Why and how do scientists explore the sea? Lesson 10

Why and how do scientists explore the sea? Lesson 10
Content Framing Question: Wonder: What do I notice and wonder about Ocean Sunlight: How Tiny Plants Feed the Seas?

Why the Ocean Matters Record two questions about the ocean.

Is this book is fiction or nonfiction? What evidence is there?
Even though the book is told from the point of view of the sun and the sun can’t really talk, the book seems to be mostly facts about the ocean, so it is nonfiction. Even though the book has only illustrations and does not include photographs, the illustrations explain things that really happen so this book is nonfiction.

Ocean Sunlight: How Tiny Plants Feed the Seas
Listen with wonder: How does the sun help the ocean? What do all of the different kinds of sea creatures eat?

Who is speaking on pages 2-3 and how do you know?
The sun is speaking The sun says, “The water is shimmering with light - my light” and, “I am your sun.”

Vocabulary Journal Word Meaning personification (n.)
giving human attributes to nonliving things

How does the prefix non- change the meaning of the word fiction?
Morph Map Prefix Root Word Suffix non- changes the meaning of the word to the opposite meaning.

Vocabulary Journal Word Meaning nonfiction
Not imaginary stories, facts about real people or events. informational telling facts

Analyze Questions How does the sun help the ocean?
Answers in Progress Complete Answers How does the sun help the ocean? What do all of the different kinds of sea creatures eat?

How does the sun help the ocean?
Mr. Samyn Ocean Sunlight Sunlight passes through land and the sea (inside cover flap) Mr. Samyn Ocean Sunlight The sun gives light to both the green Earth and the deep, restless seas. (31-32) Mr. Samyn Ocean Sunlight Both the ocean and land need light. (8)

What do all of the different kinds of sea creatures eat?
Mr. Samyn Ocean Sunlight Smaller fish eat underwater plants.(8) Mr. Samyn Ocean Sunlight Big fish eat smaller fish. (8) Mr. Samyn Ocean Sunlight Sea creatures that live in the cold, dark, deep waters eat marine snow. (23) Mr. Samyn Ocean Sunlight Sharks eat penguins; penguins eat smaller fish. (8) Mr. Samyn Ocean Sunlight Zooplankton eat phytoplankton. (15-16) Mr. Samyn Ocean Sunlight Some creatures use their glowing light to lure and eat other animals..(21-22) Mr. Samyn Ocean Sunlight Light energy flows through th eocean’s food chains. (17-18) Mr. Samyn Ocean Sunlight Whale eating a squid. (10)

Examine Word Meanings and Relationships
Lesson 10 Deep Dive Vocabulary

What significant change do you see?
Day 1 Day 9 Page 16: “Phytoplankton can grow very fast. If it has enough light and nutrients, one phytoplankton can grow and become two in just a day or so.”

Think-Pair-Share What gives phytoplankton life?
How do you think the phytoplankton grow? Think-Pair-Share

What subject relates all of the words?
The Ocean The Sun

thrust grow feed light eat energy sun / ocean flowing drive nutrients
grow light nutrients nutrition nutritious life energy feed eat powers drive thrust flowing thrust grow feed light eat energy sun / ocean flowing drive nutrients nutritious nutrition powers

Content Framing Question: Reveal: What does a deeper exploration of the illustrations and text reveal in Ocean Sunlight: How Tiny Plants Feed the Seas?

Pages 1-2 Title Pages - The pictures shows the starry night sky, the rising sun, and part of the ocean.

Pages Half of the pictures shows the sun; the other half of the picture shows animals swimming near the surface of the ocean.

Pages About one-quarter of the picture shows the sun; about three-quarters of the picture shows animals swimming deeper in the ocean.

Pages Only the top part of the pages shows the sky; most of the picture shows animals swimming down deep under the surface of the ocean.

Pages The picture does not include any part of the sky; it only shows animals in the ocean. It probably isn’t too deep, thought, because a bird is catching a fish.

Pages The picture shows a tiny bit of sky and a bright blue stripe at the top that shows the top part of the ocean. Most of the picture is black and shows the deeper parts of the ocean.

Pages 26-27 - The picture shows only the deep part of the ocean
Pages The picture shows only the deep part of the ocean. It is all black, except for the animals and marine snow swimming in the black water.

Pages 28-29 - The picture shows the very bottom of the ocean
Pages The picture shows the very bottom of the ocean. A small box in the upper right-hand corner of the picture shows the sky and bright surface of the ocean.

