Project GLAD OCEAN HABITAT: Level 1 IDEA PAGES I. UNIT THEME The ocean is a habitat for many living things Characteristics of ocean life – classification, same/different Cross cultural sensitivity – all life has the same basic needs in a habit for food/water and shelter. II. FOCUS/MOTIVATION Picture file cards Observation charts Inquiry charts Cognitive Content Dictionary III. CLOSURE Process charts Ocean jeopardy Class Ocean ABC big book Share team Important Thing big books Share team and individual explorations Ongoing learning log assessments Ocean portfolio assessment interviews Student-made tests IV. CONCEPTS The ocean is a habitat to many different living organisms A habitat provides the basic needs for life and growth of plants and animals Ocean life can be classified based on similar and different characteristics Humans affect the habitat of ocean plants and animals SCIENCE: WA State Standards Grade 1(Revised 2009) EALR 1 — SYSTEMS: Part-Whole Relationships K-1 SYSA Living and nonliving things are made of parts. People give names of the parts that are different from the name of the whole object, plant, or animal. Ocean Habitat – 1 st Grade WA 1 Schoenhals Martinez – Project GLAD 2009
105
Embed
begladtraining.com Habitat Level 1 WA.doc · Web viewComp. 2.1, 2.2) Use gestures and single word responses to participate in a discussion of a story read aloud. Use gestures or
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Project GLADOCEAN HABITAT: Level 1
IDEA PAGES
I. UNIT THEME The ocean is a habitat for many living things Characteristics of ocean life – classification, same/different Cross cultural sensitivity – all life has the same basic needs in a habit for
III. CLOSURE Process charts Ocean jeopardy Class Ocean ABC big book Share team Important Thing big books Share team and individual explorations Ongoing learning log assessments Ocean portfolio assessment interviews Student-made tests
IV. CONCEPTS The ocean is a habitat to many different living organisms A habitat provides the basic needs for life and growth of plants and animals Ocean life can be classified based on similar and different characteristics Humans affect the habitat of ocean plants and animals
SCIENCE: WA State Standards Grade 1(Revised 2009)EALR 1 — SYSTEMS: Part-Whole RelationshipsK-1 SYSA Living and nonliving things are made of parts. People give names
of the parts that are different from the name of the whole object, plant, or animal.
EALR 2 — INQUIRY: Making ObservationsK-1 INQA Question and InvestigateK-1 INQC Explain and InferK-1 INQD CommunicateK-1 INQE CommunicateK-1 INQF Intellectual Honesty
EALR 4 – LIFE SCIENCE: Structures and Functions of Living OrganismsCore Content: Plant and Animal PartsK-1 LSIB All plants and animals have various external parts.K-1 LS1D Different animals use their body parts in different ways to see, hear,
grasp objects, and move from place to place.K-1 LS1F Most plants have roots to get water and leaves to gather sunlight.
EARL 4 – LIFE SCIENCE: EcosystemsCore Content: HabitatK-1 LS2A There are different kinds of natural areas, or habitats, where many
different plants and animals live together.K-1 LS2B A habitat supports the growth of many different plants and animals
by meetings their basic needs of food, water, and shelter.K-1 LS2C Humans can change natural habitats in ways that can be helpful or
harmful for the plants and animals that live there.
SOCIAL STUDIES: WA State Standards Grade 1EALR 3 – GEOGRAPHY: The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.3.1 Understands the physical characteristics, cultural characteristics,
and location of places, regions, and spatial patterns on the earth’s surface. 3.1.1 Understands and uses maps and globes to identify major bodies ofwater and continental land masses.
3.2 Understands human interaction with the environment.
V. VOCABULARY Oceanographer, habitat, marine, coral reef, tropical Pacific Ocean, Atlantic Ocean, Arctic Ocean, Indian Ocean, Southern
READING: WA State 1st Grade StandardsEALR 1: The student understands and uses different skills and strategies to read.1.1 Use word recognition skills and strategies to read and comprehend text.1.2 Use vocabulary (word meaning) strategies to comprehend text.1.3 Build vocabulary through wide reading1.4. Apply word recognition skills and strategies to read fluently.
EALR 2: The student understands the meaning of what is read.2.1 Demonstrate evidence of reading comprehension2.2 Understand and apply knowledge of text components to comprehend text.2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas informational and literary text. 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in information and literary style.
EALR 3: The student reads different materials for a variety of purposes.3.1 Read to learn new information.3.2 Read to perform a task.3.4 Read for literary/narrative experience in a variety of genres.
EALR 4: The student sets goals and evaluates progress to improve reading.4.1 Assess reading strengths and need for improvement.4.2 Develop interests and share reading experiences.
WRITING: WA State 1st Grade StandardsEALR 1: The student understands and uses a writing process.1.1 Prewrites to generate ideas and plan writing. 1.2 Produces draft(s).1.3 Revises to improve text.1.4 Edits text.1.5 Publishes text to share with audience.1.6 Adjusts writing process as necessary. EALR 2: The student writes in a variety of forms for different audiences and purposes.2.1 Adapts writing for a variety of audiences.2.2 Writes for different purposes. 2.3 Writes in a variety of forms/genres.2.4 Writes for career applications.
EALR 3: The student writes clearly and effectively.3.1 Develops ideas and organizes writing.
EALR 4: The student analyzes and evaluates the effectiveness of written work.4.1 Analyzes and evaluates others’ and own writing.4.2 Sets goals for improvement.
COMMUNICATION: WA State 1st Grade StandardsEALR 1: The student uses listening and observation skills and strategies to gain understanding.1.1 Uses listening and observation skills and strategies to focus attention and
interpret information.1.2 Understands, analyzes, synthesizes, or evaluates information from a variety
of sources.
EALR 2: The student uses communication skills and strategies to interact/work effectively with others.2.1 Uses language to interact effectively and responsibly in a multicultural context.2.2 Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.2.3. Uses skills and strategies to communicate interculturally.
EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.3.2 Uses media and other resources to support presentations. 3.3 Uses effective delivery.
EALR 4: The student analyzes and evaluates the effectiveness of communication.4.1 Assesses effectiveness of one’s own and others’ communication. 4.2 Sets goals for improvement.
ENGLISH LANGUAGE DEVELOPMENT STANDARDS: Washington State K-2
ELD READING STANDARDS K-2EALR 1: The student understands and uses different skills and strategies to read.Component 1.1: Use word recognitions skills and strategies to read and comprehend text.
Proficiency Level
K-2
Beginning(EALR 1 Comp. 1.1)
Recognize and use English concepts of print (e.g., alphabet, upper/lower case, directionality, words v. sentence, punctuation, parts of book).
Recognize English phonemes that correspond to phonemes student already hears and produces.
Recognize and respond to rhyming words ending with phonemes the student already hears and produces.
Produce known words that begin with phonemes student already hears and produces.
Use gestures and single word responses to participate in a discussion of a story read aloud.
Advanced Beginning(EALR 1 Comp. 1.1)
Recognize English phonemes. Produce and respond to rhyming words ending with phonemes students already
hear and produce. Use words and/or phrases to participate in a discussion of a story read aloud. Use knowledge of phonics associated with known sounds to read familiar words.
