORAL PRACTICE Farmer in the Dell – Sea Otters

-Reading-Trading Game-Flip Chant

Poetry

READING/ WRITING Read aloud – expository text “Sea Otters” Personal Interaction: What was the most interesting thing you learned about…? Interactive Journals

WRITERS’ WORKSHOP

Mini - lesson -different authors write in different ways- Poetry, Picture Book Students write, share, and teacher conferences Author’s Chair

CLOSURE Read aloud - Legend Guest Speaker- Oceanographer/ Scuba Diver Home/ School Connection Process Charts

DAY 3

FOCUS/ MOTIVATION CCD- Signal word

-Sketch definition Awards- Golden Pen Share Home/School Connection Review Pictorial Input chart with word cards “Sea Otter” Read aloud-

INPUT Narrative input chart

- Sea Otter Rescue- Class retells and/or flexible grouping retelling

GUIDED ORAL PRACTICE Mind Map

INPUT Poetry “Yes Ma’am” Read aloud- Native American Legend

GUIDED ORAL PRACTICE Expert Groups – Sperm Whale, Tubeworm

Teacher Models, Whole Class adds to Process Grid Process Grid Team Tasks

- Ocean Zones Pictorial- Farmer in the Dell- Tree of Life – Graphic Organizer- Mind Map- Pictorial Sea Otter- Flip Chant

READING/WRITING Learning Logs -three things

Interactive Journal

WRITERS’ WORKSHOP Model choices

-poetry booklet-silent reading-partner reading-read group frame - manipulate-manipulate pocket poetry-read from portfolio-read from books in own language

Teacher conference/ flexible grouping Students respond to reading in log. What I read. How I liked it. Total class - teacher models questioning

Who read something new? Something they liked. What did you like? etc.

CLOSURE Process Charts Home School Connection

DAY 4:

FOCUS/ MOTIVATION CCD- Signal word Awards – Oceanographer Notebook Share Home/ School Connection

GUIDED ORAL PRACTICE Process Grid

READING/WRITING Cooperative Strip Paragraph

-model writing process with editing checklist-Expository, respond, revise, edit-Bilingual tutor takes group frame in primary language

FOCUS/ MOTIVATION Review Charts Read story/ legend Poetry Chanting “Sound Off” Review Poetry Chants—“Yes, Ma’am”

INPUT Review Narrative Input with word cards/ conversation bubbles

READING/WRITING

Learning Log—Retell Narrative Input

GUIDED ORAL PRACTICE Expert Groups – Angler Fish, Sea Cucumber

Expert groups share add to Process Grid-Teacher models team tasks-team tasks during expert groups

Team TasksTeam Exploration Chart

READING/WRITING Found Poetry Interactive Journals

READING/WRITING CHOICE TIME Writer’s Workshop Model choices Teacher Conferences

CLOSURE Process charts Home/School Connections

DAY 5:

FOCUS/MOTIVATION CCD - Signal word Awards Share Home/School Connection Read aloud (narrative, poetry, expository text) Process charts- read narrative, poetry, expository Chant poems

GUIDED ORAL PRACTICE Story Map

READING/ WRITING WORKSHOP Flexible Groups- Clunkers/ Links Reading Strategy

Emergent Readers’ Group-- Co-op Strip Paragraph Team Tasks

-Strip Book- Similes- Sea Otters are as . . . - Create an Ocean Animal

Walk the Walls- Focused Reading Mini Lesson

- Editing Checklist- Publishing

Author’s Chair

GUIDED ORAL PRACTICE Ear to Ear Reading Listen and Sketch -- Native American Legend

-The Rainbow Bridge Challenge Question

- What can we do about vanishing ecosystems?

CLOSURE Team Presentations Process all charts Process Inquiry Chart Foods from the ocean- Kelp Letter home to parents Team Jeopardy

Pictorial Input Charts at end of unit

I just thought you might like to know that manyanimals live in the ocean

I just thought you might like to know that many animals live in the ocean.

The sea otter is the smallest water mammal. They are from the Mustelidae family. They are in the same family as the weasel, ferret, skunk, and badger.

