Project G. L. A. D. La Habra City School District California Ocean Habitats Level 4 Idea Pages


ENGLISH LANGUAGE DEVELOPMENT STANDARDS (Grades 3-5)



Download 0.57 Mb.
Page2/6
Date01.02.2018
Size0.57 Mb.
#37520
1   2   3   4   5   6

ENGLISH LANGUAGE DEVELOPMENT STANDARDS (Grades 3-5)


LISTENING AND SPEAKING

Comprehension


Beginning 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 Communication


Beginning 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 Development

Beginning Recognizes English phonemes that correspond to phonemes

students already hear and produce while reading aloud
Early Intermediate While reading orally, recognize and produce English phonemes

that 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 and

silent 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 Recognition


Beginning 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.

READING


Fluency and Systematic Vocabulary Development
Vocabulary & Concept Development

Beginning 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 texts

Demonstrate 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 Text

Beginning (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.

Comprehension

Beginning 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 as

Advanced format, diagrams, charts, glossaries, and indexes.


Comprehension and Analysis of Appropriate Text

Beginning 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. VOCABULARY

environment climate oxygen shelter mollusks adaptation camouflage mimicry instinct migration

hibernation nutrient predators protection carbon dioxide

photosynthesis ecosystem individual population community

habitat producer consumer decomposer food chain

food web competition extinct symbiosis energy pyramid

endangered threatened biome wetlands conservation

intertidal zone estuary pollution salt marsh abyssal zone

near-shore zone benthic zone mammal fish reptile

open-ocean zone pelagic zone bird species characteristics

endoskeleton exoskeleton invertebrate ocean oceanographer

cold-blooded conservation future habitat invertebrate

marine biologist phyla phylum pods vertebrate

warm-blooded crustaceans baleen echolocation bioluminescence

zooplankton prey blubber fluke ocean trenches

abyssal zone enemies plankton




VI. RESOURCES AND MATERIALS

Poetry:

Shel Silverstein, Where the Sidewalk Ends

Armour, Richard. Strange Monsters of the Sea

Bender, Lione. Creatures of the Deep

Foster, John. Sea Poems

Heard, Georgia. Creatures of the Earth, Sea, and Sky

Prelutsky, Jack. The Random House Book of Poetry for Children

Windham, 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 Told

Harcourt Science, California Edition, Harcourt School Publishers


Books- Fiction

Audry Wood, The Rainbow Bridge

Scott O’dell, Island of the Blue Dolphins

Clements, Andrew, Big Al

Cole, Joanna, The Magic School Bus on the Ocean Floor

Cooney, Barbara, Hattie and the Wild Wave

Cooney, Barbara, Island Boy

Cummings, Priscilla, Chadwick and the Garplegrunge

Guiberson, Brenda, Lobster Boat. Holt

Heller, Ruth, How to Hide an Octopus & Other Sea Creatures

Hulme, Joy, Sea Squares

Kimmel, Eric, Anansi Goes Fishing

Kipling, Rudyard, New Illustrated Just So Stories

Koch, Michelle, By the Sea

Levinson, Riki, Our Home Is the Sea

Liddledale, Freya, The Magic Fish

Lionni, Leo, Swimmy

Martin, Antoinette T, Famous Seaweed Soup

McDonald, Megan, Is This a House for Hermit Crab?

Paraskevas, Betty, Monster Beach

Roop, Peter & Connie, Keep the Lights Burning, Abbie

Tafuri, Nancy, Follow Me!

Van Allsburg, Chris, The Wretched Stone.

Walton, Rick & Ann, Something's Fishy! Jokes About Sea Creatures

Zolotow, Charlotte, The Seashore Book

Books- Non- Fiction

Adler, David, Over Amazing Ocean

Barkan, Joanne, Creatures that Glow

Bendick, Jeanne., Exploring an Ocean Tide Pool

Bramwell, Martyn, The Oceans

Doubilet, Anne, Under the Sea from A to Z

French, Vivian. Why The Sea Is Salty?

Galan, Mark A., There’s Still Time: The Success of the Endangered Species Act

Gibbons, Gail. Sunken Treasure

Hirschi, Ron, Ocean

Hirschi, Ron, Where Are My Puffins, Whales, and Seals? Bantam Books

Jenkins, Steven, What Do You Do When Something Wants to Eat You?