Intermediate(EALR 1 Comp. 1.1)
Orally manipulate and segment simple known words by onset and rime. Segment and blend words containing 2-3 phonemes. Orally identify syllables in known words. Identify shared consonant and vowel sounds in known words. Use on-set and rime in word families to decode known words. Use simple sentences to participate in a discussion of a story listened to or read
aloud. Decode known words following common vowel patterns. Recognize that sounds are represented by different single letters and combinations
of letters (e.g., fish and rough).Advanced(EALR 1 Comp. 1.1)
Orally segment and blend known multi-syllabic words. Add, delete, and/or substitute one phoneme for another in initial and final positions
to make a new word. Participate in a discussion of a story listened to or read aloud. Use knowledge of phonics to read familiar words. Decode words following patterns, word families, etc.
Transitional(EALR 1 Comp. 1.1)
Add, delete, or substitute one phoneme for another in initial, medial, and final positions to make a new word.
Participate in a discussion of a story listened to or read aloud. Use knowledge of phonics to read unfamiliar words. Read words containing complex letter patterns/word families. Apply multi-syllabic decoding when reading two and three syllable words.
Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.Component 1.3: Build vocabulary through wide reading. Component 1.4: Apply word recognition skills and strategies to read fluently.
Proficiency Level
K-2
Beginning(EALR 1,Comp. 1.2,
Use a picture dictionary to demonstrate understanding of the meaning of new words. Use pictures to gain meaning of new words from text read aloud. Identify pictures from written labels or identify text words from pictures.
1.3, 1.4) Produce simple vocabulary in response to a read-aloud from a variety of cultures and communities.
Produce one-word responses to simple questions or a prompt. Use gestures to participate in discussions of short, illustrated stories and show
understanding of vocabulary. Recognize sight words.
Advanced Beginning(EALR 1,Comp. 1.2, 1.3, 1.4)
Use pictures to gain meaning of new words. Use new vocabulary in simple sentences to discuss stories read aloud, including
literary and informational texts. Use simple sentences to answer and ask questions and show understanding of new
words. Use words and/or phrases to participate in discussions of short, illustrated stories and
show understanding of vocabulary. Read introduced sight words. Use simple sentences with introduced sight words.
Intermediate(EALR 1,Comp. 1.2, 1.3, 1.4)
Use beginning dictionaries to locate the meaning of new words. Use pictures and letter clusters of unknown words to gain meaning of words. Increase oral and reading vocabulary by listening to and reading a variety of texts. Use descriptive sentences to discuss stories read aloud/ independently. Read introduced sight words.
Advanced(EALR 1,Comp. 1.2, 1.3, 1.4)
Use a variety of simple resources to determine new word meanings. Use prefixes and suffixes to determine the meaning of un- known words. Use new vocabulary in oral and written communication. Use new vocabulary to explain and describe stories read aloud and independently. Use and read an increased number of sight words. Begin to use natural speech patterns and punctuation to read fluently.
Transitional(EALR 1,Comp. 1.2, 1.3, 1.4)
Use a variety of simple resources to determine new word meanings. Use simple inflectional endings to determine the meaning of unknown words. Integrate new vocabulary from text into written and oral communication. Participate orally in discussions using academic content vocabulary by generating and
answering questions, contributing, explaining and making comparisons. Use natural speech patterns and punctuation to read fluently. Use and adjust rate based on type of text that is being read and begin to build toward
grade level rate.
EALR 2: The student understands the meaning of what is read.Component 2.1: Demonstrate evidence of reading comprehension.Component 2.2: Understand and apply knowledge of text components to comprehend text.
Proficiency Levels
K-2
Beginning(EALR 2Comp. 2.1, 2.2)
Use gestures and single word responses to participate in a discussion of a story read aloud.
Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple text read aloud.
Answer literal comprehension questions about pictures or phrases. Draw pictures to represent images from simple text read aloud. Draw picture to connect prior knowledge or experience to story read aloud. Use gestures, pictures or one-word responses to predict what will happen based on
pictures in story read aloud. Draw pictures to represent the sequence and story elements of simple literary text. Point to title, page numbers, table of contents and other text features.
AdvancedBeginning
Use words and/or phrases to participate in a discussion of a story read aloud. Use words and/or phrases to answer questions before, during and after simple text
read aloud. Use words and/or phrases to verbally describe and draw pictures to represent
images from story read aloud and/or shared reading. Identify phrases that describe a picture or select a picture described by a phrase. W Use words and/or phrases to connect prior knowledge or experience to story read
aloud/shared. Answer literal comprehension questions about simple sentences. (i.e., active,
positive, present tense, statements with regular plurals). Use words and/or phrases to predict what will happen based on pictures in text read
aloud. Indicate what will happen next in text composed of simple sentences (i.e. active,
positive, present tense statements). Indicate the correct sequence in text composed of simple sentences (i.e. active,
positive, present tense statements). Use words and/or phrases to verbally describe or draw pictures to represent the
sequence and story elements of simple literary text. Identify locations of title, page numbers, table of contents and other text features.
Intermediate(EALR 2 Comp. 2.1, 2.2)
Use simple sentences to ask and answer questions before, during, and after text read aloud/shared.
Use simple sentences to describe, draw, and label images from story read aloud/shared.
Identify the main idea and details in simple text. W Use simple sentences to connect prior knowledge or experience to a simple story. Answer literal comprehension questions about simple text sentences including
negatives, yes/no questions, simple past and future tenses, etc. Use simple sentences to make inferences about main character and to predict
action during the reading process in story read aloud/shared. Begin to use basic monitoring strategies to increase comprehension of text including
picture cues and known words. Use simple sentences to state main idea and important details of simple literary and
informational text. Identify the correct sequence and predict what will happen next in simple text. (also
2.1.5) Use simple sentences to retell story in sequence and to identify story elements.
(also 2.1.5) Identify information orally from graphs and charts and use simple sentences to
identify location of title, page numbers, table of contents and other text features. Advanced(EALR 2 Comp. 2.1, 2.2)
Use descriptive sentences to ask and answer questions before, during, and after text read aloud/ shared.
Draw and use descriptive sentences to depict mental images that occur while reading.
Identify the main idea and details in simple text. W Use descriptive sentences to state the main idea and important details of text using
specific story vocabulary. Use descriptive sentences to connect and express own experience to a prompt
taken from a story to be read aloud. Predict, confirm, and infer based on simple text. Respond to literal comprehension questions about text composed of sentences with
irregular plurals, common irregular verbs, prepositional phrases, etc. Use descriptive sentences to predict, confirm, and infer based on pictures in story
read aloud or during the reading process. Use basic monitoring strategies including picture cues and known words and begin
to use rereading as a monitoring strategy while reading. Use descriptive sentences to complete teacher generated graphic organizer to
organize information taken from text. Identify information in simple sentences from charts and graphs.
Use specific story vocabulary to describe and explain story elements while retelling a story in sequence.