The sea otter lives close to shore along the Pacific Coast and Alaska. The giant kelp beds are its favorite habitat.

Sea otters have thick fur all over their bodies. They roll over in the water to trap air among the long hairs of their fur. These air bubbles, and thick fur, help to keep their skin dry and their bodies warm.

Sea otters can dive up to 180 feet to reach its prey of sea urchins, crabs, clams, squid, and abalone. The sea otter is a carnivore that floats on its back to eat its prey. When they eat the place a stone on their chest and smash the shellfish against the rock.

I just thought you might like to know.


Sperm whales live in the twilight zone, or the mesopelagic zone, which is 650 to 3,300 feet below the surface of the water.

Sperm whales have teeth in their lower jaw that can measure up to seven inches long.

Sperm whales are an endangered species with only about 200,000 alive worldwide.



Sea cucumbers are cylinder-shaped invertebrate animals that live in seas worldwide. Their body is soft, elongated, and leathery.

Sea cucumbers are part of the family echinoderm, which means spiny skinned. They are in the same family as a sea urchin, sea star, and sand dollar. They are one of the 900 Holothuroidea species.

They are found in a variety of sea floor habitats, from warm tropical waters to cold deep sea trenches.

Sea cucumbers are decomposers that eat decaying matter that floats in the water or is in the sand.



Tubeworms are invertebrates that live near hydrothermal vents at the very bottom of the ocean called the Hadal Zone.

They have a protective shell around themselves with a red tip on top that contains blood.

Tubeworms are in the same family as other types of worms like the fanworm and catworm.

Tubeworms survive by chemosynthesis, which means they are able to make their own food.



The deep sea angler fish lives in the bathypelagic midnight zone. It carries its own hook, line, and bait. The angler uses bioluminescence to lure prey. Anglers have soft bones, jelly-like flesh, and dark gray to reddish black

colors.


POETRY BOOKLETI’m an Oceanographer I’m an oceanographer and I’m here to sayI study the four oceans everydaySometimes I write a paperSometimes I read a bookSometimes I just dive and take a look

Shelf, slopes, and zones tooDoing the Oceanographer Bugaloo!

The oceans’ five zones have different kinds of creaturesThe further down you dive, there’s lots of different features.The sunlight zone has many familiar fishBut the twilight zone has some you’d never wish!


I study the ocean with special technologySubmersibles and satellites make it easy to seeAtlantic, Pacific, Indian and Arctic tooIf you like studying oceans, here’s the job for you!


Anna Dorado

Yes Ma’amIs this the epipelagic zone? Yes Ma’amIs this the epipelagic zone? Yes Ma’am How far down? Down to 650 feetWho lives there? The frolicking sea otterGive me other examples. Sea Turtle and Great White Shark

Is this the mesopelagic zone? Yes Ma’amIs this the mesopelagic zone? Yes Ma’amHow far down? Down to 3300 feetWho lives there? The giant sperm whaleGive me other examples. The viper and the hatchet fish

Is this the bathypelagic zone? Yes Ma’amIs this the bathypelagic zone? Yes Ma’amHow far down? Down to 13,000 feetWho lives there? The ugly angler fishGive me other examples. Gulper eel and possum shrimp

Is this the abyssopelagic zone? Yes Ma’amIs this the abyssopelagic zone? Yes Ma’amHow far down? to 20,000 feetWho lives there? The wriggly sea cucumberGive me other examples. Tripod fish and squids

Is this the hadalpelagic zone? Yes Ma’amIs this the hadalpelagic zone? Yes Ma’amHow far down? Below 20,000 feetWho lives there? The flexible tube wormsGive me other examples. Giant clams and starfish

1

1Susan McCoy & Emily Flesher 5/03

Angler FishI know an angler fishA very strange fishA very strange fish

That lives in the mesopelagic zoneWith a glowing wiggly lure

And a massive headand numerous sharp-pointed teeth

That attracts deep-sea animals

Susan McCoy

Otters Here, Otters ThereOtters Here, Otters There

Otters, Otters Everywhere!

Young otters floating,Furry otters grooming,

Endangered otters diving,and curious otters adapting.

