Level T/44 Animals of the Sea...Benchmark education company Animals of the Sea Navigators Teaching...

B e n c h m a r k e d u c a t i o n c o m p a n y

AnimalsoftheSeaNavigators Teaching Guides provide flexible options to meet a variety of instructional needs…

Level T/44

Science

Skills & Strategies

Anchor Comprehension Strategies

• Compare and contrast

Comprehension • Makeconnections

• Identifymainideaandsupportingdetails

• Usegraphicfeaturestointerpretinformation

• Usetextfeaturestolocateinformation

Word Study/Vocabulary • Usecontextcluestodetermineword

meaning

Science Big Idea • Allplantsandanimalsarealikeinsome

waysanddifferentinothers.

TeACher’S Guide

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Using Graphic Features to Interpret Information

• Identifying Main Ideas and Supporting Details

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “Along the Beach” (Paul B. Janeczko)

Comprehension Strategy Assessment handbook (Grade 5)• Ongoing Assessments #31 and #32

notable Trade Books for Read Aloud• Ocean Life. Time Life Student

Books, 1999.

• Goodman, Susan E. Ultimate Field Trip 3: Wading Into Marine Biology. Atheneum, 1999.

• Mallory, Kenneth. Swimming with Hammerhead Sharks (Scientists in the Field series). Houghton Mifflin, 2001.

Web Site for Content Information• Ocean Planet

http://seawifs.gsfc.nasa.gov/ OCEAN_PLANET/HTML/ ocean_planet_overview.html

Visit a Smithsonian Institution exhibit on oceans and ocean life without leaving your classroom.

OvERvIEW

reLated resources

nationaL content standardsMath Number and Operations: a, b, c Algebra: a Measurement: a Problem Solving

Science Life Science: a, c Earth and Space Science: a

This lesson teaches and/or reinforces the following skills and strategies:

• Identify Main Idea and Supporting Details (pp. 3–9)

Use Graphic Features to Interpret Information (pp. 3–5)

• Use Knowledge of Word Structures to Determine Word Meaning (p. 4)

• Compare and Contrast (pp. 5–6)

• Use Context Clues to Determine Word Meaning (pp. 5–6)

• Use Text Features to Locate Information (p. 6)

This skill/strategy is the focus of the Ongoing Assessments for

this title.

theme connectionsMarine Biology

Zoology

Math

Before Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapters 3 & 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapters 5 & 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . 10

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

tabLe of contents

Animals of the Sea

BEFORE REAdInG

3

introduce the bookDraw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book, look-ing at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading.

• Based on your preview, what do you think this book is about? What do you think the author will talk about?

• Do you think the book is fiction or nonfiction? Why?

• What kinds of features would you expect to find in a nonfiction book? Do you see any of these features here?

• What do you already know about oceans and ocean life? What do you know about fish, mammals, invertebrates, and reptiles?

• Looking at the photographs, diagrams, and illustrations in this book, what do you expect to learn about oceans? What do you think you’ll learn about the animals of the sea?

set a purpose for readinGThis text provides an excellent opportunity to focus on the strategies of using graphic features to interpret information and identifying main ideas and supporting details. Explain that the author is going to present many big ideas and smaller details about the four different categories of animals that live in the ocean. The author will also use photographs, diagrams, illustrations, and other graphic features to help readers better understand the information in the text. Read pages 4 and 5 in the text. Say: Listen carefully for details. Think about what main idea the details support or add up to. After reading, point out or elicit from students the main idea of these pages. (The ocean is divided into different and unique zones.) Ask students to name several details that support this idea. Then direct students’ attention to the diagram on page 7. Ask: How does the diagram support and illustrate the text you just read?

introduce the Graphic orGanizerProvide each student with a copy of the Identifying Main Ideas and Supporting details graphic organizer. Explain that as they read, each stu-dent will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of pages near key details that they wish to include on their charts, and also near any sentences in which the author states a main idea. Point out that identifying main ideas and supporting details can help readers recognize and remember the most important information in a text.

Oceans cover almost 75 percent of our planet. Author Joy Brewster describes the three zones that make up an ocean—sunlight, twilight, and midnight— and introduces readers to the creatures that dwell in each zone. Through this book, readers will explore the four classes of marine ani-mals—fish, mammals, inverte-brates, and reptiles—and take an in-depth look at one repre-sentative of each class.

