Project G.L.A.D.
La Habra City School District
California Ocean Habitats
Level 4
Idea Pages
I.
UNIT THEME - Include cross-cultural sensitivity theme

Introduction to the California coast and the animals that live in those areas

Native Americans of the Pacific Coast

Explore the salt water biome of the Pacific Coast

Culturally diverse foods from the ocean
II.
FOCUS AND MOTIVATION

Scientist Awards- Oceanographer

Field Trip – Aquarium, Tide pools, Beach

Inquiry Chart

Realia- shells, fish specimens, sand dollars, starfish

Picture File Cards- Challenge Questions

Poetry

Whale songs

Observation Charts

Videos

Read Aloud

Guest Speaker- Scuba Diver

Personal Interaction

Current Event about ocean conservation
III.
CLOSURE

Process all charts

Ocean biome portfolio

Team Jeopardy Game

Home-School Connections

Share Personal explorations

Create a poem about the ocean

Write a letter to the governor about endangered animals in California

Write a letter to the governor about endangered wetlands in California

Social Action Plan

Write a persuasive essay with a rubric

Personal exploration:
Research on Endangered Animals

Team explorations:
Create a saltwater ecosystem diorama

Create a big book about the California Coast
Plan a campaign to save the Wetlands of California
IV.
CONCEPTS- CALIFORNIA STATE STANDARDS
History/Social Studies
4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
1. Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.
2. Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations.
3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.
4. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.
5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.
Science
Life Science
2. All organisms need energy and matter to live and grow. As a basis for understanding this concept: a. Students know plants are the primary source of matter and energy entering most food chains. b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.
3. Living organisms depend on one another and on their environment for survival.
As a basis for understanding this concept: a. Students know ecosystems can be characterized by their living and nonliving components. b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.

Earth Science
5. Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept: a. Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. b. Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces. c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).
Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Differentiate observation from inference (interpretation) and know scientists' explanations come partly from what they observe and partly from how they interpret their observations. b. Measure and estimate the weight, length, or volume of objects. c. Formulate and justify predictions based on cause-and-effect relationships. d. Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. e. Construct and interpret graphs from measurements. f. Follow a set of written instructions for a scientific investigation.
Language Arts
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Word Recognition
1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.
1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.

1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).
1.5 Use a thesaurus to determine related words and concepts.
1.6 Distinguish and interpret words with multiple meanings.
2.0 Reading Comprehension
Structural Features of Informational Materials
2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).
2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.
2.4 Evaluate new information and hypotheses by testing them against known information and ideas.
2.5 Compare and contrast information on the same topic after reading several passages or articles.
2.6 Distinguish between cause and effect and between fact and opinion in expository text.
2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games).
3.0 Literary Response and Analysis
Structural Features of Literature
3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.
3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.
3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).
3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.
Writing
1.0 Writing Strategies
Organization and Focus
1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

1.2 Create multiple-paragraph compositions: a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that summarizes the points. e. Use correct indention.
1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
Penmanship
1.4 Write fluidly and legibly in cursive or joined italic.
Research and Technology
1.5 Quote or paraphrase information sources, citing them appropriately.
1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).
1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.
1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.
1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).
Evaluation and Revision
1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.
2.0 Writing Applications (Genres and Their Characteristics)
2.1 Write narratives: a. Relate ideas, observations, or recollections of an event or experience. b. Provide a context to enable the reader to imagine the world of the event or experience. c. Use concrete sensory details. d. Provide insight into why the selected event or experience is memorable.
2.2 Write responses to literature: a. Demonstrate an understanding of the literary work. b. Support judgments through references to both the text and prior knowledge.
2.3 Write information reports: a. Frame a central question about an issue or situation. b. Include facts and details for focus. c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).
2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

Written and Oral English Language Conventions
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Use simple and compound sentences in writing and speaking.
1.2 Combine short, related sentences with appositives, participial phrases, adjectives, ad-verbs, and prepositional phrases.
Grammar
1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.
Punctuation
1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.
1.5 Use underlining, quotation marks, or italics to identify titles of documents.
Capitalization
1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate.
Spelling
1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.
Listening and Speaking
1.0 Listening and Speaking Strategies
Comprehension
1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.
1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.
1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.
1.4 Give precise directions and instructions.
Organization and Delivery of Oral Communication
1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence.
1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and answering a question).
1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.
1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.

1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.
Analysis and Evaluation of Oral Media Communication
1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.
2.0 Speaking Applications (Genres and Their Characteristics)
2.1 Make narrative presentations: a. Relate ideas, observations, or recollections about an event or experience. b. Provide a context that enables the listener to imagine the circumstances of the event or experience. c. Provide insight into why the selected event or experience is memorable.
2.2 Make informational presentations: a. Frame a key question. b. Include facts and details that help listeners to focus. c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports).
2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.
2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.
ENGLISH LANGUAGE DEVELOPMENT STANDARDS (Grades 3-5)
LISTENING AND SPEAKING
Comprehension
Beginning Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).
Answer simple questions with one- to two-word responses.
Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects.
Early Intermediate Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical form and sounds (e.g. plurals, simple past tense, pronouns [he/she]).
Ask and answer questions using phrases or simple sentences.
Restate and execute multistep oral directions.
Intermediate Ask and answer instructional questions with some supporting elements
(e.g., “Is it your turn to go to the computer lab?”)
Listen attentively to stories/information and identify key details and
Early Advanced concepts using both verbal and non-verbal responses.
Listen attentively to more complex stories/information on new topics across content areas, and identify the main points, and supporting details.