Otters on the surface,Otters throughout Monterey Bay,

Otters between the kelp,and otters in the aquarium.

Otters Here, Otters ThereOtters, Otters Everywhere!

Otters! Otters! Otters!

Susan McCoy

Ocean Animal Sound-Off

I don’t know if you’ve been told,Deep sea angler fish are mighty bold.They fool their prey with a wiggly lure,Then gobble them up, that’s for sure.

Angler fish have soft thin bonesJelly-like flesh and black color tones.Eyes that are small and a body like a ball,They don’t grow big, they don’t grow tall.

Sound Off Angler Fish!Sound Off Mighty predator!Sound Off 1. . 2. . 3. . 4

Ocean Animal!

Furry sea otters live close to shore, Eating sea urchin, crabs, and more.Thick long hair trap many air bubbles, Keeping them warm and without troubles.

Diving down a hundred and eighty feet,In giant kelp beds, yeah it’s neat!Floating on its back with its prey,Smashing the shellfish with stones everyday.

Sound Off Sea Otter!Sound Off Playful Mammal!Sound Off 1. . 2. . 3. . 4

Ocean Animal!

The giant sperm whale can live in twilight, They roam the ocean full of might.Carnivores of octopus, squid, and fish,Any of those are their favorite dish.

Giant teeth in their big strong jaw,Hunting them should be against the law.Enormous mammals who give live birth,Long and powerful with large girth.

Sound Off Sperm Whale!Sound Off Powerful Leviathan!Sound Off 1. . 2. . 3. . 4

Ocean Animal!You Know you are in California

You know you are in California’s Coastal Region when:Thick seaweed washes up on the sand

Pam Foster

Beautiful sand castles drown from the wavesClamshells open to search for foodSparkly fish swim through the rocks

Sea Otters float on top of the Kelp ForestRough waves crash on the rocky shoreWhite seagulls fly over the sandy beach

Brown Pelicans scoop fish from the water

Down in the Deep

Down in the deep, within the sea---That’s not the place for you and me!‘Cause way down there, so I’ve been told. It’s dark as night and freezing cold.But in this place, down in the deep, Strange creatures swim and crawl and creep

And tiny monsters blink and glow, Down in the deep, way down below.

Narrative Input Chart TextAdapted from

Sea Otter Rescue: The Aftermath of an Oil SpillBy Roland Smith

1. Ten to fifteen thousand sea otters once lived in the cold, crystal clear waters of Alaska’s Prince William Sound. Prince William Sound was once called “Alaska’s Emerald Jewel”—until something happened that would tragically mar the beauty of the sound and destroy much of its wildlife. It all started in Valdez, a small Alaskan town on the northern edge of the sound.

2. On the evening of March 23, 1989, a supertanker named the Exxon Valdez left the Valdez oil terminal and headed out through the treacherous waters of the sound, carrying within its huge dark storage hull more than 42 million gallons of thick, toxic crude oil. Warning of disaster came just before midnight. The ship was dangerously off course. The seaman alerted the officer in charge. Moments later the tanker shuddered to a halt. Loaded with crude oil, it had run into a reef in Alaska’s Prince William Sound. The thick, smelly cargo began gushing to the surface from gashes in the ship’s hull.

3. The accident happened at 12:04 a.m. on March 24, 1989. Confusion and lack of training and equipment caused delays in responding. Twelve hours passed before the oil stopped gushing. By then the damage had been done. Eleven million gallons of crude oil had leaked into the sound. The oil drifted some 550 miles and fouled 1,200 miles of shoreline. For the people and animals of the sound, the event spelled catastrophe. It was being called the largest oil spill in United States history. As the oil spread through Prince William Sound, the animals that lived along the shores had no idea what was coming their way. All of their lives were in jeopardy, but especially threatened was the sea otter. To understand why, we need to know something about sea otters and how they live.

4. Because of the characteristics of the sea otter’s fur, its grooming habits, and the large amount of time that it spends on the surface of the water, the sea otter is very vulnerable to an oil spill. Direct exposure to oil causes severe soiling of the fur, which can lead to hypothermia (lowering of the body temperature).