Book Summary

© 2011 Benchmark Education Company, LLC Animals of the Sea

Identifying Main Ideas and Supporting details Chapter detail Main Idea

1.Oceans As home

2.Go Fish!

3.Meet the Mammals

4.Incredible Invertebrates

5.Saltwater Reptiles

6.The Amazing Sea Animal hall of Fame

Each part of the ocean provides a unique habitat for a wide variety of sea animals.

Fish come in all shapes, sizes, and colors, and have amazing and unusual tal-ents.

ChAPTERS 1 & 2

4

Analyze SuffixesRemind students that a suffix is a word part added to the end of a base word to give the base word a new meaning. Point out that identifying the suffix of an unfamiliar word is a strate-gy that can help readers figure out the word’s meaning. Create a word web like the one below as an example.

Then tell students to apply this strategy to the following words. Point out that they can use a dictionary to look up the meanings of unfamiliar suffixes. mysterious, p. 2tropical, p. 2extremely, p. 5poisonous, p. 9evenly, p. 11

TEACHING TIPSMeaningful Activities for Rapid Readers• Answer the question in the

“Solve This!” box on page 7.

• Answer the questions in the “Solve This!” box on page 11.

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

read the text pages 2–11Use the following prompt to set a purpose for the reading: As you read, think about the most important idea in each chapter. What does the author want you to know when you are finished reading? What is the main idea of each chapter? What supporting details help you figure it out?

Ask students to read the chapters independently. Invite them to use sticky notes to flag details that support the main idea. Also ask them to flag examples of diagrams that they find helpful in understanding the material, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss Identifying Main Ideas and Supporting details Invite students to share their ideas about each chapter’s main idea. Encourage them to point out details from the text that support the main idea. Ask: What is the most important idea in the chapter? Is there a sentence or a phrase that states the main idea? Can you state the main idea in your own words? What are some details that support the main idea? How did thinking about the main idea help you understand the information you were reading?

Begin the Graphic Organizer: Identifying Main Ideas and Supporting details

Draw students’ attention to the first paragraph on page 8. Ask: Which sentence in this paragraph states the main idea of the chapter? Then draw students’ attention to the text and photographs on page 9. Ask: What details on this page support the main idea? Guide students to see that the main idea of the chapter is stated in the sentence: “(Fish) come in all shapes, sizes, and colors—and some of them have amazing talents.” The details about the characteristics and unusual abilities of fish on pages 8 and 9 support this idea.

use Graphic Features: diagramsPoint to the diagram on page 8. Ask: How does this graphic feature help you identify the common characteristics of fish? Students should notice that the diagram:

• identifies the body parts shared by almost all fish.

• illustrates terms used in the regular text.Invite students to skim and scan the book to find other diagrams that help enhance the book or are integral to understanding the text.

expandable

baseexpandmake larger

suffix-ableable to be

definitionable to be

made larger

Animals of the Sea © 2011 Benchmark Education Company, LLC

ChAPTERS 3 & 4

5

read the text pages 12–19Use the following prompt to set a purpose for the reading: As you read, think about how mammals and invertebrates are alike and how they are different. Think also about how each type of animal is similar to and different from fish. How can comparing and contrasting these types of animals help you understand how scientists group animals into categories?

Ask students to read the chapters independently. Invite them to use sticky notes to jot down their observations about how fish, mammals, and invertebrates are alike and different. Also ask them to flag details that support the main idea of each chapter, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss Comparing and ContrastingInvite students to share their ideas about how fish, mammals, and invertebrates are similar and different. Encourage them to point out examples from the text that support their ideas. Ask: How do the animals in each category breathe? How are their babies born? Guide students to also consider how each type of animal moves about, what it eats, and what type of body covering it has.

Continue the Graphic Organizer: Identifying Main Ideas and Supporting details

Ask students to reread or skim and scan the text to locate information for the graphic organizer. Remind them to think about the most important idea in each chapter, and to identify what details helped them figure it out.

use Graphic Features: IllustrationsPoint out the illustrations of whales on page 15. Ask: How does this graphic feature help you compare and contrast different kinds of whales?