Identify text written in sequential order.Transitional(EALR 2 Comp. 2.1, 2.2)
Use specialized vocabulary to ask and answer questions before, during, and after text read aloud/shared.
Use specialized vocabulary to state the main idea and important details of grade level text.
Complete simple graphic organizers to comprehend text, organize ideas, and independently activate prior knowledge.
Answer literal and inferential comprehension questions about grade level text. Use specialized vocabulary to make inferences using prior knowledge, predictions
and text features. Use descriptive sentences to identify and explain where and why comprehension
was lost and use a comprehension repair strategy to regain meaning of text. Identify the correct sequence and indicate what will happen next in grade level text. Apply and interpret information orally from charts and graphs across the content
areas. Analyze and apply knowledge of story elements when retelling a grade level text
using specialized vocabulary from the text. Identify text written in simple listing and sequential order.
Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.
Proficiency Level
K-2
Beginning(EALR 2Comp. 2.3, 2.4)
Draw pictures to represent similarities in settings and common information in stories read aloud.
Draw and sort pictures to group objects with common attributes. Match groups of familiar objects with common attributes.
Advanced Beginning(EALR 2 Comp. 2.3, 2.4)
Answer questions about settings and basic information from pictures. Use phrases to identify similarities in characters and settings and common information
found in texts read aloud. Name and categorize objects according to common attributes. Use words and/or phrases to label objects grouped by common attributes or to
complete teacher generated graphic organizer. Use simple note-taking skills to begin to synthesize information from a variety of
sources. Use words or phrases to make generalizations and draw supported conclusions from
text.
Intermediate(EALR 2 Comp. 2.3, 2.4)
Use simple sentences to identify similarities and differences in settings and common information in texts read aloud.
Answer questions about settings and common information from text consisting of simple sentences.
Categorize objects according to common attributes. Use simple sentences to identify the common attribute of a group of objects,
characters, or ideas. Use simple sentences to discuss information found in general reference materials
(e.g., dictionary, encyclopedia, thesaurus). Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in). Use simple sentences to identify literary devices within a text (e.g., dialogue and
Use simple sentences to make generalizations and draw supported conclusions from text.
Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices.
o Use simple sentences to distinguish between fact and opinion. (also 2.3.1)Advanced(EALR 2 Comp. 2.3, 2.4)
Answer compare/contrast and cause/effect questions about written text. Use descriptive sentences to identify similarities and differences in settings,
characters, and events of stories read aloud. Use descriptive sentences to describe multiple common attributes of a sorted group of
objects. Demonstrate understanding of common idioms. Identify literary devices in text. Use descriptive sentences to draw conclusions, make generalizations, and explain how
to solve problems using information from a text. Use descriptive sentences to identify and explain the author’s use of word choice,
sentence structure and length, and tone. Identify the author’s purpose and answer fact/opinion questions about extended text.
(also 2.3.1)Transitional(EALR 2 Comp. 2.3, 2.4)
Describe and explain similarities and differences in settings, characters, and events of stories read aloud or in text.
Identify literary devices in grade level text. Explain the purposes for different commonly printed materials and compare and
contrast different types of text. Explain difference between facts and opinions with teacher guidance.
EALR 3: The student reads materials for a variety of purposes.Component 3.1: Read to learn new information.Component 3.2: Read to perform a task.Component 3.3: Read for career applications.
Proficiency Level
K-2
Beginning(EALR 3,Comp. 3.1, 3.2, 3.3)
Match printed word with common school item. Use word, gesture, or drawing to indicate environmental print (e.g., school signs and
labels in classroom.).
Advanced Beginning(EALR 3 Comp. 3.1, 3.2, 3.3)
Match phrase to label printed material (e.g., school signs, labels, environmental print).
Intermediate(EALR 3 Comp. 3.1, 3.2, 3.3)
Follow simple directions composed of single words and/or phrases from a text to perform a task.
Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, etc.).
Choose or identify correct functional signs, labels, or written phrases.Advanced(EALR 3 Comp. 3.1, 3.2, 3.3)
Follow multi-step directions composed of simple sentences to perform a task (e.g., math problems).
Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).
Transitional(EALR 3 Comp. 3.1, 3.2, 3.3)
Demonstrate comprehension of grade level text directions.
EALR 1: The student writes clearly and effectively.Component 1.1: The student will develop concept and design.
Proficiency Level Grades K-2Beginning Draw and label pictures to tell a story
Use labeled drawings to write about an event from a text read aloud by the teacher.
Advanced Beginning Use sight words and phrases to write about an event or character from a text read a loud by teacher o ran experience generated from the group
Intermediate Choose and maintain focus on topic Use simple sentences to write about an event
Advanced Use simple sentences to write about an event or character from a text or an experience.
Transitional Use specialized vocabulary in sentences to write about a topic across the content areas
Component 1.2: The student will use style appropriate to the audience and purpose.
Proficiency Level Grades K-2Beginning Copy and follow patterns to write words and phrasesAdvanced Beginning Use sight words and phrases to write about own experiences and follow
pattern to create a storyIntermediate Use simple sentences to write for different audiences and purposes
Begin to choose from a variety of words to convey meaning in simple sentences
Advanced Use simple and descriptive sentences to write for different audiences and purposes
Choose from a variety of words to convey meaning in simple sentences Begin to use figurative and idiomatic expressions
Transitional Use sentences with some specialized vocabulary to write for different purposes and audiences across content areas
Use figurative and idiomatic expressions
Component 1.3: The student will apply writing conventions.
Proficiency Level Grades K-2Beginning Write top to bottom, left to right when copying
Write own name using capital and lowercase letters Begin to use invented spelling to write familiar words
Advanced Beginning Use invented spelling to write familiar words and phrases Begin to use capital letters for proper nouns Begin to write sight words
Intermediate Write sight words Apply English phonemic rules Begin to write simple sentences that may include inconsistent use of
capitalization, punctuation, and spellingAdvanced Produce independent writing that may include some inconsistent use of
capitalization, periods, and correct spellingTransitional Use standard grammar, ending punctuation, capital letters, and spelling with
EALR 2: The student writes in a variety of forms for different audiences and purposes.Component 2.1: The student will write for different audiences.Component 2.2: The student will write for different purposes.
Proficiency Level Grades K-2Beginning Draw pictures or write words to express self or to name something
Draw a picture or write for self, teacher, or other known person Use words to complete lists, personal journal entries, songs and poems
based on a modelAdvanced Beginning Write phrases to respond to prompts, to name something and express self
Write for self, teacher, or other known person. Use words and phrases to write notes, journal entries, friendly letters, songs
and poems based on a modelIntermediate Write simple sentences to tell a story, inform, thank, and entertain
Distinguish among appropriate ways of writing to differentAudiences Use simple sentences to write personal journal entries, friendly letters, story
reports, songs, poems and stories based on a model.Advanced Write simple and descriptive sentences to tell a story, inform, thank, and
entertain Use simple sentences to write personal journal entries, friendly letters, story
reports, songs, poems and stories based on a model.Transitional Apply skills using specialized vocabulary to tell a story, to inform, to thank, to
entertain across content areas Use specialized vocabulary to independently write notes, friendly letters,
personal journal entries, story reports, songs and poems.