5. When its metabolic rate (the amount of energy it has to use in order to stay warm) increases, a sea otter will sometimes stop eating. Without food, the sea otter loses weight. Then it must expend more energy in order to stay floating on the surface of the water, since its body has lost some of the fat which gives it buoyancy. In addition to this, a sea otter may inadvertently swallow oil as it is trying to get it off its fur. Crude oil is toxic and can affect the sea otter’s internal organs, like the lungs, liver, and kidneys.

6. Within twenty-four hours after the spill, animal rescue experts from all over the United States began to arrive in Valdez. A scientist from Hubb’s Sea World Research Laboratory was hired by Exxon to coordinate the sea otter rescue. He recruited veterinarians, zoo biologists, pathologists, toxicologists, plumbers, and carpenters from all overt the country to help with the rescue.

7. The primary victims of past oil spills had been birds. Because very few sea otters had ever been affected by an oil spill, rescuers did not know exactly how to help the animals. At first they made do with what was available and, as they gained experience, they modified what equipment they had. They built otter washing stations out of plastic barrels cut in half with screens over the tops of them, so that the oil could go down drains as the otters were being washed and rinsed. They constructed holding cages out of “fish totes,” which are used by the fishing industry to transport fish to the marketplace. Plumbers piped in hot water so that rescuers could wash the otters in warm water, which helped break down the crude oil and warmed up the otters.

8. Once the otter had been rinsed, it was towel dried and moved to the drying room. In the drying room, heavy duty air blowers were used to complete the drying process, which could take as long as an hour and a half.

9. When the sea otters recovered, they were first taken to large floating pens just outside the Rescue Center. A floating pen has a net underneath it and on the sides, so that the otters cannot escape. The sea otters were watched closely in this pen for a few days. If they seemed healthy, the otters were caught, inoculated with antibiotics, put into crates, and flown to floating pens that had been built in little Jakolof Bay. In these pens the otters were fed live food. The next step for these sea otters was freedom, but sometimes catching an animal is easier than letting it go.

10. It was finally decided to take a few of the healthy sea otters and release them with radio transmitters implanted in their bodies, so biologists could follow their movement. The rescuers were worried that the sea otter would travel back into the contaminated areas. The biologists determined that the implanted sea otters were staying in the safe area where they were released. This meant that the other healthy sea otters could be released back into the wild.

11. By the time the Exxon Valdez oil spill was over it had traveled across over 550 miles of water. No one knows for sure how many animals were lost, but it is estimated that will over a thousand sea otters and 32,000 birds (including over a hundred bald eagles) died as a result of the oil spill. Seventy-five percent of the sea otters that were brought into the Otter Rescue Centers were saved.

12. It is estimated that there are currently 13,000 sea otters living in Prince William Sound today. Many researchers believe it will take another twenty years for the sea otters to reach their pre-spill population. The rest are still recovering from that terrible accident that happened four minutes past midnight on March 24, 1989.

Sperm Whale Expert Groups

The sperm whale lives in the mesopelagic or twilight zone which is located from to 650 to 3,300 feet underwater. Sperm whales actually live at the surface of the water, but dive up to 4000 feet deep to catch giant squid.

Sperm whales are carnivores that eat mostly giant squid. They also eat fish, octopus, and skate. The sperm whale has the largest head of any animal and has many scars from the suckers of the giant squid.

Sperm whales produce ambergris, a type of cholesterol, in their lower intestine which helps protect the sperm whale against the stings of the giant squid. Being a toothed whale, they can eat lots of giant squid with their uniform teeth. The upper jaw of the whale has teeth that fit perfectly into sockets with the lower teeth. The lower teeth can measure up to seven inches long.

Sperm whales are mammals since they give live birth and milk their young. They are one of the seventy-six cetacean species.

Angler Fish Expert Group

Adult deep sea angler fish live in the bathypelagic or midnight zone of the ocean. That zone is approximately 3,000 to 13,000 feet down. The angler fish lives mostly in the Atlantic and Antarctic Oceans. Adult angler fish release their eggs which float to the ocean surface where the eggs become young fish called fry. The fry feed on plankton. When the fry begin to mature, they move to the deeper levels of the oceans.