Advanced Listen attentively to stories and subject area topics, and identify the main points and supporting details.
Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately (e.g., “Give me a hand.”)
Comprehension/Organization and Delivery of Oral Communication
Beginning Independently use common social greetings and simple repetitive phrases
(e.g., “May I go and play?”).
Early Intermediate Orally identify the main points of simple conversations and stories that are read aloud using phrases or simple sentences.
Orally communicate basic needs (e.g., “May I get a drink of water?”).
Recite familiar rhymes, songs, and simple stories.
Intermediate Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns).
Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.
Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.
Early Advanced Retell stories in greater detail including characters, setting, and plot, summary, and analysis.
Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors.
Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions,
Advanced restating and soliciting information.
Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.
Ask and answer instructional questions with more extensive supporting elements (e.g., “What part of the story was most important?”).
Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., “It’s raining cats and dogs.”).
Negotiate and initiate social conversations by questioning restating, soliciting information and paraphrasing.
Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter.
Identify the main ideas, points of view, and fact/fiction in broadcast and print media.
Speak clearly and comprehensibly using standard English grammatical

forms, sounds, intonation, pitch and modulation.
WORD ANALYSIS
Concepts of Print, Phonemic Awareness, Vocabulary and Concept Development
Beginning Recognizes English phonemes that correspond to phonemes
students already hear and produce while reading aloud
Early Intermediate While reading orally, recognize and produce English phonemes that do not correspond to phonemes students already hear and produce
(e.g., “a” in cat and final consonants).
Intermediate Pronounce most English Phonemes correctly while reading aloud.
Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and text in content area.
Advanced Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas.
Phonemic Awareness, Decoding and Word Recognition
Beginning
Early Intermediate Recognize common English morphemes in phrases and simple sentences
(e.g., basic syllabication rules and phonics).
Intermediate
Early Advanced
Recognize sound/symbol relationships in own writing.
Pronounce most English phoenemes correctly while reading aloud.
Use common English morphemes in oral and silent reading.
Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.
Advanced Apply knowledge of word relationships, such as roots and affixes to derive meaning from literature and tests in content areas.
READING
Fluency and Systematic Vocabulary Development
Vocabulary & Concept Development
Beginning Read aloud simple words in stories or games (e.g., nouns and adjectives).
Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play).

Early Intermediate Apply knowledge of content related vocabulary to discussions and reading.
Read simple vocabulary phrases and sentences independently.
Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences.
Demonstrate internalization of English grammar, usage, and work choice by recognizing and correcting some errors when speaking or reading aloud.
Read own writing of narrative and expository text aloud with some pacing, intonation, and expression
Intermediate Create a dictionary of frequently used words.
Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in written texts
Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.
Read grade appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression.
Use content related vocabulary in discussions and reading.
Recognize some common roots and affixes when attached to known vocabulary (e.g., speak, speaker).
Early Advanced Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words.
Recognize words that sometimes have multiple meanings in literature and texts in content areas (e.g., present (gift), present (time).
Use some common roots and affixes when attached to known vocabulary.
Recognize simple analogies and metaphors in literature and texts in content areas (e.g., “fly like a bird”).
Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.
Use some common idioms in discussions and reading (e.g., “scared silly”).
Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation and expression.
Advanced Apply knowledge of common roots and affixes when attached to known vocabulary.
Recognize that words sometimes have multiple meanings and apply this knowledge consistently.
Apply this knowledge of academic and social vocabulary to achieve independent reading.
Use common idioms, some analogies and metaphors in discussion and reading.
Use a standard dictionary to determine measuring of unknown words.
Read narrative and expository text aloud with appropriate pacing, intonation, and expression.

Reading Comprehension
Comprehension & Analysis of Grade-Level Appropriate Text
Beginning (Blank)
Early Intermediate (Blank)
Intermediate Use detailed sentences to orally respond to comprehension questions about written text (e.g., ”The brown bear lives with his family in the forest.”).
Read and identify text features such as titles, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made.
Early Advanced
Advanced
Describe main ideas and supporting details of a text.
Generate and respond to comprehension questions related to the text.
Describe relationships between text and their experience.
Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.
Comprehension
Beginning Respond orally to stories read to them by answering factual comprehension questions, using one- or two-word responses (e.g., “brown bear”).
Early Intermediate Read and listen to simple stories and demonstrate understanding by using simple sentences to respond to explicit detailed questions (e.g., “The bear is brown.”)
Read and orally identify relationships between written text and their own experience using simple sentences.
Understand and follow simple two-step directions of classroom or workrelated activities.
Intermediate
Orally identify relationship between simple text read to them and their won experience using key words and/or phrases.
Understand and follow simple one-step directions for classroom or workrelated activities.
Read and use more detailed sentences to orally describe relationships between text and their own experiences.
Understand and follow some multi-step directions for classroom-related activities.
Early Advanced/
Advanced
Locate and identify the function of text features such as format, diagrams, charts, glossaries, and indexes.

Comprehension and Analysis of Appropriate Text
Beginning Identify the basic sequences of events in stories read to them, using key words or pictures
Identify the main idea in a story read aloud using key words and/or phrases.
Point out text features such as title, table of contents, and chapter headings.
Early Intermediate Orally identify the basic sequence of written text using simple sentences.
Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences.
Intermediate
Read and identify basic text features such as title, table of contents, and chapter headings.
Read and orally identify examples of fact/opinion and cause/effect in literature and content area texts.
Early Advanced
Advanced
V. VOCABULARY environment
Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations. adaptation hibernation photosynthesis habitat
Describe main ideas and supporting details of a text.
Generate and respond to comprehension questions related to the text.
Describe relationships between text and their experience. climate oxygen camouflage mimicry nutrient predators ecosystem producer individual consumer shelter mollusks instinct migration protection carbon dioxide population decomposer community food chain food web endangered intertidal zone near-shore zone open-ocean zone endoskeleton competition extinct threatened biome estuary pollution benthic zone mammal pelagic zone bird symbiosis energy pyramid wetlands conservation salt marsh abyssal zone fish species exoskeleton invertebrate ocean reptile characteristics oceanographer cold-blooded marine biologist warm-blooded zooplankton abyssal zone conservation future phyla phylum crustaceans baleen prey blubber enemies plankton habitat pods invertebrate vertebrate echolocation bioluminescence fluke ocean trenches