EALR 3: The student understands and uses the steps of the writing process.Component 3.1: The student will pre-write –generate ideas and gather information
Proficiency Level Grades K-2Beginning Draw pictures and use words from shared reading and own experience
Advanced Beginning Use phrases to participate in group brainstorming and writingIntermediate Use simple sentences to participate in group brainstorming and writingAdvanced Use pictures and modeled graphic organizers to generate ideas for simple
storiesTransitional Use brainstorming techniques to generate and organize ideas (e.g., model
graphic organizers, pictures, lists)
Component 3.2: The student will revise –elaborate on a topic and supporting ideas.
Proficiency Level Grades K-2Beginning Use gestures and words to participate in group writingAdvanced Beginning Create rough drafts which include pictures, words, and phrases
Intermediate Create rough drafts which include simple sentencesAdvanced Create rough drafts which include simple sentencesTransitional Create rough drafts which include a variety of sentence types
Component 3.3: The student will revise –collect input and enhance text and style.
Proficiency Level Grades K-2Beginning Use gestures and words to participate orally in revision of group writingAdvanced Beginning Use phrases to participate orally in revision of group writingIntermediate Uses simple sentences to participate orally in revision of group writingAdvanced Begin to revise own writing for clarity
Offer feedback on other’s writingTransitional Incorporate input from others into own writing
Component 3.4: The student will edit –use resources to correct spelling, punctuation, grammar and usage.Component 3.5: The student will publish –select a publishing form and produce a completed writing project to share with chosen audience.
Proficiency Level Grades K-2Beginning Use gestures and words to participate in editing of group writing
Use a model to publish selected writing in appropriate format Advanced Beginning Use phrases to participate in group editingIntermediate Use simple sentences to participate in group editing
Publish selected writing in appropriate formatAdvanced Edit writing for capitalization and punctuationTransitional Edit for punctuation and known spelling
Publish in appropriate format
ELD Listening & Speaking Standards K-2
EALR 1: The student uses listening and observation skills to gain understanding.Component 1.1 – The student will focus attention.Component 1.2 – The student will listen and observe to gain and interpret information.
Beginning Use physical actions and/or words to respond to simple directions and questions.Advanced Beginning Respond to simple directions and questions. Use picture cues, phrases or a cloze exercise to retell a familiar story.Intermediate Respond to directions, questions, and some idiomatic expressions. Use simple sentences to retell a familiar story with picture cues. Recognize inappropriate use of register. Recognize patterns in familiar words, songs, chants, and rhymes.Advanced Respond to multi-step directions and to questions. Use picture cues and descriptive sentences to retell a familiar story. Independently recognize inappropriate use of register. Begin to use context to determine appropriate meaning of multiple meaning words.Transitional Respond to multi-step directions and to questions. Use descriptive sentences and illustrations to retell a story in order. Independently recognize inappropriate use of register. Use context to determine appropriate meaning of multiple meaning words.
Component 1.3 – The student will check for understanding by asking questions and paraphrasing.
BeginningUse classroom norms to signal to ask a question. Use single word/gestures to ask for repetition in order to clarify.Advanced Beginning Use words and/or phrases, intonation to ask simple questions.Intermediate Use simple forms to ask questions about content. Use words/phrases in a frame to paraphrase.Advanced Use simple forms* to probe for details about content. sentences to paraphrase. Use simple forms to probe for details about content.
Transitional Use descriptive sentences with content area vocabulary to ask questions in a variety of
contexts and situations. Use descriptive sentences with some content vocabulary to paraphrase.
EALR 2: The student communicates ideas clearly and effectively.Component 2.1 – The student will communicate clearly to a range of audiences for different purposes.
Beginning Use words to participate in social conversations using informal language. Use, through repetition, common social greetings, simple repetitive phrases, and state basic
needs using informal language. Use gestures and/or words to participate in group discussion or activity which involve concrete
objects. Use words to tell a story from a familiar picture book. Repeat words which are part of the frozen register (i.e., Pledge of Allegiance, poems, favorite
stories).Advanced Beginning Use phrases and/or simple sentences to participate in social conversations with peers
using informal language. Independently use common social greetings, simple phrases, and state basic needs
using informal language. Use words and/or phrases to role-play an action or event. Use words and/or phrases to tell a story from a familiar picture book. Use words and/or phrases to participate in group discussion or activity which involves
concrete objects. Repeat phrases which are part of the frozen register (i.e. Pledge of Allegiance, poems,
favorite stories).Intermediate Use simple sentences to participate in social conversations on familiar topic with peers
and adults. Use simple sentences to tell a story, inform, explain. Begin to use appropriate language registers for speaking in formal situations, with
teacher support. Give instructions for a familiar process; process may be out of sequence and/or steps
may be skipped. Repeat sentences which are part of the frozen register (i.e. Pledge of Allegiance, poems,
favorite stories).Advanced Use descriptive sentences to participate in social conversations with peers and adults. Use descriptive sentences to tell a story, inform, and entertain. Begin to use appropriate language registers, with lapses at times, when prompted by
teacher. Give instructions for a familiar process in an understandable manner. Independently recite language used in frozen register (i.e. Pledge of Allegiance, poems,
favorite stories). Transitional Independently participate in social conversations with peers and adults. Use descriptive sentences to tell a story, inform, explain, and entertain in a sequential
manner. Use different language registers in situations as appropriate, when prompted by teacher. Give instructions in a precise and understandable manner.
Component 2.2 – The student will develop content and ideas. Develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; and speak coherently and compellingly.
Connect words and phrases using the conjunction and. Begin to sequence words and/or phrases related to a familiar topic using a picture
prompt.Intermediate Connect sentences using the words and, and then, after and but. Organize a simple oral presentation in a logical order with teacher support.Advanced Connect sentences using the words and, and then, after, if and but. Organize an oral presentation in a logical order with minimal teacher support.Transitional Connect sentences using the words and, and then, after, if and but to sustain a topic. Organize an oral presentation in a logical order.
Component 2.3 – The student will use effective delivery. Adjust speaking strategies for a variety of audiences and purposes by varying intonation, pitch, and pace of speech to create effect and aid communication.Component 2.4 – The student will use effective language and style. Use language that is grammatically correct, precise, engaging and well-suited to topic, audience, and purpose.
Beginning Use gestures and/or words to participate in group discussion or activity. Use gestures and/or words to communicate needs.Advanced Beginning Use words and/or phrases to participate in group discussion or activity. Use words and/or phrases to communicate needs and role-play an action or event.Intermediate Distinguish between appropriate ways of speaking to different audiences (register). Use simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb
agreement.Advanced Use appropriate ways of speaking that vary based on audience. Use descriptive sentences with common grammatical forms, with some errors.Transitional Use appropriate ways of speaking that vary based on audience. Speak clearly and comprehensibly using academic English with occasional errors.
EALR 3: The student uses communication strategies and skills to work effectively with others.Component 3.1 – The student will use language to interact effectively and responsibly with others.Component 3.2 – The student will work cooperatively as a member of a group.Component 3.3 – The student will seek agreement and solutions through discussion.
