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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

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 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

Ocean Habitat – 1st Grade WA 1Schoenhals Martinez – Project GLAD 2009

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

Ocean Phylum, Chordata, vertebrae, invertebrate, backbone Porifera, sponges, Annelida, worms Coelenterata, jellyfish, (jellies), coral, sea anemone, tentacle Mollusca, octopus, squid, clam, snail, oyster Anthropoda, crustacean, exoskeleton, molt, lobster, crab Echinodermata, starfish, sea urchin, sand dollar Fish, seahorse, bony, gills, luminescence, scales, jawless, eel,

cartilaginous, shark, ray Mammal, humpback whale, dolphin, sea lion, seal Baleen, fluke, lobtailing, breaching, skyhopping, warm blooded Plants, algae, seaweed, photosynthesis Reptile, sea turtle, loggerhead turtle, migration Predator, enemy, prey, pollution, protection Predict, classify, revise, categorize


VI. ENGLISH LANGUAGE ART STANDARDS

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.


3.2 Uses appropriate style.3.3 Knows and applies appropriate grade level writing conventions.

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.


Proficiency Level

K-2

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 unknown 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


Proficiency Levels

K-2

(EALR 2 Comp. 2.1, 2.2)

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.


Proficiency Levels

K-2

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

alliteration).


Proficiency Level

K-2

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.


Component 3.4: Read for literary/narrative experience in a variety of genres.Proficiency Level

K-2

Beginning(EALR 3Comp. 3.4)

Advanced Beginning(EALR 3Comp. 3.4)

Intermediate(EALR 3Comp. 3.4)

Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature.

Use simple sentences to identify and explain the purposes of different types of text (e.g., fairy tales, fables, narrative trade books).

Advanced(EALR 3Comp. 3.4)

Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature.

Use descriptive sentences to explain the purposes of different types of text (e.g., fairy tales, fables, informational trade books).

Transitional(EALR 3Comp. 3.4)


ELD WRITING STANDARDS

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

lapses characteristic of ELL students


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.

BeginningAdvanced Beginning


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,

word choice and grammar.


VII. Math, Social Studies, and Science

Math: graphing, sorting and grouping, patterning, story problems, measurement,

making direct comparisons Social Studies:

map skills, cause and effect, oral communication, comparing, contrasting, inferring, predicting

Science:

scientific process, observing (using the senses), hypothesizing, making predictions, testing, comparing, ordering, categorizing, relating, inferring, recording, applying

VIII. RESOURCES AND MATERIALS

Realia: shells, sea food (edible sea weed, shrimp, lobster, clams, oysters,

anchovies), bones, sea horses, coral, starfish, sand dollars

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

http://www.amazon.com/Ocean-Life-Z-Book-DVD/dp/079441222X/ref=sr_1_1?ie=UTF8&s=books&qid=1244047239&sr=1-1

http://www.amazon.com/About-Crustaceans-Guide-Children-About/dp/1561454052/ref=sr_1_1?ie=UTF8&s=books&qid=1244048558&sr=1-1

http://www.amazon.com/Turtles-Undersea-Encounters-Mary-Rhodes/dp/0516253530/ref=sr_1_4?ie=UTF8&s=books&qid=1244048441&sr=1-4

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-type=ss&index=books&field-author=Jennifer%20Evans%20Kramer

http://www.amazon.com/Ocean-Kathleen-W-Kranking/dp/0805070974/ref=sr_1_17?ie=UTF8&s=books&qid=1244047888&sr=1-17

http://www.amazon.com/Oceans-Seas-Science-Nicola-Davies/dp/075346165X/ref=sr_1_16?ie=UTF8&s=books&qid=1244047888&sr=1-16

http://www.amazon.com/Sounds-Wild-Ocean-Pledger/dp/B0028N72FI/ref=sr_1_15?ie=UTF8&s=books&qid=1244047888&sr=1-15

http://www.amazon.com/Four-Oceans-Rookie-Read-About-Geography/dp/0516258176/ref=sr_1_12?ie=UTF8&s=books&qid=1244047831&sr=1-12

http://www.amazon.com/Ocean-Alphabet-Jerry-Pallottas-Books/dp/0881064580/ref=sr_1_11?ie=UTF8&s=books&qid=1244047831&sr=1-11

http://www.amazon.com/Lives-Shell-Lets-Read-Find-Out-Science/dp/0064451240/ref=sr_1_10?ie=UTF8&s=books&qid=1244047239&sr=1-10

http://www.amazon.com/Magic-School-Bus-Ocean-Floor/dp/0590414313/ref=sr_1_5?ie=UTF8&s=books&qid=1244047239&sr=1-5

http://www.amazon.com/Ocean-Nature-Trails-J-Wood/dp/1571454535/ref=sr_1_4?ie=UTF8&s=books&qid=1244047239&sr=1-4

http://www.amazon.com/Eye-Wonder-Ocean-DK-Publishing/dp/0789478528/ref=sr_1_2?ie=UTF8&s=books&qid=1244047239&sr=1-2