The female deep sea anglers are fierce predators of other small and juvenile fish. They have powerful jaws filled with sharp teeth. Their distending stomachs allow them to swallow prey larger than they are. Some of their diet consists of dogfish, skate, cod, and sandeels.

Because deep sea angler fish live where there is no light they use bioluminescence to catch their prey. Bioluminescence is caused by millions of light -producing bacteria inside the fish. A spine of the females’ dorsal fin acts as a fishing rod tipped with fleshy “bait” which glows. Other fish are attracted to the bait and then get eaten by the angler. The adult male angler is very small and attaches himself to the larger female by biting and, eventually, fusing to her. He remains a permanent parasite on the female taking his food from her bloodstream. His eyes and internal organs eventually disappear.

The deep sea angler fish are of the Lophiformes order. Their scientific name is Lophius piscatorius. The adult deep sea angler female is always much larger than the male. The female can grow to be 3 - 4 feet long while the adult male only grows to be about 4 - 6 inches long. Usually, however, the female is much smaller than 3 -4 feet. Deep sea angler fish have no pectoral fin.

Sea Cucumber Expert Group

Sea cucumbers are cylinder-shaped invertebrate animals that live in seas worldwide. Sea cucumbers live in several different ocean zones, from the intertidal zone to the cold deep sea trenches of the abyssal zone. The abyssal zone is located from 13,000 feet to 20,000 feet.

The body of the sea cucumber is soft, elongated, leathery, muscular, and is covered in spines. Some sea cucumbers are dark green, however most species are black or dark red-brown. Five double rows of tube feet run along the body and are used for crawling along the sea bed or anchoring to a rock. Sea cucumbers are decomposers that eat decaying matter or plankton that float in the water or in the sand. The sea cucumber has ten to thirty tentacles around its mouth it uses to sweep in water or food. Sea Cucumbers have bilateral symmetry and radial symmetry. Bilateral symmetry means that you can cut them down the centre and end up with two exact halves. Radial symmetry means that an organism can be divided into equal pieces along many planes.

Sea cucumbers have many adaptations. Sea cucumbers can expel most of their internal organs to confuse predators. They later grow their organs back within a few weeks. Some sea cucumbers’ bodies contain toxins that can deter attackers. Some sea cucumbers have soft spikes covering their body, which may trick predators into thinking they are hard spikes. Sea turtles, crustaceans, many fish, and people eat sea cucumbers.

Sea cucumbers are part of the family echinoderm, which means spiny skinned. They are in the same family as a sea urchin, sea star, and sand dollar.

Background InformationOcean, Cradle of Life

ArchaebacteriaCharacteristics:

Bacteria lives near deep ocean vents, Harsh anaerobic (no oxygen) environments

Microscopic one-celled bacteriaEubacteria

Characteristics: One-celledExamples: Blue-green algae

ProtistaCharacteristics:

Most are microscopic, Absorb, ingest, or use photosynthesis to get foodExamples: Algae, Giant Kelp

FungiCharacteristics: Absorbs foodExamples: Molds, Mushrooms

PlantaeCharacteristics:

Photosynthesize food- makes its own foodExamples: Sea Lettuce

Animal Kingdom Invertebrates- No BackbonePhylum Coelenterata (Cnidaria)

Characteristics: 9,500 speciesradial symmetry, mouth surrounded by tentacles with stinging cells

(cnidocytes)free swimming and stationary, captures prey with tentacles

Examples:Jellyfish, Sea Anemones, Coral, Longest animal in the world- 120 feet long

jellyfishPhylum Annelida

Characteristics:Segmented Body, Complete digestive tract with two ends, Body- tube within a

tubeExamples: Giant Tube Worms

Phylum MolluscaCharacteristics: 110,000 Species

Soft bodies, strong muscular foot—used for movement and graspingSome protected by shells

