5 6 1 life in the sea TG

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Life in the Sea

SUMMARY The seas hold many more forms of

life than the earth Different kinds of sea

crea-tures live in different parts of the sea From

intertidal regions to coral reefs to hydrothermal

vents, this book introduces readers to sea life

LESSON VOCABULARY

driftwood hammock

lamented sea urchins

INTRODUCE THE BOOK

INTRODUCE THE TITLE AND AUTHOR Discuss with

students the title and the author of Life in the

Sea Based on the title, ask students to say what

they think the book will be about Have them

examine the cover photograph of the book

BUILD BACKGROUND Ask students to say

whether they have ever been to the sea Have

them describe what happens when the tide

comes in and goes out Have them describe

different sea animals that live at the shore’s

edge Have them list other sea environments

they know Ask them to say how different

kinds of sea environments might be home

to different sea animals and why

Have students who have never been

to the ocean conduct interviews with students

who have Help students form questions

and answers Encourage students to ask

questions that draw on the five senses: What

does the ocean sound like? What does the air

smell like? What does ocean water taste like?

What does the sand feel like? What do sea

creatures at the shore look like?

PREVIEW/USE TEXT FEATURES As students

preview the book, invite them to notice

the photos and captions Ask them to say

how these text features help the reader

understand the information in the book

READ THE BOOK SET PURPOSE Have students set a purpose

for reading Life in the Sea Students’ interest

in where life is found in different parts of the sea should guide this purpose Ask students

to think about sea life along coasts, in coral reefs, and on the ocean floor How do sea creatures in these different regions differ?

STRATEGY SUPPORT: VISUALIZE Invite students

to read the third paragraph on page 6 Ask:

Which detail appeals to the sense of sight?

(can cling tightly to rocks using suction);

sound? (crashing waves) Ask: How does the

use of sensory details help support the main

idea in this paragraph? (Sea stars and mussels

are found in both the high tide zone and the mid-tide zone.)

COMPREHENSION QUESTIONS

PAGE 5 What are the four zones of the

intertidal region? (splash, high tide, mid-tide,

low tide)

PAGE 6 What conclusion can you draw about creatures that live in the mid-tide zone?

(Possible response: They find ways to stay wet during low tide.)

PAGE 10 Why do scientists sometimes call

coral reefs the ocean’s rain forest? (because

they support such a great diversity of sea life)

PAGE 12 What detail supports the main idea that camouflage helps some fish stay

concealed in the coral? (Their colors blend

with the color of the sand.)

PAGE 15 What details support the main idea that coral behave differently in the day and in the

night? (Day: retract and protect themselves from

predators; night: stretch out and catch food)

PAGE 17 Which creatures cover themselves

with sand? (clams, sea worms, stingrays,

flat fish)

5.6.1

DRAW CONCLUSIONS

VISUALIZE

Life in the Sea

112

TEACH/REVIEW VOCABULARY

To reinforce the contextual meaning of the

word tweezers, have students read the last

paragraph on page 5 Ask: What words help you understand the meaning of the word

tweezers? Continue in a similar fashion with

the other vocabulary words

TARGET SKILL AND STRATEGY

DRAW CONCLUSIONS Remind students that

drawing conclusions means to make sensible

decisions or form reasonable opinions after thinking about the facts and details

in what you are reading Remind them that conclusions have to be based on facts

Challenge them to jot down notes as they read about facts that support a conclusion

Have them go back and reevaluate whether their conclusions are logical

VISUALIZE Remind students that to

visualize is to create a picture in the mind as

you read Authors use images and sensory details to help readers visualize people, places, and things Explain that images are word pictures Sensory details appeal to one

of the five senses: sight, hearing, smell, touch, or taste Invite students to look for images and sensory details as they read

Ask them to draw a conclusion about why the author uses images and sensory details

to convey information

ADDITIONAL SKILL INSTRUCTION

MAIN IDEA AND DETAILS Remind students that

the main idea is the most important idea

about a topic A main idea may be stated at the beginning, middle, or end of a section

Sometimes, however, the main idea is not stated In this case, readers must infer, or put into their own words, the main idea As students read each section, have them jot down notes about what they think is the main

idea Have them also jot down details that

support the main idea of each section Ask them to look for images or sensory details that help them visualize the main idea

REVISIT THE BOOK

READER RESPONSE

1 Possible response: Facts: Hydrothermal

vents are in deepest parts of ocean,

extreme water temperatures; area is in

total darkness; Conclusion: Research in

these regions would be very difficult due

to the extremes of temperature and water

pressure and the total darkness

2 Possible response: At high tide there is not

much to see except crabs At low tide more

creatures are visible, from sea urchins to

nudibranchs

3 corals

4 Possible response: by types of sea

creatures, by geographical locations around

the world, by oceans

EXTEND UNDERSTANDING Invite students to

point out their favorite text feature Ask them

to say what information they learn from the

feature and how it supports the text on the

page Have them explain how the text feature

adds to the text

RESPONSE OPTIONS

WRITING Invite students to draw a conclusion

about the selection Have them write a

para-graph explaining the conclusion they have come

to, and backing it up with supporting details

SCIENCE CONNECTION

Students can learn more

about hydrothermal vents

and the sea life found around

them by going to the library or using the

Internet Have them research scientists who

are exploring these deep sea places and the

forms of life found there Ask them why these

forms of life are considered so important

Have them tell their findings to the class

Skill Work

Life in the Sea 113

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Draw Conclusions

• A conclusion is a sensible decision you reach after you think about details or facts in what

you read.

• Drawing conclusions means to make sensible decisions or form reasonable opinions after

thinking about facts and details in what you read

Directions Read the paragraphs below Answer the questions that follow.

The intertidal region is divided into four zones: the splash zone, the high tide zone, the mid-tide zone, and the low tide zone Animals and plants that live in the splash zone only get

wet from water splashing on them during high tide Only a few creatures—black lichens, black

periwinkles, isopods, and limpets—live in the splash zone The high tide zone is wetter than the

splash zone Still the high tide zone only gets fully soaked twice a day, during high tide

The rest of the time, the area is dry Crabs often live here The mid-tide zone stays wet much longer than the high tide zone It only dries out during low tide Many sea creatures live in this

area The low tide zone is the wettest in the intertidal region Sea creatures that live here have to

find ways to protect themselves from the pounding waves

1 What conclusion can you draw about animals and plants that live in the splash zone?

2 Give one fact or detail to support your conclusion.

3 What conclusion can you draw about why crabs live in the high tide zone?

4 Give one fact or detail to support your conclusion

5 Write a well-supported conclusion about how marine life would be affected if an intertidal region

were destroyed

Life in the Sea

114

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115

Vocabulary

Directions Read the sentences below Write the word from the box that has the same

meaning as the underlined word or phrase

Check the Words You Know

algae driftwood lamented sternly

concealed hammock sea urchins tweezers

1 For many people, the perfect vacation is to lie in a hanging mat and gaze out at the ocean

2 Many fascinating sea creatures are hidden during low tide

3 Tiny sea animals crawl out from holes in the rocks to eat seaweed from tide pools

4 Crabs use their claws like pincers to pull food from the cracks in the rocks

5 Scientists strongly warn us about the danger of destroying the ocean habitat

6 Environmentalists have spoken sadly about how people pollute the ocean

7 Coral live near the ocean’s surface and eat very small organisms that feed off of the sunlight

8 After a storm, you can often find pieces of floating wood adrift in the ocean

Directions Write a sentence about Life in the Sea using two of the vocabulary words.

Life in the Sea