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

Planet Eartho Deep Ocean


http://www.amazon.com/Out-Ocean-Debra-Frasier/dp/0152163549/ref=sr_1_3?ie=UTF8&s=books&qid=1244047239&sr=1-3

http://www.amazon.com/Interrupted-Journey-Saving-Endangered-Turtles/dp/0763628832/ref=sr_1_5?ie=UTF8&s=books&qid=1244048441&sr=1-5

http://www.amazon.com/Into-Sea-Brenda-Z-Guiberson/dp/0805064818/ref=sr_1_1?ie=UTF8&s=books&qid=1244048441&sr=1-1

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-type=ss&index=books&field-author=Frank%20Sherwin

http://www.amazon.com/Flip-Nicklin/e/B001HPIZH2/ref=ntt_athr_dp_pel_1

http://www.amazon.com/Flip-Nicklin/e/B001HPIZH2/ref=ntt_athr_dp_pel_1

http://www.amazon.com/Amazing-Jellies-Jewels-Elizabeth-Gowel/dp/1593730209/ref=pd_sim_b_4

http://www.amazon.com/Nematodes-Leeches-Animal-Kingdom-Classification/dp/0756516153/ref=pd_sim_b_3

http://www.amazon.com/Lobsters-Crustaceans-Animal-Kingdom-Classification/dp/0756516129/ref=pd_sim_b_2

http://www.amazon.com/Snails-Shellfish-Mollusks-Kingdom-Classification/dp/0756516137/ref=pd_sim_b_1

http://www.amazon.com/Lobsters-Crustaceans-Animal-Kingdom-Classification/dp/0756516129/ref=pd_bxgy_b_text_c

http://www.amazon.com/Daniel-Gilpin/e/B001HPJQLQ/ref=ntt_athr_dp_pel_1

http://www.amazon.com/Dolphins-Seals-Mammals-Undersea-Encounters/dp/0516253522/ref=sr_1_10?ie=UTF8&s=books&qid=1244048830&sr=1-10

http://www.amazon.com/Ocean-Mammals-True-Elaine-Landau/dp/051626110X/ref=sr_1_1?ie=UTF8&s=books&qid=1244048830&sr=1-1

http://www.amazon.com/Peter-Murray/e/B001JP9UMO/ref=ntt_athr_dp_pel_1

http://www.amazon.com/Life-Coral-Reef-World-Animals/dp/0913948152/ref=tag_dpp_lp_edpp_ttl_in

http://www.amazon.com/Crabs-Undersea-Encounters-Mary-Rhodes/dp/0516253549/ref=tag_dpp_lp_edpp_ttl_in

http://www.amazon.com/Lobsters-Crustaceans-Animal-Kingdom-Classification/dp/0756516129/ref=sr_1_2?ie=UTF8&s=books&qid=1244048558&sr=1-2

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)


http://www.livescience.com/oceans/

http://www.cybrary.org/ocean.htm

http://www.calstatela.edu/faculty/eviau/edit557/oceans/linda/loceans.htm

http://www.nationalgeographic.com/

Project GLADOCEAN HABITAT: Level 1

PLANNING PAGES

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


SAMPLE DAILY LESSON PLAN

Day 1:

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


Sample Daily Lesson Plan

Day 3:

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



Day 4

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



Day 5:

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


Big Book

OCEAN HABITATSBy Sara Schoenhals Martinez

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)


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)


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)


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….)


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)


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 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.


Big Book

THE BAY BY MY HOUSEBy Marcia Brechtel 3/00

Here are zooplankton, that drift on the tide

that live in the bay by my house...

Here are the oysters, hiding a pearl,

that eat zooplankton, that drift on the tide,


Here are crustaceans, with hard outer shells,

that eat the oysters, hiding a pearl,



Here are the octopuses, with eight long legs,

that eat the crustaceans, with hard outer shells,




Here are the sharks, at the top of the chain,

that eat the octopuses, with eight long legs,

that eat the crustaceans, with hard outer shells,



that live in the bay by my house!