VI. RESOURCES AND MATERIALS
Poetry:
Shel Silverstein, Where the Sidewalk Ends
Armour, Richard. Strange Monsters of the Sea
Bender, Lione. Creatures of the Deep
Foster, John. Sea Poems
Heard, Georgia. Creatures of the Earth, Sea, and Sky
Prelutsky, Jack. The Random House Book of Poetry for Children
Windham, Sophie. The Mermaid and Other Sea Poems
Worth, Valerie. All the Small Poems
Teacher Resources:
Caduto, M. and Bruchac, J.,
Fisher, A.,
Keepers of the Earth
Stories California Indians Told
Harcourt Science, California Edition, Harcourt School Publishers
Books- Fiction
Audry Wood, The Rainbow Bridge
Scott O’dell,
Island of the Blue Dolphins
Clements, Andrew, Big Al
Cole, Joanna, The Magic School Bus on the Ocean Floor
Cooney, Barbara, Hattie and the Wild Wave
Cooney, Barbara, Island Boy
Cummings, Priscilla, Chadwick and the Garplegrunge
Guiberson, Brenda, Lobster Boat.
Holt
Heller, Ruth, How to Hide an Octopus & Other Sea Creatures
Hulme, Joy, Sea Squares
Kimmel, Eric, Anansi Goes Fishing
Kipling, Rudyard, New Illustrated Just So Stories
Koch, Michelle, By the Sea
Levinson, Riki, Our Home Is the Sea
Liddledale, Freya, The Magic Fish
Lionni, Leo, Swimmy
Martin, Antoinette T, Famous Seaweed Soup
McDonald, Megan, Is This a House for Hermit Crab?
Paraskevas, Betty, Monster Beach
Roop, Peter & Connie, Keep the Lights Burning, Abbie
Tafuri, Nancy, Follow Me!
Van Allsburg, Chris, The Wretched Stone .
Walton, Rick & Ann, Something's Fishy! Jokes About Sea Creatures
Zolotow, Charlotte, The Seashore Book

Books- Non- Fiction
Adler, David, Over Amazing Ocean
Barkan, Joanne, Creatures that Glow
Bendick, Jeanne., Exploring an Ocean Tide Pool
Bramwell, Martyn, The Oceans
Doubilet, Anne, Under the Sea from A to Z
French, Vivian. Why The Sea Is Salty?
Galan, Mark A.,
There’s Still Time: The Success of the Endangered Species Act
Gibbons, Gail. Sunken Treasure
Hirschi, Ron, Ocean
Hirschi, Ron, Where Are My Puffins, Whales, and Seals?
Bantam Books
Jenkins, Steven, What Do You Do When Something Wants to Eat You?
Jenson, Dr. Anthony, Under Sea Mission
Lauber, Patricia. An Octopus Is Amazing
Lauber, Patricia, Who Eats Wat? Food Chains and Food Webs
MacDonald, Suse, Sea Shapes Harcourt
Matthew, Rupert, Record Breakers of the Sea Troll
McMillan, Bruce, Beach for Birds . Houghton
Mud-Ruth, Maria, The Ultimate Ocean Book.
Western
Nielson, Barbara, The Great Barrier Reef
Oppenheim, Joanne, Oceanarium.
Bantam Books
Pallota, Jerry, The Ocean Alphabet Book.
Charlesbridge
Pallota, Jerry, The Underwater Alphabet Book . Charlesbridge
Parker, Steve, Eyewitness Books-Seashore.
Knopf
Pope, Joyce, Seashore . Knopf
Rotner, Shelley & Kreisler, Ocean Day . Macmillan
Rowland, Della, Whales and Dolphins . Macmillan
Segaloff, Nat & Erickson, A Reef Comes to Life
Simon, Seymour, Oceans
Sipera, Paul P., I Can Be An Oceanographer
Taylor, Barbara, Shoreline . Dorling Kindersley
Wallace, Karen. Think of an Eel .Candlewick
Wheeler, Alwyne, Fishes.
Usborne-Haye
Zim, Herbert & Ingle. Seashore.
Golden Book
National Geographic
Monterey Bay, Feb., 1995
Sea Otters, Feb., 1990
Diving Beneath Arctic Ice, Aug. 1973
Life without Light, Oct. 1996
Deep Sea Geysers, Oct. 1992
Tide Pools, Feb., 1986
The Ocean, Dec. 1998
Whales, Dec. 1988
Oases of Life in the Cold Abyss, Oct. 1977
Tragedy in Alaska Waters, Aug. 1989

Rebirth of a Deep-Sea Vent, Nov. 1994
Ten Years After Exxon Valdez, Mar. 1999
Atlantic Sea Geysers, Oct. 1992
Return of the Sea Otters, Oct. 1971
Sperm Whales, Nov. 1995
Technology:
Sea World www.seaworld.org/
Friends of the Sea Otter
125 Ocean View Blvd., Suite 204
Pacific Grove, CA 93950 seaotter@seaotter.org
Whale Museum—Friday Harbor
Adopt an Orca Whale http://www.whale-museum.org/
Monterey Bay Aquarium http://www.mbayaq.org/
Virtual Dive into the Kelp Forest http://www.nationalgeographic.com/monterey/ax/primary_fs.html
Food Chains and Food Webs http://oceanlink.island.net/oinfo/foodweb/foodweb.html

Project G.L.A.D.
La Habra City School District
California Ocean Habitats
Level 4
Planning Pages
I. FOCUS AND MOTIVATION

Inquiry Chart

Oceanographer awards- bookmarks, notebooks, buttons, camera

Observation chart- Ocean Zones

Poetry

Songs

Read alouds

Realia- Shells, starfish, etc.

