5.6.1 Marine Life 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 algae driftwood lamented sternly concealed hammocks sea urchins tweezers 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 112 DRAW CONCLUSIONS VISUALIZE 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 difference 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 the same with sea urchins in the second paragraph COMPREHENSION QUESTIONS PAGE 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 How snails feed on oysters and clams? (They drill holes through other animals’ shells and insert a long feeding tube to reach the meat.) PAGE 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) Marine Life 16911_LRD_TG_112-113 112 3/20/06 8:52:54 AM REVISIT THE BOOK READER RESPONSE Possible response: Facts: Reefs need clear water Reefs grow very slowly Conclusion: We should treat coral reefs very carefully 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 Hammock: hanging bed made of fabric and suspended by ropes; a place of rest or bed 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 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 TEACH/REVIEW VOCABULARY 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 Marine Life 16911_LRD_TG_112-113 113 113 12/16/05 9:29:57 AM Name Marine Life 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 What conclusion can you draw about the importance of coral reefs to Earth? Give two facts or details to support your conclusion Give one fact or detail to support your conclusion © Pearson Education What conclusion can you draw about why scientists are concerned over the destruction of coral reefs? Write a well-supported conclusion about how marine life would be affected if a coral reef were destroyed 114 16911_LRD_TG_114-115 12/16/05 9:30:18 AM Marine Life Name 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 algae echinoderms covered by movable spikes concealed hanging beds made of fabric and suspended by ropes driftwood to have shown sorrow or regret hammocks a metal instrument with two pieces joined at one end lamented plant or plantlike organisms that live in water sea urchins hidden from view sternly wood that moves around or floats in water tweezers harshly or severely © Pearson Education Directions Write a paragraph about creatures that live in or near the water 115 16911_LRD_TG_114-115 12/16/05 9:30:20 AM ... contribute to their understanding of the text in each section Marine Life 16 9 11 _LRD _TG _11 2 -11 3 11 3 11 3 12 / 16 / 05 9:29 :57 AM Name Marine Life Draw Conclusions • A conclusion is a sensible decision... Write a well-supported conclusion about how marine life would be affected if a coral reef were destroyed 11 4 16 9 11 _LRD _TG _11 4 -1 15 12 / 16 / 05 9:30 :18 AM Marine Life Name Vocabulary Directions Draw a... Education Directions Write a paragraph about creatures that live in or near the water 1 15 16 9 11 _LRD _TG _11 4 -1 15 12 / 16 / 05 9:30:20 AM