THE HUMPBACK WHALE

Narrative Input

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!”


Oceanography

PoetryBooklet

Name________________________


Whales Here, Whales There

Whales here, whales there,

Whales, whales everywhere!

Curious whales skyhopping.

Playful whales breaching.

Noisy whales lobtailing.

Motionless whales logging.

Whales in every ocean.

Whales near the coast.

Whales far from shore.

Whales among their pods.

Whales here, whales there,

Whales, whales everywhere!

Whales! Whales! Whales!

~ Sara Schoenhals Martinez


I Know A Porcelain Crab

I know a porcelain crab,

a tiny porcelain crab,


With two snapping claws.

And six walking legs,

two long antennae,

a hard exoskeleton

And a shell called a carapace.

I know a porcelain crab,



Who lives under rocks.



Crustacean Bugaloo

I'm a crustacean and I'm here to say

I have appendages and that's OK.

Some I use to swim, and some I use to eat

And some I use to keep the ocean beat.

Crab, krill, lobster, too

Doing the crustacean BUGALOO!

I look very strange with my jointed legs

But I stick with glue to my hard, round eggs.

My exoskeleton's hard and firm

My gills take air when I twist and squirm.



Next time you're in a tidepool shallow and neat

Look for crustaceans with the ocean beat.



~Adapted from Andy Brechtel


Marine Cadence

We just know what we've been told,

Oceanography's worth its weight in gold,

We study here, we study there,

Oceanographers study everywhere.

Sound off ...........oceanography!

Sound off ...........marine biology!

Sound off 1 - 2 - 3 - 4 look down!

We study fish and plankton, too.

To save them is our job to do.

At every depth there are a lot.

Some are strange and some are not.

Sound off ...........oceanography!

Sound off ...........marine biology!

Sound off 1 - 2 - 3 - 4 look down!

~adapted from Marcia Brechtel `00


Plankton

Nobody sees me, nobody at all.

Everybody eats me `cause I'm so small.

I'm microscopic,micro, micro, scopic.


Plankton they call me, whether plant or animal.

But everybody eats me,`cause I'm so small.



Even giant whales, wide and tall,

Everybody eats me, `cause I'm, so small.



~ Marcia Brechtel


Diving Treasures (tune of BINGO)

A diver dove into the sea,to study oceanography.

W-H-A-L-EW-H-A-L-EW-H-A-L-E

He saw a mammal – whale!


C-R-A-B-SC-R-A-B-SC-R-A-B-S

He saw the crustacean - crabs!


S-Q-U-I-DS-Q-U-I-DS-Q-U-I-D

He saw a mollusca - squid!


C-O-R-A-LC-O-R-A-LC-O-R-A-L

He saw coelenterata – coral!



The Cradle of LifeI'm concerned about the lowly oyster

and others of his kind,pollution fills their shells these days and leaves no pearly shine.

I'm concerned about the octopus, shy monster of the deep, whose black ink tries to hide him as he jets up cliffs so steep.

I'm concerned about the salmon trying to spawn,but progress, dams and fishing hooks leave little for the dawn.

I'm concerned about the dolphins,friend of man from times long past, playful, loyal and in danger,nets of fishermen hold them fast.

I'm concerned about the whales gentle giants of the sea, no longer is their oceana place where they can be.

I'm concerned about the ocean, known as cradle of all life, will pollution, greed and unconcern, mean the end of ocean life?

~ Marcia Brechtel


Ocean Animal Food Chain(Tune of Itsy Bitsy Spider)

Itsy, bitsy plankton

Floating in the sea.

Along comes the krill

And eats it easily.

Next comes the tuna fish

Who’s eaten by the seal.

The Great White Shark

Then finishes up the meal!~ La Habra City School District


I Know a Seahorse

I know a tiny seahorse,

a teeny, tiny seahorse,


With a long thin snout.

And a prehensil tail,

small bony rings,

a fast dorsal tail,

And babies in his pouch.

I know a tiny seahorse,



Who swims in the seaweed.

~ Marcia Brechtel 3/00


Cetacean Bugaloo

I'm a Cetaceanand I'm here to say

I blow bubbles all the day.

Some I use to sing.Some I use to squeak.

Some I use to keep the ocean beat.

Squeak, whistle, gurgle too,A low; slow ocean BUGALOO.