Big book- The Important Thing About the Ocean is…,
I Just Thought You’d Like to Know

Signal words

Current Events

Foods from the ocean
II. INPUT

Pictorial input charts- world map, ocean ecosystems, Ocean Zones

Comparative Input- Fish/Whale

Graphic Organizer- Animal Kingdom

10/2 lecture with Primary Language

Shared reading- big book

Graphic organizer- food chain

Read aloud
III. GUIDED ORAL PRACTICE

T-graph for social skills- Respect

Listen and Sketch - Rainbow Bridge

Cooperative learning groups

Process grid

Farmer-in-the-dell chart/chant

Story Map

Mind Mapping

Poetry/Chants – Modeling, highlighting

Picture file cards- classifying, categorizing
List, group label
Numbered heads together

Strip books

Personal interaction

Expert groups

Team maps

IV. READING/ WRITING ACTIVITIES
A. Total Class

Model-shared reading

Group frame

Found Poetry

Models shared writing, skills highlighted in context, copied and put in students’ portfolios

Expository, based on process grid

Poetry, based on poetry frame

Narrative, based on legend or input
B. Co-op Reading/Writing

Team Tasks

Focused reading/partner reading

Interactive reading

Strip paragraphs

Oral book sharing
in primary language and heterogeneous groupings

Flip chants

Strip books

Ear-to-ear reading

Mind Mapping

Story Map

Big Book
 Reader’s Theater

Flexible Group Reading
C. Individual Activities

Mind-mapping

Interactive journals

Silent Sustained Writing

Learning logs

D.E.A.R. time (drop everything and read)
 Readers’ Workshop
D. Writers’ Workshop

Choices

Mini Lesson

Conferencing
 Author’s Chair
-nudges
-questioning/ listening
V. Extended Activities For Integration (Multiple Intelligences)

Ocean Music

Music/Movement


Role-Playing/Drama

Art -- Crayon Resist

Adopt a Whale (Friday Harbor Whale Museum)

Guided Imagery

Listen and Sketch- Rainbow Bridge

Science Explorations/ Experiments

Poetry

Songs

Right Brain Activities
VI. Closure

Personal Exploration

Process charts and learning

Team Exploration- Big Book

Student Generated Test

Portfolios/Conferences

Teaching of Study Skills and test-taking skills

Alternative Assessment strategies
-Videos
-Plays, presentations, demonstrations
-Build projects
-Big Books

Project GLAD
La Habra City School District
(Level 4)
Sample Daily Lesson Plan
DAY 1
FOCUS/ MOTIVATION

Cognitive Content Dictionary (CCD) -signal word (epipelagic zone)

Oceanographer Awards (3 standards)

Big Book – I Just Thought You’d Like to Know

Observation Charts- Sea Otter
-in teams-observe and agree on a comment/observation/ question and one person writes

Inquiry Charts

Guest Speaker

Portfolios-- Pass out scientist notebook
INPUT

Graphic Organizer Tree of Life
Kingdom of Animals—Classification
10-2 Lecture
READING/WRITING

Learning Log
Sketch and describe
What questions came to your mind as you saw it?
INPUT
 Poetry Chanting “I’m an Oceanographer”
GUIDED ORAL PRACTICE

T-Graph – Respect
-Team Points

Picture files (Orally or written) List, group, label
Characteristics of Animals

Exploration Chart

Poetry

Group Challenge Question of the Day
Critical Thinking
INPUT

Pictorial Input- Ocean Zones
10-2 Lecture
READING/WRITING

Interactive Journals

Personal Interaction

Flexible Group Reading

WRITER’S WORKSHOP

Set standards, explain free choice writing

Mini lesson – different genre and authors

Students write, teacher conferences
 Author’s chair
CLOSURE

Chant Poems
-I’m an Oceanographer

Review day/chart

Home School Connection
Day 2
FOCUS/MOTIVATION

CCD-- Signal Word (adaptation)

Oceanographer Awards

Share Home/ School Connection

Review Graphic Organizer of Animal Kingdom
 Poetry “I’m an Oceanographer”-- Highlight Words
INPUT

Pictorial Input Chart –Sea Otter (include adaptations)
-10/2, active participation, primary language

Poetry –“Otters Here, Otters There” with picture files
FOCUS/MOTIVATION

Review Ocean Zone Pictorial Input
INPUT

Learning Log
-ELD Review
GUIDED ORAL PRACTICE

Farmer in the Dell – Sea Otters
-Reading
-Trading Game

Poetry
-Flip Chant
READING/ WRITING

Read aloud – expository text “Sea Otters”
 Personal Interaction: What was the most interesting thing you learned about…?

Interactive Journals

WRITERS’ WORKSHOP

Mini - lesson -different authors write in different ways- Poetry, Picture Book

Students write, share, and teacher conferences
 Author’s Chair
CLOSURE

Read aloud - Legend

Guest Speaker- Oceanographer/ Scuba Diver

Home/ School Connection

Process Charts
DAY 3
FOCUS/ MOTIVATION

CCD- Signal word
-Sketch definition

Awards- Golden Pen

Share Home/School Connection
 Review Pictorial Input chart with word cards “Sea Otter”

Read aloud-
INPUT

Narrative input chart
Sea Otter Rescue
Class retells and/or flexible grouping retelling
GUIDED ORAL PRACTICE

Mind Map
INPUT

Poetry “Yes Ma’am”

Read aloud- Native American Legend
GUIDED ORAL PRACTICE

Expert Groups – Sperm Whale, Tubeworm
Teacher Models, Whole Class adds to Process Grid

Process Grid

Team Tasks
Ocean Zones Pictorial
Farmer in the Dell
Tree of Life – Graphic Organizer
Mind Map
Pictorial Sea Otter
Flip Chant

READING/WRITING

Learning Logs -three things

Interactive Journal
WRITERS’ WORKSHOP

Model choices
-poetry booklet
-silent reading
-partner reading
-read group frame - manipulate
-manipulate pocket poetry
-read from portfolio
-read from books in own language

Teacher conference/ flexible grouping

Students respond to reading in log. What I read. How I liked it.