Beginning Independently use common social greetings, simple repetitive phrases, and state basic
needs. Use words or gestures to contribute to group discussions, including personal
experiences.Advanced Beginning Use words and/or phrases to actively participate in social and academic conversations
on familiar topics. Use words and/or phrases to contribute to group discussions, including personal
experiences. Use words and/or phrases to suggest a solution to a problem.Intermediate Use simple sentences to actively participate in social and academic conversations on
unfamiliar topics. Demonstrate turn-taking in a conversation and a group discussion.
Use simple sentences to contribute to group discussions, including personalexperiences.
Begin to use established group rules. Use simple sentences to suggest a solution for a problem.Advanced Use descriptive sentences to actively participate in social and academic conversations
on unfamiliar topics. Demonstrate turn-taking in a conversation and a group discussion, responding
appropriately to nonverbal cues. Use descriptive sentences to explain ideas clearly in group discussions, including
personal experiences. Use descriptive sentences to offer personal opinion based on what has already been
said. Use established group rules and assume assigned roles (reporter, recorder) to further
progress of a group. Use descriptive sentences to contribute a possible solution to a problem.Transitional Actively participate in social and academic conversations on a variety of topics. Explain ideas clearly in group discussions, including personal experiences. Offer personal opinion based on what has already been said. Articulate and use established group rules and assume various assigned roles to further
progress of a group. Contribute multiple solutions to a problem.
EALR 4: The student analyzes and evaluates the effectiveness of formal and informal communication.Component 4.1 – The student will assess strengths and needs for improvement. Assess own and others’ communication strengths and needs and set goals for improvement.Component 4.2 – The student will seek and offer feedback. Seek and use feedback to improve communication; offer suggestions and comments to others.
Beginning Attend to speakers in informal conversations and formal presentations.Advanced Beginning Use words and phrases to respond to speakers in informal conversations and formal
presentations.Intermediate Use simple sentences to offer feedback in response to speakers in conversations and
formal presentations. Advanced Use a rubric of effective traits to evaluate and to improve one’s own and others’
presentations and conversations.Transitional Accept and apply feedback about presentations and conversations. Use a rubric to offer specific feedback on presentations with regard to delivery skills,
Community Resources: Trip to aquarium Visit beach and tide pools Local marine biologists Fish hatchery
Non Fiction: Zoobook: Whales National Geographic: Amazing Animals of the Sea National Geographic: Whales Mighty Giants of the Sea Ocean Life From A to Z Book and DVD by Cynthia Stierle and Annie
Crawley Eye Wonder: Ocean by DK Publishing In The Ocean (Nature Trails) by A.J. Wood and Maurice Pledger The Magic School Bus on the Ocean Floor by Joanna Cole and Bruce
Degen What Lives in a Shell? (Let's-Read-and-Find... Science 1) by
Kathleen Weidner Zoehfeld and Helen K. Davie The Ocean Alphabet Book by Jerry Pallotta and Frank, Jr. Mazzola The Four Oceans (Rookie Read-About Geography) by Wil Mara Sounds of the Wild: Ocean (Pledger Sounds) by Maurice Pledger Oceans and Seas (Science Kids) by Nicola Davies The Ocean Is... by Kathleen W. Kranking and Norbert Wu Ocean Hide and Seek by Jennifer Evans Kramer Sea Turtles (Undersea Encounters) by Mary Jo Rhodes and David
Hall About Crustaceans: A Guide for Children (About...) by Cathryn Sill
and John SillOcean Habitat – 1st Grade WA 17Schoenhals Martinez – Project GLAD 2009
Lobsters, Crabs, & Other Crustaceans by Daniel Gilpin Crabs (Undersea Encounters) by Mary Jo Rhodes Life in the Coral Reef (Wild, Wild World of Animals) by Thomas A. Dozier Mollusks and Crustaceans by Peter Murray Ocean Mammals (True Book) by Elaine Landau Dolphins, Seals, And Other Sea Mammals (Undersea Encounters)
by Mary Jo Rhodes and David Hall Starfish, Urchins, & Other Echinoderms by Daniel Gilpin Lobsters, Crabs, & Other Crustaceans by Daniel Gilpin Sponges, Jellyfish, & Other Simple Animals by Steve Parker Snails, Shellfish, & Other Mollusks by Daniel Gilpin Lobsters, Crabs, & Other Crustaceans by Daniel Gilpin Nematodes, Leeches, & Other Worms by Steve Parker Amazing Jellies: Jewels of the Sea by Elizabeth Gowel Angelfish, Megamouth Sharks & Other Fish by Steve Parker Face to Face With Whales (Face to Face with Animals) by Flip &
LindaNicklin B001HPIZH2
The Ocean Book Study Guide (Wonders of Creation) by Frank Sherwin Into the Sea by Brenda Z. Guiberson and Alix Berenzy A City Under the Sea: Life in a Coral Reef by Norbert Wu
Fiction: Interrupted Journey: Saving Endangered Sea Turtles by Kathryn
Lasky and Christopher G. Knight Out of the Ocean by Debra Frasier Voyager's Stone: The Adventures of a Message-Carrying Bottle Adrift on
the Ocean Floor by Robert Kraske Orcas Around Me: My Alaskan Summer by Debra Page Fish Wish by Bob Barner Big Al by Andrew Clements Out of the Ocean by Debra Frasier Swimmy by Leo Lionni Dory Story by Jerry Pallotta Hello Ocean! By Pam Muñoz Ryan I’m the Biggest Thing In the Ocean by Kevin Sherry The Seashore Book by Charlotte Zolotow The Rainbow Fish by Marcus Pfister
Multimedia: Animal Planet: The Blue Planet: Seas of Life series
o The Deep o Ocean Worldo Frozen Seaso Seasonal Seaso The Coral Seaso Tidal Seas
o Shallow Seas Nova: Ocean Animal Emergency PBS Nature: Voyage of the Lonely Turtle National Geographic: Creatures of the Deep series
o Devils of the Deep: Jumbo Squido Killer Whales: Wolves of the Seao Tiger Shark: Predator Revealedo Dolphins: The Wild Side
Poetry: The Mermaid and Other Sea Poems by Sophie Windham Sea Songs by Myra Cohen Livingston Where the Sidewalk Ends by Shel Silverstein A Light in the Attic by Shel Silverstein
Big Books (teacher or class created based on frames from: Brown Bear, Brown Bear What Do You See by Bill Martin Jr. (See also
Polar Bear, Polar Bear What Did You Hear) Quick As A Cricket by Audrey and Don Wood The Important Book by Margaret Wise Brown
Websites: www.nationalgeographic.com (background info., photos, and video clips) www.calstatela.edu/faculty/eviau/edit557/oceans/linda/loceans.htm (ocean
life for Kids) www.cybrary.org/ocean.htm (background info. and links for students) www.livescience.com/oceans/ (background info., photos, and video clips)
I. FOCUS/MOTIVATION Oceanographer awards Trip to aquarium, beach, tide pool Picture file cards ocean realia Observation charts Inquiry chart – process daily Cognitive Content Dictionary/Picture Dictionaries Big Book Ocean DVDs and online clips Read Alouds
I. INPUT Graphic input chart – Six Kingdoms of living things (ocean organisms) Graphic input chart – map of the world (focus on oceans and ocean life) Pictorial input – humpback whale Narrative input – loggerhead sea turtle Read Aloud: Big Book: Ocean Habitats (The Important Thing frame) Poetry and chants Research center
II. GUIDED ORAL PRACTICE T-Graph for Social Skills Team Points Picture file sort activities Poetry and chants (poetry booklets) Sentence patterning chart (Farmer in the Dell) Mind map Coop work - numbered heads together Expert groups Process grid Guess my category
III. READING/WRITINGTotal class: Group Frame-Compare and contrast Coop strip paragraph Pocket poetry Poetry frames Flip charts Strip books Story map Big book Phonemic awareness chants & activities
Class chant using modeled frame Writers workshop mini lessons
Small group/flexible groupings Expert groups - heterogeneous Flexible reading groups
ELD group frameStruggling/Emergent readers – coop. strip paragraph groupHere, There poetry groupClunkers and links (at or above grade level)
Ear-to-ear partner reading (poetry books) Team tasks (anything modeled by teacher)Individual work Interactive journals Learning logs Listen and sketch Authentic literacy events Authentic writing: letters to protect ocean habitat Individual tasks Personal exploration Writer's workshop (writing process, conferencing, author’s chair)
IV. EXTENDED ACTIVITIES FOR INTEGRATION & REINFORCEMENT Ocean art (crayon resist, painting, collage) Songs and ocean music Readers theater Ocean Life drama Integrating math activities (measurement, graphing, counting, story problems) Sally’s the Sea Turtle’s Journey (stuffed sea turtle goes home with diff.