Students should notice that the illustrations:

• allow readers to see how different kinds of whales vary in appearance.

• are scaled so that readers can see how large each whale is in comparison to the others.

Invite students to skim and scan the book to find other illustrations that help enhance the book or are integral to understanding the text.

Then tell students to apply this strategy to other unfamiliar words they flagged. These might include: streamlined, p. 13baleen, p. 14bristles, p. 14 prey, p. 19

use Context CluesHave students look at the word blubber (page 13). The author defines this word in context with the phrase, a thick layer of fat. Create a visual word web like the one below and have the class complete it.

TEACHING TIPSMeaningful Activities for Rapid Readers• Answer the question in the “Solve

This!” box on page 13.

• Create your own story problem using facts and figures from the text. Trade problems with a partner and solve each other’s problem.




blubber

synonym fat

definitiona thick layer of fat

sentenceBlubber helps keep seals, sea lions, and walruses warm.


use Context CluesHave students look at the word hatchlings (page 21). The author provides clues to its meaning earlier in the paragraph when she tells how long it takes for a baby turtle to break out of its egg. Create a visual word web like the one below and have the class complete it.

Then tell students to apply this strategy to other unfamiliar words they flagged. These might include:

classified, p. 20

mature, p. 21

distinct, p. 22

airborne, p 27

6

focus on comprehensiondiscuss Comparing and ContrastingInvite students to share their ideas about how reptiles are like and unlike fish, mammals, and invertebrates. Encourage them to point out examples from the text that support their ideas. Ask: How do reptiles breathe? What do they eat? How do they reproduce? What kind of body covering do they have?

Complete the Graphic Organizer: Identifying Main Ideas and Supporting details

Ask students to reread or skim and scan the text to locate information to complete the graphic organizer.

use Text Features: Bulleted ListsPoint out the bulleted list that appears on page 20. Ask: What kind of information is presented in this list? What is the function of the bullets? How does the list help you compare and contrast reptiles and other kinds of marine animals? Students should notice that:

• The list describes the identifying characteristics shared by all or most reptiles.

• The bullets are there to make the items on the list stand out.

• The bullets make the reader notice and pay special attention to the items on the list.

Invite students to look back at the previous chapters for bulleted lists. Ask: How do the lists help readers to compare and contrast the different types of marine animals?

ChAPTERS5 & 6

read the text pages 20–29Use the following prompt to set a purpose for the reading: As you get to the end of the book, compare and contrast reptiles with the other types of marine life you have read about. How are reptiles like fish, mammals, and invertebrates? How are they different?

Ask students to read the chapters independently. Invite them to use sticky notes to jot down their observations about how reptiles are similar to and different from the other types of animals in this book. Also ask them to flag details that support the main idea of each chapter, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

TEACHING TIPSMeaningful Activities for Rapid Readers• Solve the problems in the “Solve

This!” box on page 23.

• Create you own story problem, using facts and figures from the text.




hatchling

synonym new baby

definitionanimal that has just hatched

sentenceThe hatchling moved toward the sea.


7

AFTER REAdInG

sYnthesize and assessRetell and Summarize As a class or in small groups, generate an oral or written summary of the book. Select key points to create a summary.

Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional infor-mation they might have included if they had been the author.

Identify Main Ideas and Supporting details Challenge students to use their completed graphic organizers to identify the main idea and supporting details of each chapter.

draw Conclusions Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to identify main ideas and supporting details.

Identifying Main Ideas and Supporting details

• Creatures ranging from tiny plankton to gigantic blue whales live in the ocean.

• Most animals live in the sunlight zone, where it’s sunny and there’s lots of food.

• Small animals live in the twilight zone, where they prey on other animals or eat dead animals that fall from above.

• Strange animals such as tube worms and gulper eels live in the midnight zone.

• More than 13,300 kinds of fish live in the ocean.

• Lionfish have deadly spines.• Pufferfish can blow themselves up into

spiny balloons.• Lantern fish sparkle with tiny lights.

• Some marine animals are not fish. • Mammals have lungs and breathe

air, and give birth to live young. • Mammals are warm-blooded and have

hair on their bodies.• Seals, sea lions, walruses, and whales

are all mammals.