Total class - teacher models questioning
Who read something new? Something they liked. What did you like? etc.
CLOSURE

Process Charts

Home School Connection
DAY 4:
FOCUS/ MOTIVATION

CCD- Signal word

Awards – Oceanographer Notebook

Share Home/ School Connection
GUIDED ORAL PRACTICE

Process Grid
READING/WRITING

Cooperative Strip Paragraph
-model writing process with editing checklist
-Expository, respond, revise, edit
-Bilingual tutor takes group frame in primary language
FOCUS/ MOTIVATION

Review Charts

Read story/ legend
 Poetry Chanting “Sound Off”

Review Poetry Chants—“Yes, Ma’am”

INPUT

Review Narrative Input with word cards/ conversation bubbles
READING/WRITING

Learning Log—Retell Narrative Input
GUIDED ORAL PRACTICE

Expert Groups – Angler Fish, Sea Cucumber
Expert groups share add to Process Grid
-Teacher models team tasks
-team tasks during expert groups

Team Tasks
Team Exploration Chart
READING/WRITING

Found Poetry

Interactive Journals
READING/WRITING CHOICE TIME
 Writer’s Workshop

Model choices

Teacher Conferences
CLOSURE

Process charts

Home/School Connections
DAY 5:
FOCUS/MOTIVATION

CCD - Signal word

Awards

Share Home/School Connection

Read aloud (narrative, poetry, expository text)

Process charts- read narrative, poetry, expository

Chant poems
GUIDED ORAL PRACTICE

Story Map
READING/ WRITING WORKSHOP

Flexible Groups- Clunkers/ Links Reading Strategy
Emergent Readers’ Group-- Co-op Strip Paragraph

Team Tasks
-Strip Book- Similes- Sea Otters are as . . .

- Create an Ocean Animal

Walk the Walls- Focused Reading

Mini Lesson
Editing Checklist
Publishing
 Author’s Chair
GUIDED ORAL PRACTICE

Ear to Ear Reading

Listen and Sketch -- Native American Legend
-The Rainbow Bridge

Challenge Question
What can we do about vanishing ecosystems?
CLOSURE

Team Presentations

Process all charts

Process Inquiry Chart

Foods from the ocean- Kelp

Letter home to parents

Team Jeopardy


I just thought you might like to know that many animals live in the ocean.

The sea otter is the smallest water mammal. They are from the Mustelidae family. They are in the same family as the weasel, ferret, skunk, and badger.

The sea otter lives close to shore along the Pacific Coast and Alaska. The giant kelp beds are its favorite habitat.

Sea otters have thick fur all over their bodies. They roll over in the water to trap air among the long hairs of their fur. These air bubbles, and thick fur, help to keep their skin dry and their bodies warm.

Sea otters can dive up to 180 feet to reach its prey of sea urchins, crabs, clams, squid, and abalone. The sea otter is a carnivore that floats on its back to eat its prey. When they eat the place a stone on their chest and smash the shellfish against the rock.
I just thought you might like to know.
I just thought you might like to know that many animals live in the ocean.

Sperm whales live in the twilight zone, or the mesopelagic zone, which is
650 to 3,300 feet below the surface of the water.

Sperm whales have teeth in their lower jaw that can measure up to seven inches long.

Sperm whales are an endangered species with only about 200,000 alive worldwide.
I just thought you might like to know.
I just thought you might like to know that many animals live in the ocean.

Sea cucumbers are cylinder-shaped invertebrate animals that live in seas worldwide. Their body is soft, elongated, and leathery.

Sea cucumbers are part of the family echinoderm, which means spiny skinned. They are in the same family as a sea urchin, sea star, and sand dollar. They are one of the 900 Holothuroidea species.


They are found in a variety of sea floor habitats, from warm tropical waters to cold deep sea trenches.

Sea cucumbers are decomposers that eat decaying matter that floats in the water or is in the sand.
I just thought you might like to know.
I just thought you might like to know that many animals live in the ocean.

Tubeworms are invertebrates that live near hydrothermal vents at the very bottom of the ocean called the Hadal Zone.

They have a protective shell around themselves with a red tip on top that contains blood.

Tubeworms are in the same family as other types of worms like the fanworm and catworm.

Tubeworms survive by chemosynthesis, which means they are able to make their own food.
I just thought you might like to know.
I just thought you might like to know that many animals live in the ocean.

The deep sea angler fish lives in the bathypelagic midnight zone.

It carries its own hook, line, and bait.

The angler uses bioluminescence to lure prey.

Anglers have soft bones, jelly-like flesh, and dark gray to reddish black colors.
I just thought you might like to know.

POETRY
BOOKLET
I’m an oceanographer and I’m here to say
I study the four oceans everyday
Sometimes I write a paper
Sometimes I read a book
Sometimes I just dive and take a look
Shelf, slopes, and zones too
Doing the Oceanographer Bugaloo!
The oceans’ five zones have different kinds of creatures
The further down you dive, there’s lots of different features.
The sunlight zone has many familiar fish
But the twilight zone has some you’d never wish!
Shelf, slopes, and zones too
Doing the Oceanographer Bugaloo!
I study the ocean with special technology
Submersibles and satellites make it easy to see
Atlantic, Pacific, Indian and Arctic too
If you like studying oceans, here’s the job for you!
Shelf, slopes, and zones too
Doing the Oceanographer Bugaloo!
Anna Dorado