My body's grey,and my mouth's baleen.

I like to eat krill and plankteen!

Sometimes I like to breech, Sometimes lobtail.

Spyhopping's fun when I see a sail.

Squeak, whistle, gurgle too,A low, slow ocean BUGALOO.

I'm a born-alive baby or so they say,

But I weighed one ton on my birth day.

So come to see me,I'm very friendly.

I love to play with people in the sea!

Squeak, whistle, gurgle too,A low, slow ocean BUGALOO.


Project GLADOCEAN HABITAT UNIT

HOME/SCHOOL CONNECTION #1

Interview your family. How many kinds of seafood do you eat?List and sketch.

Parent: __________________ Student: _______________________



With your family think of as many different living things in the ocean as you can. List and sketch.

Parent: __________________ Student: _______________________




Tell your family some facts you learned about the humpback whale. Has anyone in your family ever seen a whale? When? Write or sketch.

Parent: __________________ Student: _______________________



Take home your expert group paper. Tell your family three facts you learned about your ocean animal. List or sketch.

Parent: __________________ Student: _______________________


Proyecto GLADUNIDAD DE LA HABITACION DEL OCEANO

CONEXION ENTRE EL HOGAR Y LA ESCUELA #1

Entrevista a tu familia. Cuantas clases de pescados/mariscos del mar comen? Dibuja o escribe.

Padre: __________________ Estudiante:_____________________



Con tu familia, piensen cuantas cosas diferente viven en el mar. Dibuja o escribe.





Cuenta a tu familia algunos hechos que has aprendido sobre la ballena humpback. Ha visto una ballena alguien in tu familia. Cuando? Dibuja o escribe.




Lleva a la casa el papel del tu grupo experto. Cuenta a tu familia tres hechos que has aprendido sobre tu animal del oceano. Dibuja o escribe.



Pygmy Seahorse

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.


Giant Pacific Octopus

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.


American Lobster

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.


Lion’s Mane Jellyfish

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.


Mind Map

_______________________ Animal/Classification


Animal Description Habitat Diet/Food Enemies Interesting Facts


Process Grid

Animal Description Habitat Diet/Food Enemies Interesting Facts

Humpback Whale

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


Process Grid Background Info

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.


2 compound eyes on stalks Greenish/brown

scarce – plant or sponges

Lion’s Mane Jellyfish

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


Guess My Category

Fish Mollusks Plants

Mammals CrustaceansOcean Habitat – 1st Grade WA 27Schoenhals Martinez – Project GLAD 2009

Guess My Category

Fish Mollusks Plants

Mammals Crustaceans


Class: osteichtyesHave fins, scalesBreathe through gillsSome have teethCold bloodedDifferent colors

Examples:

Class: MolluscaSoft bodiesStrong feet for movingMany live in shells

Examples: octopus, squid, clams, oysters, mussels, snails, sea slugs

Need sunlight for photosynthesisProvide food and hiding

Examples: algae/seaweed, giant kelp, sea lettuce

Class: mammalianHave hair/furWarm bloodedLive birthDrink mother’s milkBreathes through lungsLayer of blubber

Examples: whales, sea lions, dolphins, otters, seals

Class: ExoskeletonSegmented bodiesTwo primary body partsMold skeleton and grow new one

Examples: crabs, lobsters, krill, shrimp, copepods

ABC Book Ocean Habitat

Anemone, angel fish, algaeBarracuda, barnacle, blue whale, blue fish, beluga whaleCatfish, coral, crab, clamDolphin, dragon fishEel, elephant sealFish, feather duster (mollusk), flame scallopGray whale, giant kelpHatchet fish, harbor seal, hammerhead shark, hermit crabIndian oceanJellyfishKrill, kelpLobster, lantern fish, loggerhead sea turtleManatee, mussels, moray eelNarwhal whaleOrca whale, otter, octopus, oysterPorpoise, plankton, puffer fishQueenfishRainbow fish, raySea lion, seal, squid, salmon, seahorse, starfish, shrimp, snailTurtle, tuna, tube sponge Urchin Violet gobies, vase spongeWalrus, whaleXenia coralYangtze river dolphin, yoyo loach, yellow nudibranchZebra fish, zig zag eel


Aaanemone


Bb beluga whaleOcean Habitat – 1st Grade WA 32Schoenhals Martinez – Project GLAD 2009

Cc crabOcean Habitat – 1st Grade WA 33Schoenhals Martinez – Project GLAD 2009

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