Examples: Snails, clams, mussels, squid, abalone, octopusPhylum Arthropoda

Characteristics: 10,000 speciesSegmented body covered by exoskeleton, Must molt to be able to grow,

jointed legsExamples: Shrimp, Blue Crab, Spiny Lobster, Hermit Crab

Phylum PoriferaCharacteristics: 10,000 species

No symmetry, Many colors, No brainsStationary--Sits in one place most of its life with food brought to it Covered by skin with holes (small pores) and a few larger openingsPumps water through body (canals), squirts out top, Spicules act as a skeleton gives it structure

Examples: Sponges

Phylum EchinodermataCharacteristics: 6,000 species

spiny skinned, no central brain, radial symmetry, 5-part symmetryNo distinct front/back just top/bottom, Tube feet, Some stationary, slow-

moving90% of the animals on the deep-ocean floor

Examples: Sand Dollar, Sea Cucumber, Starfish, Sea UrchinAnimal Kingdom Vertebrates- With a backbonePhylum Chordata-45,000 speciesClass Mammalia

Characteristics: 4,500 speciesHair, fur, produce milk, Females give birth to live young, Specialized teeth Warm-blooded- controls own body temperature (endothermic), solid bones

Examples: Humans, Sperm Whale, Otter, Dolphin, SealClass Reptilia

Characteristics: 6,000 speciescold-blooded (can't regulate their body temperature)skin covered in scales or scutes (patches of bony or horny skin)legs are short or entirely absent, most are oviparous (they lay eggs)

Examples: Green Sea TurtleClass Osteichthyes

Characteristics: 29,000 speciesbony fish, cold-blooded, Excellent smell, acute eyesightSpecial Adaptation to remain buoyant- swim bladder (gas-filled chamber)Breathe without swimming by moving operculum (flap covering gills)Paired fins, many teeth, numerous vertebrae, scales

Examples: Angler Fish, Blue Tuna, SalmonClass Chodrichthyes

Characteristics: Flexible skeleton, Cartilage instead of boneGood predators, excellent smell, bad eyesight, Lateral Line, senses movement

nearbyExamples: Sharks, Rays, Skates

Class AgnathaCharacteristics: Similar to fish- No paired fins, JawlessExamples: Lamprey Eel

Class AvesCharacteristics: 8,000 species

Wings for flight, feathers, and a beak rather than teethBones and skull are very thin and light

Examples: Seagulls, PelicansClass Amphibia

Characteristics: Four-legged, soft-skinned, Spend time on land and in water (lays eggs)

Examples: Frogs, Toads, Salamanders

California Ocean HabitatsFound PoetryAdapted from National Geographic (Oct. 1977 & Oct. 1996)

Oases of Life in the Cold Abyss

As we dive to the deep ocean depths, we observe shimmering water streams

up past giant tubeworms, never before seen by man. A white crab scuttles over

lava encrusted with limpets, while a pink fish basks in the warmth. Inside the

research submersible Alvin we watch in amazement. We have dived a mile and a

half into the near-freezing ocean depths of the Pacific. We hover over an incredible

community living around a warm sea-floor spring.

We came to investigate active hydrothermal vents in the deep sea. The

unknown creatures and dense communities of life we have discovered living at

these vents, like lush oases in a sunless desert, are a phenomenon totally new to

science.

Peering through the porthole of the submersible reveals eccentric beauties,

as the teetering spires of a sulfide chimney and spiny sea stars combing currents

for food. In the pitch-black world of a deep-sea vent, life is driven by

chemosynthesis: Micro-organisms like bacteria convert the chemicals from vents

into body mass. Hordes of translucent shrimp graze on these microorganisms.

Date: _____________

Project GLADCalifornia Ocean Habitats

Home/ School Connection

Tell your parents about the Native American legend you learned about today.

Parent Signature _________________ Student Signature ________________Date: _____________



Look in your kitchen cupboards. List ten items that come from the ocean.

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________




Is there anyone in your family who has visited the beach? What did they see?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________




Describe the different ocean zones to someone in your family. What was one thing they found the most interesting?

Parent Signature _________________ Student Signature ________________

Animal Ocean Zone Diet Adaptations Classification Interesting Facts

Sea Otter

Sperm Whale

Angler Fish

Sea Cucumber

Tubeworm

project g - be glad€¦ · web viewcalifornia ocean habitats. level 4. idea pages. unit theme...

Documents