1
Is this the epipelagic zone?
Is this the epipelagic zone?
How far down?
Who lives there?
Give me other examples.
Is this the mesopelagic zone?
Is this the mesopelagic zone?
How far down?
Who lives there?
Give me other examples.
Is this the bathypelagic zone?
Is this the bathypelagic zone?
How far down?
Who lives there?
Give me other examples.
Is this the abyssopelagic zone?
Is this the abyssopelagic zone?
How far down?
Who lives there?
Give me other examples.
Is this the hadalpelagic zone?
Is this the hadalpelagic zone?
How far down?
Who lives there?
Give me other examples.
Yes Ma’am
Yes Ma’am
Down to 650 feet
The frolicking sea otter
Sea Turtle and Great White Shark
Yes Ma’am
Yes Ma’am
Down to 3300 feet
The giant sperm whale
The viper and the hatchet fish
Yes Ma’am
Yes Ma’am
Down to 13,000 feet
The ugly angler fish
Gulper eel and possum shrimp
Yes Ma’am
Yes Ma’am
to 20,000 feet
The wriggly sea cucumber
Tripod fish and squids
Yes Ma’am
Yes Ma’am
Below 20,000 feet
The flexible tube worms
Giant clams and starfish
Susan McCoy & Emily Flesher 5/03

Susan McCoy

Susan McCoy

Ocean Animal Sound-Off
I don’t know if you’ve been told,
Deep sea angler fish are mighty bold.
They fool their prey with a wiggly lure,
Then gobble them up, that’s for sure.
Angler fish have soft thin bones
Jelly-like flesh and black color tones.
Eyes that are small and a body like a ball,
They don’t grow big, they don’t grow tall.
Sound Off
Sound Off
Angler Fish!
Mighty predator!
Sound Off 1. . 2. . 3. . 4
Ocean Animal!
Furry sea otters live close to shore,
Eating sea urchin, crabs, and more.
Thick long hair trap many air bubbles,
Keeping them warm and without troubles.
Diving down a hundred and eighty feet,
In giant kelp beds, yeah it’s neat!
Floating on its back with its prey,
Smashing the shellfish with stones everyday.
Sound Off
Sound Off
Sound Off
Sea Otter!
Playful Mammal!
1. . 2. . 3. . 4
Ocean Animal!
The giant sperm whale can live in twilight,
They roam the ocean full of might.
Carnivores of octopus, squid, and fish,
Any of those are their favorite dish.
Giant teeth in their big strong jaw,
Hunting them should be against the law.
Enormous mammals who give live birth,
Long and powerful with large girth.
Sound Off
Sound Off
Sound Off
Sperm Whale!
Powerful Leviathan!
1. . 2. . 3. . 4
Ocean Animal!
Pam Foster

Down in the Deep

Adapted from
Sea Otter Rescue: The Aftermath of an Oil Spill
By Roland Smith
1. Ten to fifteen thousand sea otters once lived in the cold, crystal clear waters of Alaska’s Prince William
Sound. Prince William Sound was once called “Alaska’s Emerald Jewel”—until something happened that would tragically mar the beauty of the sound and destroy much of its wildlife. It all started in Valdez, a small
Alaskan town on the northern edge of the sound.
2. On the evening of March 23, 1989, a supertanker named the Exxon Valdez left the Valdez oil terminal and headed out through the treacherous waters of the sound, carrying within its huge dark storage hull more than 42 million gallons of thick, toxic crude oil. Warning of disaster came just before midnight. The ship was dangerously off course. The seaman alerted the officer in charge. Moments later the tanker shuddered to a halt.
Loaded with crude oil, it had run into a reef in Alaska’s Prince William Sound. The thick, smelly cargo began gushing to the surface from gashes in the ship’s hull.
3. The accident happened at 12:04 a.m. on March 24, 1989. Confusion and lack of training and equipment caused delays in responding. Twelve hours passed before the oil stopped gushing. By then the damage had been done. Eleven million gallons of crude oil had leaked into the sound. The oil drifted some 550 miles and fouled
1,200 miles of shoreline. For the people and animals of the sound, the event spelled catastrophe. It was being called the largest oil spill in United States history. As the oil spread through Prince William Sound, the animals that lived along the shores had no idea what was coming their way. All of their lives were in jeopardy, but especially threatened was the sea otter. To understand why, we need to know something about sea otters and how they live.
4. Because of the characteristics of the sea otter’s fur, its grooming habits, and the large amount of time that it spends on the surface of the water, the sea otter is very vulnerable to an oil spill. Direct exposure to oil causes severe soiling of the fur, which can lead to hypothermia (lowering of the body temperature).
5. When its metabolic rate (the amount of energy it has to use in order to stay warm) increases, a sea otter will sometimes stop eating. Without food, the sea otter loses weight. Then it must expend more energy in order to stay floating on the surface of the water, since its body has lost some of the fat which gives it buoyancy. In addition to this, a sea otter may inadvertently swallow oil as it is trying to get it off its fur. Crude oil is toxic and can affect the sea otter’s internal organs, like the lungs, liver, and kidneys.
6. Within twenty-four hours after the spill, animal rescue experts from all over the United States began to arrive in Valdez. A scientist from Hubb’s Sea World Research Laboratory was hired by Exxon to coordinate the sea otter rescue. He recruited veterinarians, zoo biologists, pathologists, toxicologists, plumbers, and carpenters from all overt the country to help with the rescue.
7. The primary victims of past oil spills had been birds. Because very few sea otters had ever been affected by an oil spill, rescuers did not know exactly how to help the animals. At first they made do with what was available and, as they gained experience, they modified what equipment they had. They built otter washing stations out of plastic barrels cut in half with screens over the tops of them, so that the oil could go down drains as the otters were being washed and rinsed. They constructed holding cages out of “fish totes,” which are used by the fishing industry to transport fish to the marketplace. Plumbers piped in hot water so that rescuers could wash the otters in warm water, which helped break down the crude oil and warmed up the otters.
8. Once the otter had been rinsed, it was towel dried and moved to the drying room. In the drying room, heavy duty air blowers were used to complete the drying process, which could take as long as an hour and a half.

