LESSON VOCABULARY driftwood hammocks lamented sea urchins INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of Marine Life.. BUILD BACK
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SUMMARY Many different kinds of creatures
live in the world’s oceans Marine life can
be found on rocky shorelines, on beaches,
in the mud, in tidal pools, in salt marshes,
and on coral reefs Barnacles, mussels,
snails, starfish, sea urchins, crabs, clams,
and oysters are just some of the sea animals
discussed in this book
LESSON VOCABULARY
driftwood hammocks
lamented sea urchins
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and the author of Marine
Life Based on the title, ask students to say
what they think the book will be about Ask
them to say what the term marine life refers
to Ask them to explain the meaning of the
word marine as it is used here.
BUILD BACKGROUND Discuss what students
know about marine life Have students look
up the word marine in the dictionary Help
them notice the Latin root of the word, mare,
meaning “sea.” Ask them about the kinds
of marine animals they know that live at
the sea’s edge How are they different from
animals that live in the sea?
PREVIEW/USE TEXT FEATURES As students
preview the book, invite them to notice the
photographs and captions Explain that these
text features give the reader different kinds of
information
Have students draw pictures of several
of the different marine creatures they learn
about in the book Have them write labels or
captions for their pictures They may wish to
write bilingual labels or captions
READ THE BOOK
SET PURPOSE Have students set a purpose
for reading Marine Life Students’ interest in
marine life and shorelines should guide this purpose Ask students to think about the dif-ference between sea creatures that live along coasts and those that live in the ocean
STRATEGY SUPPORT: VISUALIZE Remind students
that visualizing helps good readers better
understand what they read Have students read the first paragraph on page 10 and identify sensory details that they can use to help them visualize what sea anemones are like Then students can do the same with sea urchins in the second paragraph
COMPREHENSION QUESTIONS
PAGE 4 How have barnacles adapted to living
on the oceans’ shores? (Barnacles make a substance that “glues” them in place, so they are not carried away by the tide.)
PAGE 6 How do snails feed on oysters and
clams? (They drill holes through other animals’
shells and insert a long feeding tube to reach the meat.)
PAGE 8 What conclusion can you draw about
creatures that live in tidal pools? (Possible response: They can live in the water and out
of it.)
PAGE 10 How are sea anemones and sea
urchins similar? (They are both beautiful to look at but dangerous to touch.)
PAGE 11 Where are salt marshes located?
(near the mouths of rivers)
PAGE 16 What is a coral reef? (an accumulation
of millions of tiny coral animal skeletons)
5.6.1
DRAW CONCLUSIONS
VISUALIZE
Marine Life
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Have students find the syllables of the word
driftwood Point out that it is a compound
word Have them break the other vocabulary words into their syllables Note which words have prefixes and suffixes
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 draw a few conclusions as they read
VISUALIZE Remind students that to
visualize is to create a picture in the mind
as you read Authors use sensory details
to help readers visualize people, places, and things Explain that sensory details are details that appeal to one of the five senses: sight, hearing, smell, touch, or taste Invite students to look for sensory details as they read Challenge them to draw conclusions about information based on these kinds of details
ADDITIONAL SKILL INSTRUCTION
GRAPHIC SOURCES Remind students that
they can use graphic sources to strengthen
their understanding of text Graphic sources can also be a valuable part of pre-reading, setting up what’s to come, and previewing important information Invite students to list section heads as they read Have them list the graphic sources that are part of each section Have them explain how the graphic sources in each section contribute to their understanding of the text in each section
REVISIT THE BOOK
READER RESPONSE
1 Possible response: Facts: Reefs need clear
water Reefs grow very slowly Conclusion:
We should treat coral reefs very carefully
2 Possible response: Similar: burrow to find
food, use tentacles, water carries food to
creature, predator’s color or shape fools
prey Differences: drill holes through shell
and insert feeding tube, pushes stomach
out of body so its chemicals can digest
3 Hammock: hanging bed made of fabric and
suspended by ropes; a place of rest or bed
4 Blue tang is bright blue in day and adds
white bars at night to camouflage or blend
in to its environment and avoid predators;
lionfish’s unusual pattern alerts other fish
that it is poisonous, which keeps them
away
EXTEND UNDERSTANDING Invite students to look
at the picture on page 7 Have them explain
why this picture is included and how it helps
them to understand the text in this section
RESPONSE OPTIONS
WRITING Invite students to choose one photo
from the selection and write a paragraph
describing what they see Challenge them
to use sensory images to help the reader
visualize the photo
SCIENCE CONNECTION
Students can learn more
about what scientists are doing
today to protect coral reefs at the
library or on the Internet Have them look for
reasons why coral reefs are threatened and
ways scientists are trying to protect them
Have them tell their findings to the class
Skill Work
Marine Life 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.
Scientists sometimes call coral reefs the rain forests of the ocean That is because coral reefs are home to a huge variety of marine life, including fish, worms, and eels
The reef is more than a feeding ground for fish, however The coral reef is actually alive itself A coral colony is made of thousands of tiny animals called polyps Polyps remove
calcium carbonate from the ocean water
The calcium carbonate is used to form the polyps’ outer skeleton Coral skeletons build in layers very slowly over time to form a reef Most reefs grow less than 13 centimeters a year
The Great Barrier Reef took millions of years to reach its current size
1 What conclusion can you draw about the importance of coral reefs to Earth?
2 Give two facts or details to support your conclusion.
3 What conclusion can you draw about why scientists are concerned over the destruction of coral reefs?
4 Give one fact or detail to support your conclusion
5 Write a well-supported conclusion about how marine life would be affected if a coral reef
were destroyed
Marine Life
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Name
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Vocabulary
Directions Draw a line from each word to its definition.
Check the Words You Know
algae lamented
concealed sea urchins
driftwood sternly
hammocks tweezers
1 algae echinoderms covered by movable spikes
2 concealed hanging beds made of fabric and suspended by ropes
3 driftwood to have shown sorrow or regret
4 hammocks a metal instrument with two pieces joined at one end
5 lamented plant or plantlike organisms that live in water
6 sea urchins hidden from view
7 sternly wood that moves around or floats in water
8 tweezers harshly or severely
Directions Write a paragraph about creatures that live in or near the water.
Marine Life
Name