children – sketch/write to record its adventure in an ongoing journal)
V. CLOSURE Process all charts and learning Evaluate week and letter home to parents Read class and team big books Share personal explorations Ocean Jeopardy Seafood festival
FOCUS/MOTIVATION Three Standards Oceanographer Awards Cognitive Content Dictionary with Signal Word/ Interactive Writing Observation Charts Inquiry Charts - What do we know about ocean life? What do we want to
know? Realia – free exploration Big Book: Ocean Life (Habitats) - Shared reading Portfolios-colored dots
INPUT World Map – ocean habitats for various organisms
10/2- Primary Language ELD Review Learning Log
Graphic Organizer- 6 Kingdoms: focus on ocean organisms 10/2- Primary Language ELD Review Learning Log
GUIDED ORAL PRACTICE Poetry and Chants – Whales Here, Whales There
INPUT Narrative Input Chart “Let the Adventure Begin” (sea turtle)
GUIDED ORAL PRACTICE Poetry & Chants T-graph - team points Exploration Report (realia) Personal interaction: Which ocean organisms do you like the most?
Least?
READING AND WRITING Interactive Journals/teacher models
o Reading/Writing Choice ABC Book Read Aloud
CLOSURE Re-read Inquiry Charts, Poetry and Input Charts Home/School connection Sally the Sea Turtle’s Journey
Sample Daily Lesson Plan Ocean Habitat – 1st Grade WA 22Schoenhals Martinez – Project GLAD 2009
Day 2:
FOCUS/MOTIVATION Cognitive Content Dictionary with signal word (final meaning and
sentences for yesterday’s word) Process Home/School Connection Review Input Charts with word cards and pictures Process Poetry & Chants: highlight, sketch, add picture file cards Review Narrative: act out, word cards, conversation bubbles L1 Inquiry Chart
INPUT Pictorial Input Chart: humpback whales
o 10/2 with primary languageo Learning logo ELD review
Read Aloud
GUIDED ORAL PRACTICE Poetry & Chants TGraph processing Team Tasks Flexible Grouping
o Expert Groups: pygmy seahorse & giant pacific octopus Phonemic Awareness: “Who Has A Word?” (chorally)
READING AND WRITING ABC Book Learning Logs Read Aloud Reading/writing choice
Add unit theme books, pocket poetry, retelling of narrative etc.
CLOSURE Review charts Home/School Connection Sally the Sea Turtle’s Journey
FOCUS/MOTIVATION Cognitive Content Dictionary with signal word Process Home/ School Connection Review pictorial input chart with words & pictures L1 Review Story Map: Narrative Review Process Poetry & Chants: highlight, sketch, add picture file cards
INPUT Read Aloud
GUIDED ORAL PRACTICE Poetry & Chants Sentence Patterning Chart (Farmer-in-the-Dell)
o fish Reading Game (chanting) Trading Game (interactive dialogue) Flip Chant (chanting) – create whole class flip chant for reading group Team Tasks
READING AND WRITING Mind Map Process Grid Group Frame or Cooperative Strip Paragraph - expository, compare and
contrasto Respond, revise, and edit
Phonemic Awareness Chant: “If You Think You Know My Word” Read Aloud
CLOSURE Review charts Home/School Connection Sally the Sea Turtle’s Journey
FOCUS/MOTIVATION Cognitive Content Dictionary (stumper) with signal word Process Home/School Connection Process charts Poetry & Chants: highlight, sketch, add picture file cards
INPUT Current events
GUIDED ORAL PRACTICE Team tasks Picture File Sort (categorize ocean life) Guess my category (teams brainstorm categories)
o Total class graphic organizer - 10/2 with primary languageo They predict categories
Strip Book o Comparison: Fish can____, but fish can not _____. (Refer to SPC)
READING AND WRITING ABC Book Leveled Flexible Reading Groups
o At or above grade-level: Coop Strip Reading Groupo ELD – group frame
Phonemic Awareness: “Old MacDonald” Listen and Sketch Read Aloud
CLOSURE Journal Home/School Connection Sally the Sea Turtle’s Journey
FOCUS/MOTIVATION Cognitive Content Dictionary (stumper) with signal word Process Home/School Connection Poetry & Chants – highlight, sketch, add picture file cards Picture File Cards
INPUT Current events – Action Plan
GUIDED ORAL PRACTICE Team tasks
o Oral Team evaluationo Team presentation
READING AND WRITING Flexible Leveled Reading Groups
Emerging Readers: Here There Poetry Reading Group Writer’s Workshop
mini-lesson, write, author’s chair Ear-to-ear reading with poetry booklet Focused reading – (read the walls) with personal CCD or picture dictionary Reading/Writing Choice
Journals
CLOSURE Review all charts Process inquiry chart Framed Inquiry letter home Ocean Jeopardy Farewell chant
The important thing about the ocean is that it is the habitat, or home, for many living things.
The earth has five oceans: Pacific, Atlantic, Indian, Arctic, and Southern. Oceans cover over 70 percent of the earth’s surface. Oceans are filled with living things that depend on each other for survival.
But the important thing about the ocean is that it is the habitat, or home, for many living things. (labeled pictures with oceans)
The important thing about the ocean is that it is the habitat, or home, for many living things.
