5 6 1 life in the sea TG

Bộ sách Scott Foresman reading street gồm các quyển sau: 5.1.1 Learning from Ms Liang 5.1.2 The Challenges of Storm Chasing 5.1.3 Tobys Vacation 5.1.4 Famous Women Athletes 5.1.5 A Nation of Many Colors 5.2.1 Using Special Talents a 5.2.2 Holocaust Rescuers 5.2.3 The Gift 5.2.4 Habitats in Need of Help 5.2.5 Paul Revere and the American Revolution 5.3.1 The Story of Flight 5.3.2 Michelangelo and the Italian Renaissance 5.3.3 Searching for Dinosaurs 5.3.4 Legends of the Blues 5.3.5 Very Special Effects Computers in Filmmaking 5.4.1 Adventure to the New World 5.4.2 Everybody Wins The Story of Special Olympics 5.4.3 Changing to Survive Bird Adaptations 5.4.4 The New Kid at School 5.4.5 Strange Sports with Weird Gear 5.5.1 Double Play 5.5.2 Exploring With Science 5.5.3 Sailing the Stars 5.5.4 Journey Through The Earth 5.5.5 The United States Goes West 5.6.1 Life in the Sea 5.6.2 The Kudzu Invasion 5.6.3 The Golden Year 5.6.4 Train Wreck 5.6.5 Grandma Bettys Banjo

5.6.1 Life in the Sea SUMMARY The seas hold many more forms of life than the earth Different kinds of sea creatures 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 algae driftwood lamented sternly concealed hammock sea urchins tweezers 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 DRAW CONCLUSIONS VISUALIZE 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 sea creatures in these different regions differ? STRATEGY SUPPORT: VISUALIZE Invite students to read the third paragraph on page 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.) 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 COMPREHENSION QUESTIONS 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 sea creatures at the shore look like? PAGE 10 Why scientists sometimes call coral reefs the ocean’s rain forest? (because they support such a great diversity of sea life) 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 112 PAGE What are the four zones of the intertidal region? (splash, high tide, mid-tide, low tide) PAGE 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 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) Life in the Sea 16917_LRD_TG_112-113 112 3/20/06 8:58:56 AM REVISIT THE BOOK READER RESPONSE 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 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 corals 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 paragraph 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 TEACH/REVIEW VOCABULARY To reinforce the contextual meaning of the word tweezers, have students read the last paragraph on page 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 Life in the Sea 16917_LRD_TG_112-113 113 113 12/16/05 9:37:25 AM Name Life in the Sea 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 What conclusion can you draw about animals and plants that live in the splash zone? Give one fact or detail to support your conclusion What conclusion can you draw about why crabs live in the high tide zone? Give one fact or detail to support your conclusion Write a well-supported conclusion about how marine life would be affected if an intertidal region were destroyed © Pearson Education 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 114 16917_LRD_TG_114_115 114 12/16/05 9:37:57 AM Life in the Sea Name 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 For many people, the perfect vacation is to lie in a hanging mat and gaze out at the ocean Many fascinating sea creatures are hidden during low tide Tiny sea animals crawl out from holes in the rocks to eat seaweed from tide pools Crabs use their claws like pincers to pull food from the cracks in the rocks Scientists strongly warn us about the danger of destroying the ocean habitat Environmentalists have spoken sadly about how people pollute the ocean © Pearson Education Coral live near the ocean’s surface and eat very small organisms that feed off of the sunlight 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 115 16917_LRD_TG_114_115 115 12/16/05 9:37:59 AM ... protect themselves from the pounding waves 11 4 16 9 17 _LRD _TG _11 4 _1 15 11 4 12 / 16 / 05 9:37 :57 AM Life in the Sea Name Vocabulary Directions Read the sentences below Write the word from the box that has the. .. adrift in the ocean Directions Write a sentence about Life in the Sea using two of the vocabulary words 1 15 16 9 17 _LRD _TG _11 4 _1 15 1 15 12 / 16 / 05 9:37 :59 AM ... 16 9 17 _LRD _TG _11 2 -11 3 11 3 11 3 12 / 16 / 05 9:37: 25 AM Name Life in the Sea Draw Conclusions • A conclusion is a sensible decision you reach after you think about details or facts in what you read • Drawing