Jenson, Dr. Anthony, Under Sea Mission

Lauber, Patricia. An Octopus Is Amazing

Lauber, Patricia, Who Eats Wat? Food Chains and Food Webs

MacDonald, Suse, Sea Shapes Harcourt

Matthew, Rupert, Record Breakers of the Sea Troll

McMillan, Bruce, Beach for Birds. Houghton

Mud-Ruth, Maria, The Ultimate Ocean Book. Western

Nielson, Barbara, The Great Barrier Reef

Oppenheim, Joanne, Oceanarium. Bantam Books

Pallota, Jerry, The Ocean Alphabet Book. Charlesbridge

Pallota, Jerry, The Underwater Alphabet Book. Charlesbridge

Parker, Steve, Eyewitness Books-Seashore. Knopf

Pope, Joyce, Seashore. Knopf

Rotner, Shelley & Kreisler, Ocean Day. Macmillan

Rowland, Della, Whales and Dolphins. Macmillan

Segaloff, Nat & Erickson, A Reef Comes to Life

Simon, Seymour, Oceans

Sipera, Paul P., I Can Be An Oceanographer

Taylor, Barbara, Shoreline. Dorling Kindersley

Wallace, Karen. Think of an Eel.Candlewick

Wheeler, Alwyne, Fishes. Usborne-Haye

Zim, Herbert & Ingle. Seashore. Golden Book



National Geographic

Monterey Bay, Feb., 1995

Sea Otters, Feb., 1990

Diving Beneath Arctic Ice, Aug. 1973

Life without Light, Oct. 1996

Deep Sea Geysers, Oct. 1992

Tide Pools, Feb., 1986

The Ocean, Dec. 1998

Whales, Dec. 1988

Oases of Life in the Cold Abyss, Oct. 1977

Tragedy in Alaska Waters, Aug. 1989

Rebirth of a Deep-Sea Vent, Nov. 1994

Ten Years After Exxon Valdez, Mar. 1999

Atlantic Sea Geysers, Oct. 1992

Return of the Sea Otters, Oct. 1971

Sperm Whales, Nov. 1995




Technology:

Sea World

www.seaworld.org/
Friends of the Sea Otter

125 Ocean View Blvd., Suite 204

Pacific Grove, CA 93950

seaotter@seaotter.org
Whale Museum—Friday Harbor

Adopt an Orca Whale



http://www.whale-museum.org/
Monterey Bay Aquarium

http://www.mbayaq.org/

Virtual Dive into the Kelp Forest



http://www.nationalgeographic.com/monterey/ax/primary_fs.html
Food Chains and Food Webs

http://oceanlink.island.net/oinfo/foodweb/foodweb.html
Project G.L.A.D.

La Habra City School District

California Ocean Habitats

Level 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 label

Numbered heads together


IV. READING/ WRITING ACTIVITIES

A. 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 GLAD

La 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—Classification

10-2 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 Thinking

INPUT

  • Pictorial Input- Ocean Zones

10-2 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


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 Tasks

Team 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 many

animals 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.


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


  • 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.

I just thought you might like to know.


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


  • 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.

I just thought you might like to know.


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


  • 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.

I just thought you might like to know.

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



  1. The deep sea angler fish lives in the bathypelagic midnight zone.

  2. It carries its own hook, line, and bait.

  3. The angler uses bioluminescence to lure prey.

  4. Anglers have soft bones, jelly-like flesh, and dark gray to reddish black colors.

I just thought you might like to know.


POETRY


BOOKLET

I’m an Oceanographer
I’m an oceanographer and I’m here to say

I study the four oceans everyday

Sometimes I write a paper

Sometimes I read a book

Sometimes I just dive and take a look
Shelf, slopes, and zones too

Doing the Oceanographer Bugaloo!


The oceans’ five zones have different kinds of creatures

The further down you dive, there’s lots of different features.

The sunlight zone has many familiar fish

But the twilight zone has some you’d never wish!


Shelf, slopes, and zones too

Doing the Oceanographer Bugaloo!


I study the ocean with special technology

Submersibles and satellites make it easy to see

Atlantic, Pacific, Indian and Arctic too

If you like studying oceans, here’s the job for you!


Shelf, slopes, and zones too

Doing the Oceanographer Bugaloo!

Anna Dorado
Yes Ma’am

Is this the epipelagic zone? Yes Ma’am


Is this the epipelagic zone? Yes Ma’am

How far down? Down to 650 feet

Who lives there? The frolicking sea otter

Give me other examples. Sea Turtle and Great White Shark


Is this the mesopelagic zone? Yes Ma’am

Is this the mesopelagic zone? Yes Ma’am

How far down? Down to 3300 feet

Who lives there? The giant sperm whale

Give me other examples. The viper and the hatchet fish
Is this the bathypelagic zone? Yes Ma’am

Is this the bathypelagic zone? Yes Ma’am

How far down? Down to 13,000 feet

Who lives there? The ugly angler fish

Give me other examples. Gulper eel and possum shrimp
Is this the abyssopelagic zone? Yes Ma’am

Is this the abyssopelagic zone? Yes Ma’am

How far down? to 20,000 feet

Who lives there? The wriggly sea cucumber

Give me other examples. Tripod fish and squids
Is this the hadalpelagic zone? Yes Ma’am

Is this the hadalpelagic zone? Yes Ma’am

How far down? Below 20,000 feet

Who lives there? The flexible tube worms



Give me other examples. Giant clams and starfish


1
Angler Fish
I know an angler fish
A very strange fish
A very strange fish
That lives in the mesopelagic zone
With a glowing wiggly lure
And a massive head
and numerous sharp-pointed teeth
That attracts deep-sea animals




Susan McCoy



Otters Here, Otters There


Download 0.57 Mb.

Share with your friends:
1   2   3   4   5   6




The database is protected by copyright ©ininet.org 2024
send message

    Main page