Mammals live in the ocean. Mammals breathe air through their lungs, have hair or fur, drink their mothers’
milk, and give birth to live babies. Marine mammals are warm blooded and have a layer of fat called blubber that
helps keep them warm.
But the important thing about the ocean is that it is the habitat, or home, for many living things.(labeled pictures with whales, sea lions, dolphins, otters and seals)
The important thing about the ocean is that it is the habitat, or home, for many living things.
Crustaceans live in the ocean. Crustaceans have an exoskeleton that looks like a shell. Crustaceans have segmented bodies that are made up of many parts.
But the important thing about the ocean is that it is the habitat, or home, for many living things. (labeled pictures with crabs, lobsters, krill, shrimp and copepods)
The important thing about the ocean is that it is the habitat, or home, for many living things.
Fish live in the ocean. Fish have fins, scales, and breathe through their gills. Many have sharp teeth. Fish come in all different colors that help provide camouflage from predators. Deep in the ocean where it is dark, some fish shine light from their bodies.
But the important thing about the ocean is that it is the habitat, or home, for many living things. (labeled pictures with salmon, tuna, lantern fish, clown fish….)
The important thing about the ocean is that it is the habitat, or home, for many living things.
Mollusks live in the ocean. Mollusks have soft bodies and strong feet for moving and grasping. Many mollusks live in shells that protect their bodies.
But the important thing about the ocean is that it is the habitat, or home, for many living things. (labeled pictures with sea slugs, snails, clams, mussels, oysters, squid, octopus)
The important thing about the ocean is that it is the habitat, or home, for many living things.
Plants live in the ocean. Plants need sunlight for photosynthesis, to make their own food. Plants provide food for many ocean animals. People use algae or seaweed from the ocean in toothpaste, ice cream, medicine,
paint and other items.
But the important thing about the ocean is that it is the habitat, or home, for many living things. (labeled pictures with algae/seaweed, giant kelp, sea lettuce)
The important thing about the ocean is that it is the habitat, or home, for many living things.
The living things in the ocean need our help to protect their habitat. Some of the greatest dangers are pollution, spills from boats, and people hurting
the animals. We can help keep our oceans clean by recycling and teaching people what we
know.
But the important thing about the ocean is that it is the habitat, or home, for many living things.
Let the Adventure Begin: The Journey of A Loggerhead Sea TurtleAdapted from Into the Sea by Brenda Z. GuibersonAdapted by Sara Schoenhals Martinez and copyright permission to reprint granted by Sara Schoenhals Martinez
Tap, tap, pop! The tiny loggerhead sea turtle is the last hatching to break out of her leathery egg. In the moonlight the Pacific Ocean glistens and beckons to her. Myka’s eyes grow wide with excitement! “Let the adventure begin!” she calls out and quickly pulls herself toward the water. A hungry crab watches Myka from his rocky habitat on the beach. He scurries across the sand in hopes of a tasty breakfast. “Wait for me! It’s time for my breakfast!” But a wave catches Myka and carries her away to safety, just in time.
Myka laughs as the waves carry her out into her new ocean home, or habitat. Instinctively, the baby sea turtle knows now to use her flippers to paddle and dive beneath the surface. Her eye sight is much better in the water. As the sun comes up she peers under the water and sees a starfish and a hungry barracuda. However, they don’t see her. Her white underside blends in with the shimmering white surface of the ocean and provides countershading. In the same way, her dark carapace, or shell, camouflages her from the hungry seagulls looking down at the dark ocean from above.
Rumble, grumble, rumble. Myka’s stomach is growling for food. Just ahead is a patch of sargassum weed that looks yummy. “Let the adventure begin!” Myka calls out as she chops down on her first bite of food with the sharp ridges in her jaw. For the next several months, Myka lives in the sargassum weed, eating the seaweed and plankton. It’s just the right habitat for a baby sea turtle and provides food and shelter as Myka grows bigger and stronger. Myka soon moves out into the warm tropical waters of the sea. It’s a colorful habitat filled with sponges, sea anemones, tube worms, starfish and sea life. Here the sunlight reaches all the way to the ocean floor and provides lots of light for plants to grow. This tropical paradise is a perfect habitat for a growing loggerhead sea turtle with lots of places to hide and food to eat. Over time, Myka develops strong muscles and can swim four times faster than a human. She is now several years old and one of the largest creatures in the sea. Myka is finally big enough to eat fish, jellyfish, squid and even octopus. She still has to watch out for hungry sharks! One shark swims dangerously close and calls out, “Wait for me! You look delicious!” Myka uses her strong flippers and moves off into a warm current that begins to take her far away from the tropical ocean shelf and into the open ocean.
This is a new ocean habitat, where the water is so deep sunlight cannot reach the bottom and seaweed cannot grow. But courageous Myka swims forward calling out, “Let the adventure begin!” In the open ocean, there aren’t nearly as many fish or sea animals. But Myka floats along happily, with new friends like the remora fish attached to her underside and a tired bird who lands on her carapace and rests its wings.
At 300 pounds Myka is now a full grown loggerhead sea turtle. She has now almost crossed the entire Pacific Ocean. Her body begins to grow eggs inside and she knows it’s time to return to the beach where she was born. This means she has to swim across the whole ocean again! Myka just laughs and calls out, “Let the adventure begin!”
What an adventure it is. Myka sees a fishing boat coming her direction and dives deep under the water. She can swim underwater for up to 6 hours without taking a breath. But after a few hours she decided to come back up for the sun. “Look out!” cries a humpback whale nearby. But Myka doesn’t hear and becomes trapped in a fishing net. She tries to swim away but her flippers keep getting tangled in the ropes. Finally, after much struggling, Myka finds an escape door at the bottom of the net and escapes. This is not the kind of adventure she wanted! Soon she makes it back to the surface of the water, taking in big gulps of fresh air.
By now it’s been almost 30 years since Myka has been swimming in the sea. Finally, she is back near the shore where she was born. It’s the same beach where her mother, and grandmother and great grandmother began their lives too. As the darkness covers the beach, Myka slowly and awkwardly pulls her giant body up the sand.
Finding a good spot on the sand, Myka takes a big breath and begins to dig. Whoosh, scrape, whoosh. It’s hard work but Myka doesn’t complain. She knows this is just another part of the adventure. She works for 3 hours, scooping out a hole for her body. In the hole, Myka lays over 100 eggs. Then she covers the eggs back up with sand so they will be protected for the next 2 months until the baby loggerhead sea turtles are ready to hatch.
Finally, Myka turns her huge body back toward the Pacific Ocean. It’s been an exciting 30 years of her life. But Myka knows there are more adventures ahead. And so, Myka begins heading back to the amazing ocean she calls her habitat. As she pulls herself to the water, she lifts her head high and cries out, “Let the adventure begin!”
Description: The pygmy seahorse is part of the osteichthyes class with other bony fish. It is only ½ inch tall, the size of a penny. It has bumps all over its body and uses camouflage to match the color and texture of where it lives. It holds on to coral with a long prehensile tail.
Habitat: It lives in coral reefs in warm water. Mostly, it stays in a type of coral called sea fans.