9. When the sea otters recovered, they were first taken to large floating pens just outside the Rescue Center. A floating pen has a net underneath it and on the sides, so that the otters cannot escape. The sea otters were watched closely in this pen for a few days. If they seemed healthy, the otters were caught, inoculated with antibiotics, put into crates, and flown to floating pens that had been built in little Jakolof Bay. In these pens the otters were fed live food. The next step for these sea otters was freedom, but sometimes catching an animal is easier than letting it go.
10. It was finally decided to take a few of the healthy sea otters and release them with radio transmitters implanted in their bodies, so biologists could follow their movement. The rescuers were worried that the sea otter would travel back into the contaminated areas. The biologists determined that the implanted sea otters were staying in the safe area where they were released. This meant that the other healthy sea otters could be released back into the wild.
11. By the time the Exxon Valdez oil spill was over it had traveled across over 550 miles of water. No one knows for sure how many animals were lost, but it is estimated that will over a thousand sea otters and 32,000 birds (including over a hundred bald eagles) died as a result of the oil spill. Seventy-five percent of the sea otters that were brought into the Otter Rescue Centers were saved.
12. It is estimated that there are currently 13,000 sea otters living in Prince William Sound today. Many researchers believe it will take another twenty years for the sea otters to reach their pre-spill population. The rest are still recovering from that terrible accident that happened four minutes past midnight on March 24, 1989.

The sperm whale lives in the mesopelagic or twilight zone which is located from to 650 to 3,300 feet underwater. Sperm whales actually live at the surface of the water, but dive up to 4000 feet deep to catch giant squid.
Sperm whales are carnivores that eat mostly giant squid. They also eat fish, octopus, and skate. The sperm whale has the largest head of any animal and has many scars from the suckers of the giant squid.
Sperm whales produce ambergris, a type of cholesterol, in their lower intestine which helps protect the sperm whale against the stings of the giant squid. Being a toothed whale, they can eat lots of giant squid with their uniform teeth. The upper jaw of the whale has teeth that fit perfectly into sockets with the lower teeth. The lower teeth can measure up to seven inches long.
Sperm whales are mammals since they give live birth and milk their young. They are one of the seventy-six cetacean species.

Sperm Whale Expert Groups
The sperm whale lives in the mesopelagic or twilight zone which is located from to 650 to 3,300 feet underwater. Sperm whales actually live at the surface of the water, but dive up to 4000 feet deep to catch giant squid.
Sperm whales are carnivores that eat mostly giant squid. They also eat fish, octopus, and skate. The sperm whale has the largest head of any animal and has many scars from the suckers of the giant squid.
Sperm whales produce ambergris, a type of cholesterol, in their lower intestine which helps protect the sperm whale against the stings of the giant squid. Being a toothed whale, they can eat lots of giant squid with their uniform teeth. The upper jaw of the whale has teeth that fit perfectly into sockets with the lower teeth. The lower teeth can measure up to seven inches long.
Sperm whales are mammals since they give live birth and milk their young. They are one of the seventy-six cetacean species.

Adult deep sea angler fish live in the bathypelagic or midnight zone of the ocean. That zone is approximately 3,000 to 13,000 feet down. The angler fish lives mostly in the Atlantic and Antarctic Oceans. Adult angler fish release their eggs which float to the ocean surface where the eggs become young fish called fry. The fry feed on plankton. When the fry begin to mature, they move to the deeper levels of the oceans.
The female deep sea anglers are fierce predators of other small and juvenile fish. They have powerful jaws filled with sharp teeth. Their distending stomachs allow them to swallow prey larger than they are. Some of their diet consists of dogfish, skate, cod, and sandeels.
Because deep sea angler fish live where there is no light they use bioluminescence to catch their prey. Bioluminescence is caused by millions of light -producing bacteria inside the fish. A spine of the females’ dorsal fin acts as a fishing rod tipped with fleshy “bait” which glows. Other fish are attracted to the bait and then get eaten by the angler. The adult male angler is very small and attaches himself to the larger female by biting and, eventually, fusing to her. He remains a permanent parasite on the female taking his food from her bloodstream. His eyes and internal organs eventually disappear.

The deep sea angler fish are of the Lophiformes order. Their scientific name is Lophius piscatorius. The adult deep sea angler female is always much larger than the male. The female can grow to be 3 - 4 feet long while the adult male only grows to be about 4 - 6 inches long.
Usually, however, the female is much smaller than 3 -4 feet. Deep sea angler fish have no pectoral fin.

Sea Cucumber Expert Group
Sea cucumbers are cylinder-shaped invertebrate animals that live in seas worldwide. Sea cucumbers live in several different ocean zones, from the intertidal zone to the cold deep sea trenches of the abyssal zone. The abyssal zone is located from 13,000 feet to 20,000 feet.
The body of the sea cucumber is soft, elongated, leathery, muscular, and is covered in spines. Some sea cucumbers are dark green, however most species are black or dark red-brown. Five double rows of tube feet run along the body and are used for crawling along the sea bed or anchoring to a rock. Sea cucumbers are decomposers that eat decaying matter or plankton that float in the water or in the sand. The sea cucumber has ten to thirty tentacles around its mouth it uses to sweep in water or food. Sea Cucumbers have bilateral symmetry and radial symmetry. Bilateral symmetry means that you can cut them down the centre and end up with two exact halves.
Radial symmetry means that an organism can be divided into equal pieces along many planes.
Sea cucumbers have many adaptations. Sea cucumbers can expel most of their internal organs to confuse predators. They later grow their organs back within a few weeks. Some sea cucumbers’ bodies contain toxins that can deter attackers. Some sea cucumbers have soft spikes covering their body, which may trick predators into thinking they are hard spikes. Sea turtles, crustaceans, many fish, and people eat sea cucumbers.
Sea cucumbers are part of the family echinoderm, which means spiny skinned. They are in the same family as a sea urchin, sea star, and sand dollar.