• Sea anemones look like colorful flowers. • Both octopus and squid have eight arms

and move by jet propulsion.• Starfish and squid have spiny skin and

mouths on their underside.• No one has ever seen a live giant squid.

• Sea animals such as sea turtles and salt-water crocodiles are reptiles.

• Reptiles breathe through their lungs.• Most reptiles are cold-blooded. • Reptiles lay eggs.

• The blue whale is the largest animal ever to live on Earth.

• The dwarf pygmy goby is only 1/3 inch long. • An ocean sunfish can weigh

up to 3,000 pounds.• Sperm whales can dive more than a

mile underwater.

Chapter detail Main Idea

1.Oceans As home

2.Go Fish!

3.Meet the Mammals





Fish come in all shapes, sizes, and colors, and have amazing and unusual talents.

Some marine animals are mammals, not fish.

Some of the strangest creatures in the sea are invertebrates.

Reptiles share some traits with both fish and mam-mals.

Sea animals are incredibly varied.


WRITInG WORkShOP

8

mini-Lesson Writing Focus: Identifying a Main Idea and Supporting detailsRemind students that throughout the book Animals of the Sea, they identified main ideas and supporting details about different types of sea animals.

Ask students to review their Identifying Main Ideas and Supporting details graphic organizer to look for an animal or a species or class of animal they’d like to write about. What main idea would they like to convey about their choice?

On chart paper or the board, create a chart like the one below showing a main idea and some supporting details.

Use the reproducible Writing Model to demonstrate how information from the chart can be used to write a paragraph supporting a main idea with several details.

TEACHING TIPSProcess WrItINg Steps

1. Have students brainstorm another main idea and its supporting details from their graphic organizer and prepare a chart.

2. Have students independently write a first draft.

3. After students complete their first draft, they should revise and edit it.

4. Conference with each student following the first revision and editing.

5. Have students make any additional changes and create a final copy of their paragraph.

6. Finally, invite students to share their paragraph with a group of other students.

Write a paragraph

supporting a main

idea from your

graphic organizer

with several details.

WrITING ASSigNmeNt

Supporting detailsIt lives in the midnight zone, thousands of feet below the surface.No one has ever seen one alive.It uses its ink to distract predators. It’s the world’s largest invertebrate.It’s among the fastest animals in the ocean.

Main Idea

The giant squid is one of the coolest and most fascinating creatures in the ocean.


The Giant Squid

The giant squid is one of the ocean’s coolest and most

fascinating animals. It lives in the pitch-black midnight zone,

so deep that no one has ever seen one alive. The giant squid

squirts its black ink to confuse predators. It doesn’t have many

predators, though, because it is the world’s largest invertebrate,

and among the fastest swimmers in the ocean.

Writing Model: Identifying a Main Idea and Supporting details

WrITING TIP

Signal words such as both, unlike, like, only, one,

same as, and different from can help identify

similarities and differences.

main idea

supporting details


Name: ________________________________________ Date: _________________

Identifying Main Ideas and Supporting details Chapter detail Main Idea

1.Oceans As home

2.Go Fish!

3.Meet the Mammals






Fish come in all shapes, sizes, and colors, and have amazing and unusual talents.

Name: ________________________________________ Date: _________________


You name ItNext to each characteristic listed below, write the name of the kind or kinds of sea animal—fish, mammal, invertebrate, or reptile— that usually has that characteristic.

1. Breathes through lungs _______________________________

2. Hair on their bodies _________________________________

3. Lays eggs _________________________________________

4. Covered with scales __________________________________

5. No backbone ______________________________________

6. Warm-blooded _____________________________________

7. Gives birth to live young ______________________________

8. Breathes through gills ________________________________

9. Cold-blooded _______________________________________

10. Swims with fins _____________________________________

Name: ________________________________________ Date: _________________

In the ZoneLabel each zone of the ocean. Inside each zone, draw an animal you read about in the book that lives there. Then write a short description of each animal.

___________________

zone0 to

650 feet

___________________

zone650 to

3,300 feet

___________________

zone 3,300 to

36,198 feet


Match GameMatch each sea animal on the left with the phrase on the right that best describes it.