Diet: The seahorse has no stomach and eats all day to survive. It sucks in plankton and small shrimp through its snout.
Enemies: Its enemies are big fish, crabs, storms and people. People take seahorses to use as pets, toys and in medicine.
Interesting Facts: The male, or boy, is the one who gets pregnant. He carries the eggs in a pouch, or bag, on his body until they are born.
Description: The giant pacific octopus is a mollusk. It has a soft body with no bones. It is the largest octopus and can stretch up to 16 feet long, the size of two adults and one child. The head is large and has a sharp mouth like a beak. It has 8 legs covered in suckers.
Habitat: It lives deep in the Pacific Ocean. The octopus is shy and makes its home, or den, in caves or under rocks.
Diet: It hunts for food at night. The octopus sneaks out of its den and eats crabs, shrimp, clams, lobster, snails and fish. Sometimes it even eats sharks and other octopuses.
Enemies: Its enemies are people, seals, sea lions, sea otters, and sperm whales.
Interesting Facts: The octopus can change its color and texture, called camouflage, to hide from its enemies. It can even squirt out ink to blind its enemies.
Description: The American lobster is a crustacean. It has an exoskeleton on the outside of its body. Its body is covered with a carapace, or hard shell. It has 4 legs on each side and two claws in the front, a crusher claw and a pincher claw.
Habitat: It lives in the north Atlantic Ocean from the beach to deep under the water. The lobster likes rocky areas and digs out a den, or home, under rocks.
Diet: The lobster eats almost anything it can catch, dead or alive. It likes crabs, clams, starfish, sea urchins, shrimp and small fish.
Enemies: Its enemies are people, seals, octopus, ground fish, crabs, and eels. People catch American lobster to eat at home and in restaurants.
Interesting Facts: The lobster’s shell does not grow but molts, or falls off when it needs a bigger shell. The lobster eats some of its old shell when a new shell is growing.
Description: The lion’s mane jellyfish is not a fish but part of the phylum coelenterata. It has a soft body with no skeleton, no head, no heart and no brain! It is the largest jellyfish and has tentacles that can reach 100 feet down. The tentacles are dark red and orange and look like a lion's mane.
Habitat: It lives in cold, freezing water in the Arctic Ocean, north Pacific Ocean and north Atlantic Ocean.
Diet: It has over 1 million stinging cells on its tentacles that trap and paralyze fish so they can’t move. The trapped fish, plankton and other small jellyfish become dinner!
Enemies: Its enemies are sea turtles, sea birds, large fish and other jellies.
Interesting Facts: Because it is not really a fish, some people call it a jelly. The lion’s mane jelly provides a safe home for shrimp, and other kinds of fish who aren’t hurt by the poisonous tentacles, like butterfish and medusa fish.
MammalBaleen whaleGrey to blacklong pectoral fins (scalloped edges, while or black)fluke have unique patters of white on underside – like fingerprint2 blowholes (breathe)Adults 50 feet longFemales are biggerWeigh 79,000 lbs.Knobs on its head
All oceans- surface Migrate 25,000 miles/yr.Summer in polar water – winter in tropical waterN. Pacific Humpbacks feed in Alaska in summer & mate/birth near Hawaii & Baja CA in winterLives in pods
Only eat in summerDon’t eat in winterKrillplanktonSmall schooling fish (herring)
Gulpers (swim then gulp mouthful of fish)
People – hunting, caught in old fishing net, lines, cables, pollutionKiller whalesSharks will attack young or sick
Acrobatic – like to breach & splash down on their backs (tail lobbing, sky hopping)Called humpback because arch back when prep. to diveMales sing long, loud songEndangered speciesCreate bubble nets by swimming in circle and blowing bubbles to catch food. “bubble net feeding” Work together (blow bubbles, disorient with noise, herd fish into the circle)
Pygmy Seahorse
fish - osteichthyesno teeth and no stomachbumps on bodysmall fin on back to move forward and backward2 fins on side to balance & to move up and downprehensile tail
coral reefs – coral called sea fans (muricella)Close to coastlineStay close to same area whole lifeWestern Pacific coral reefs and Australia, red
Have to eat constantly because food goes straight throughSuck in plankton & small crustaceans (brine shrimp)
People (pollution, harvesting for Asian medicines, pets, food, good luck charms, souvenirs, superstition)Large fish (flatheads, tuna, skates, rays, cods, trumpeter,
Male has pouch (female puts eggs in and pouch covers with tissue. Male then fertilizes and carries until they hatch as full seahorses)Live 1-5 yearsCompletely independent as soon as released
independent swiveling eyesno scales (right skin)½ inch tall (penny, fingernail)Uses camouflage with color & texture
sea, IndonesiaShallow warm water
perches, snappers) Sometimes crabs, penguins, waterbirdsHeavy stormsMost vulnerable when young
Stay with their partner for life
Giant Pacific Octopus
molluskhuge headsreddish/brownishCan camouflage color & textureSharp, beaklike mouths for tearing into preyLargest octopusAverage 16feet across( 2 adults and one kid)110 lbs.
Temperate waters of Pacific (Southern CA to Alaska to Aleutian Islands to Japan)Puget sound (S. end of Vashon island/Tacoma narrows)Live in caves or rocky area, or dig den in sand/shell floorDeep water
Hunt at nightShrimp, clams, crab, abalone, scallops, snails, lobster, fish(sometimes attack shark & birds, & other octopus)
People – pollution (sensitive to environ. changes)seals, sea lions, sea otters, dogfish, lingcod, flatfish and sperm whale
Grows bigger & lives longer than any other octopusLive to be 4 years old Highly intelligent – open jarsCan squeeze into tiny placesBlinds predators by squirting ink.Moves by propelling water through its siphon.
American Lobster
CrustaceanExoskeletonJoint appendages10 legs (4 on each side and two large claws)Crusher claw (crush shells)and pincher claw (tear flesh & put in mouth) in front2 main body partsHead/body covered with hard shell called carapace and tail
North Atlantic oceanOcean floorDig away sand and gravel from under a rock to make denLow tide to deep water
Prefer fresh food will eat dead food tooCrab, mussels, clams, starfish, sea urchins, marine worms, shrimp, small fish
If food is
peopleground fish: flounder, cod, eels, sculpins, crabs, seals, rock gunnels
Outgrows its old shell & molts. Eats part of old shell for the calcium needed for growth of new shell.
CoelenterataSoft bodiesStinging, poisonous tentacles to catch fish98%waterNo head, no heart, no skeleton, no brainLargest jellyfishTentacles can trail 100 feetDark red to lighter orange Over 1 million stinging cells
Frigid water (Arctic ocean, north Atlantic ocean, north Pacific ocean)Open ocean, deep waters
Fish, plankton, other jellies (moon jellies)
Sea turtles, sea birds, larger fish, other jellies,Fish (sun fish)
Almost invisible tentacles contain nematocysts that paralyze fish who touch it (how it catches its food)Sting is very painful, cause severe burns to humansAlso called jelliesProvide home for shrimp, medusafish, butterfish, young prowfish – providing food and protection from predators