Background Information
Ocean, Cradle of Life
Archaebacteria
Characteristics:
Bacteria lives near deep ocean vents, Harsh anaerobic (no oxygen) environments
Microscopic one-celled bacteria
Eubacteria
Characteristics: One-celled
Examples: Blue-green algae
Protista
Characteristics:
Most are microscopic, Absorb, ingest, or use photosynthesis to get food
Examples: Algae, Giant Kelp
Fungi
Plantae
Characteristics: Absorbs food
Examples: Molds, Mushrooms
Characteristics:
Photosynthesize food- makes its own food
Examples: Sea Lettuce
Animal Kingdom Invertebrates- No Backbone
Phylum Coelenterata (Cnidaria)
Characteristics: 9,500 species radial symmetry, mouth surrounded by tentacles with stinging cells (cnidocytes) free swimming and stationary, captures prey with tentacles
Examples:
Jellyfish, Sea Anemones, Coral, Longest animal in the world- 120 feet long jellyfish
Phylum Annelida
Characteristics:
Segmented Body, Complete digestive tract with two ends, Body- tube within a tube
Examples: Giant Tube Worms
Phylum Mollusca
Characteristics: 110,000 Species
Soft bodies, strong muscular foot—used for movement and grasping
Some protected by shells
Examples: Snails, clams, mussels, squid, abalone, octopus
Phylum Arthropoda
Characteristics: 10,000 species
Segmented body covered by exoskeleton, Must molt to be able to grow, jointed legs
Examples: Shrimp, Blue Crab, Spiny Lobster, Hermit Crab
Phylum Porifera
Characteristics: 10,000 species
No symmetry, Many colors, No brains
Stationary--Sits in one place most of its life with food brought to it
Covered by skin with holes (small pores) and a few larger openings

Pumps water through body (canals), squirts out top,
Spicules act as a skeleton gives it structure
Examples: Sponges
Phylum Echinodermata
Characteristics: 6,000 species spiny skinned, no central brain, radial symmetry, 5-part symmetry
No distinct front/back just top/bottom, Tube feet, Some stationary, slow-moving
90% of the animals on the deep-ocean floor
Examples: Sand Dollar, Sea Cucumber, Starfish, Sea Urchin
Animal Kingdom Vertebrates- With a backbone
Phylum Chordata-45,000 species
Class Mammalia
Characteristics: 4,500 species
Hair, fur, produce milk, Females give birth to live young, Specialized teeth
Warm-blooded- controls own body temperature (endothermic), solid bones
Examples: Humans, Sperm Whale, Otter, Dolphin, Seal
Class Reptilia
Characteristics: 6,000 species cold-blooded (can't regulate their body temperature) skin covered in scales or scutes (patches of bony or horny skin) legs are short or entirely absent, most are oviparous (they lay eggs)
Examples: Green Sea Turtle
Class Osteichthyes
Characteristics: 29,000 species bony fish, cold-blooded, Excellent smell, acute eyesight
Special Adaptation to remain buoyant- swim bladder (gas-filled chamber)
Breathe without swimming by moving operculum (flap covering gills)
Paired fins, many teeth, numerous vertebrae, scales
Examples: Angler Fish, Blue Tuna, Salmon
Class Chodrichthyes
Characteristics: Flexible skeleton, Cartilage instead of bone
Good predators, excellent smell, bad eyesight, Lateral Line, senses movement nearby
Examples: Sharks, Rays, Skates
Class Agnatha
Characteristics: Similar to fish- No paired fins, Jawless
Examples: Lamprey Eel
Class Aves
Characteristics: 8,000 species
Wings for flight, feathers, and a beak rather than teeth
Bones and skull are very thin and light
Examples: Seagulls, Pelicans
Class Amphibia
Characteristics: Four-legged, soft-skinned, Spend time on land and in water (lays eggs)
Examples: Frogs, Toads, Salamanders

California Ocean Habitats
Found Poetry
Adapted from National Geographic (Oct. 1977 & Oct. 1996)
Oases of Life in the Cold Abyss
As we dive to the deep ocean depths, we observe shimmering water streams up past giant tubeworms, never before seen by man. A white crab scuttles over lava encrusted with limpets, while a pink fish basks in the warmth. Inside the research submersible Alvin we watch in amazement. We have dived a mile and a half into the near-freezing ocean depths of the Pacific. We hover over an incredible community living around a warm sea-floor spring.
We came to investigate active hydrothermal vents in the deep sea. The unknown creatures and dense communities of life we have discovered living at these vents, like lush oases in a sunless desert, are a phenomenon totally new to science.
Peering through the porthole of the submersible reveals eccentric beauties, as the teetering spires of a sulfide chimney and spiny sea stars combing currents for food. In the pitch-black world of a deep-sea vent, life is driven by chemosynthesis: Micro-organisms like bacteria convert the chemicals from vents into body mass. Hordes of translucent shrimp graze on these microorganisms.
Date: _____________

Project GLAD
California Ocean Habitats
Home/ School Connection
Tell your parents about the Native American legend you learned about today.
Parent Signature _________________ Student Signature ________________
Date: _____________

Project GLAD
California Ocean Habitats
Home/ School Connection
Look in your kitchen cupboards. List ten items that come from the ocean.
____________________________ ____________________________
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____________________________ ____________________________
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Parent Signature _________________ Student Signature ________________
Date: _____________

Project GLAD
California Ocean Habitats
Home/ School Connection
Is there anyone in your family who has visited the beach? What did they see?
________________________________________________________________
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Parent Signature _________________ Student Signature ________________
Date: _____________

Project GLAD
California Ocean Habitats
Home/ School Connection
Describe the different ocean zones to someone in your family. What was one thing they found the most interesting?
Parent Signature _________________ Student Signature ________________