1. sea lion

2. Australian sea wasp

3. giant squid

4. blue whale

5. leatherback

6. puffer fish

7. lantern fish

8. seahorse

9. quahog

10. tiger shark

11. sperm whale

12. sailfish

_____ glows in the dark

_____ largest animal on Earth

_____ slowest-swimming animal

_____ hunts before it’s born

_____ deepest diver

_____ lives 200 years

_____ fastest-swimming fish


_____ has most painful sting

_____ blows up like a balloon

_____ largest invertebrate

_____ largest turtle

Name: ________________________________________ Date: _________________


Name: ________________________________________ Date: _________________

Amazing Sea Animals Poster

You’re starting your own aquarium. Which sea animals will live there? Make a poster advertising your aquarium. Draw a picture of each animal you plan to include. Then, on the lines nearest each drawing, write a caption with a list of the animal’s most interesting features.


A n S W E R k E Y

You name It

1. Breathes through lungs _______________________________

2. Hair on their bodies _________________________________

3. Lays eggs _________________________________________

4. Covered with scales __________________________________

5. No backbone ______________________________________

6. Warm-blooded _____________________________________

7. Gives birth to live young ______________________________

8. Breathes through gills ________________________________

9. Cold-blooded _______________________________________

10. Swims with fins _____________________________________

mammal, reptile

mammal

fish, reptile

fish, reptile

invertebrate

mammal

mammal

fish

fish, reptile

fish

In the Zone

Sunlight

Twilight

Midnight

___________________

zone0 to

650 feet

___________________

zone650 to

3,300 feet

___________________

zone 3,300 to

36,198 feet

Match Game

1. sea lion

2. Australian sea wasp

3. giant squid

4. blue whale

5. leatherback

6. puffer fish

7. lantern fish

8. seahorse

9. quahog

10. tiger shark

11. sperm whale

12. sailfish

7

4

8

10

11

9

12

1

2

6

3

5

_____ glows in the dark

_____ largest animal on Earth

_____ slowest-swimming animal

_____ hunts before it’s born

_____ deepest diver


_____ fastest-swimming fish


_____ has most painful sting

_____ blows up like a balloon

_____ largest invertebrate

_____ largest turtle

Amazing Sea Animals Poster


Check students’ captions for accuracy.

Check students’ descriptions for accuracy.

Animals of the Sea

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Discuss Identifying

Main Ideas and Supporting Details

√ Begin the Graphic Organizer

√ Use Graphic Features: Diagrams

Read the Text: Ch. 3 & 4Focus on Comprehension:√ Continue the Graphic

Organizer√ Use Graphic Features:

Illustrations

Read the Text: Ch. 5 & 6Focus on Comprehension:√ Complete the

Graphic Organizer

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to determine student needs.*

Read the Text: Ch. 3 & 4

Select or create mini-lessons.*

Read the Text: Ch. 5 & 6 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer: Identifying

Main Ideas and Supporting details*

duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons: √ Discuss Identifying Main Ideas and

Supporting Details*√ Begin the Graphic Organizer*√ Use Graphic Features: Diagrams Analyze Suffixes*

Read the Text: Chapters 3 & 4Focus on Comprehension Mini-Lessons: Discuss Comparing and Contrasting*√ Continue the Graphic Organizer*√ Use Graphic Features: Illustrations Use Context Clues*

Read the Text: Chapters 5 & 6Focus on Comprehension Mini-Lessons: Discuss Comparing and Contrasting*√ Complete the Graphic Organizer* Use Text Features: Bulleted Lists Use Context Clues*

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond√ Identify Main Ideas and Supporting Details* Draw Conclusions*

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: Identifying a Main Idea and

Supporting details*

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) You name It In the Zone Match Game Amazing Sea Animals Poster

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

1

2

3

4

5

sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book



Read the Text: Ch. 5 & 6 Synthesize and Assess

day

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-519-4

Level T/44 Animals of the Sea...Benchmark education company Animals of the Sea Navigators Teaching...

Documents

Transcript of Level T/44 Animals of the Sea...Benchmark education company Animals of the Sea Navigators Teaching...