What does a close examination of the illustrations reveal about the sea?
The sea has different layers. Each layer of the sea is different than the others. The top layer of the sea, the layer that we can observe most easily, is a very small part of the ocean. The ocean is very deep. Most of the ocean is very dark

How do the illustrations support the organization of the text?
At the beginning: the top layers of the ocean, where phytoplankton live. The text describes how the sun provides energy that the phytoplankton turn into food using photosynthesis. In the middle: the deeper layers of the ocean, where animals eat phytoplankton and each other to get energy. The text describes the food chain here. Later: the deep, dark parts of the ocean, where the sun cannot reach. The text explains how animals in this part of the ocean live on each other and on marine snow. The text explains that marine snow is really waste and dead creatures from the upper layers of the sea that drift down to the bottom of the ocean.

1 But where are the ocean’s plants?
2 Then where are the ocean’s green plants? 3 Where do these animals get their food? 4 How can those deep dark waters - rich with nutrients - rise all those miles back up into the light so the phytoplankton can use them once again?

What do you notice about the sentences?
1 But where are the ocean’s plants? 2 Then where are the ocean’s green plants ? 3 Where do these animals get there food ? 4 How can those deep dark waters - rich with nutrients - rise all those miles back up into the light so the phytoplankton can use them once again ? They all end with question marks. Questions ask about green plants in the ocean. Question 3 asks about where the animals deep in the ocean get nutrients. Question 4 asks how nutrients move through the ocean. Question – Answer format Common in Informational texts. Helps you to locate important facts

Vocabulary Journal Word Meaning nutrient
something in food that helps people, animals, and plants live and grow

Analyze Questions But where are the ocean’s plants?
Answers in Progress Complete Answers But where are the ocean’s plants? Seaweed grows along the shore Then where are the ocean’s green plants? Phytoplankton (microscopic plants) grow in the open ocean. Where do these animals get their food? Some animals hunt other animals, eat each other, swim to the surface at night, others eat marine snow How can those deep dark waters- rich in nutrients - rise all those miles back up into the light so the phytoplankton can use them once again? The sun causes winds that create storms that mix up the water layers in the ocean and currents cause nutrients in the deep water to rise to the surface.

1 But where are the ocean’s plants?
2 Then where are the ocean’s green plants? 3 Where do these animals get there food? 4 How can those deep dark waters - rich with nutrients - rise all those miles back up into the light so the phytoplankton can use them once again? Quick Write In your response journals, answer one of the questions that you DIDN’T research.

Draw a color picture to demonstrate what you have learned about the ocean’s layers based on the text and illustrations in the book

Review for Vocabulary Assessment
Review and practice vocabulary words from Assessed Vocabulary list. Lesson 11 Deep Dive Review for Vocabulary Assessment

Mid-Module Vocabulary Review
Word Meaning explore to try to understand something by looking at it in detail. immense very large, huge luminous giving off light; glowing desperately with a sense of extreme urgency, need, or despair vast very large in size or area colossal extremely large in size, magnitude, or effect revise to change or make different loomed to appear or come into view, often as a very large, dim, or twisted shape

Mid-Module Vocabulary Review
Word Meaning nonfiction written works that are not fiction summary a short and usually comprehensive statement of what has been previously stated nutrients something in food that helps people, animals, and plants live and grow flexible able to change in order to fit new situations overwhelmed to load or burden with too much of something speck a small mark or spot

Content Framing Question: Know: How does Ocean Sunlight: How Tiny Plants Feed the Seas build my knowledge of the ocean?

Reread pages 2-3 According to the text, why is the sun important? The sun says, “All ocean life depends on me; so does all life on land.” Reread pages 4-8 How does life on land depend on the sun? Plants on earth use the sun’s energy for photosynthesis During photosynthesis, plants produce oxygen that animals breathe. Photosynthesis allows plants to store energy in sugar. When other animals eat plants (or other animals), they get energy that originally came from the sun. How does the text define photosynthesis? The text says photosynthesis is “plants making life with light.”

Vocabulary Journal Word Meaning photosynthesis
process by which a green plant uses sunlight to change water and carbon dioxide into food for itself

Reread page 11-17 How does the question on page 11 contribute to your understanding of phytoplankton? The question asks about the ocean’s green plants and then explains that the microscopic phytoplankton are the ocean’s green plants. How does your understanding of phytoplankton contribute to your understanding of how “ocean life depends on” the sun? Since the phytoplankton are green plants, they use photosynthesis to change sunlight to food. Reread page 8 According to the text on page 8, where does “every ocean food chain” start? The text says, “Every ocean food chain starts when plants catch” the sun’s light.

Reread pages How does phytoplankton help animals in the ocean? Some animals eat phytoplankton. Some animals eat animals that eat phytoplankton. Some animals eat dead phytoplankton in “marine snow.” How does your answer to the last question help you explain how all “ocean life depends” on the sun? Since all the animals in the ocean either eat phytoplankton or animals that eat phytoplankton, they depend on the sun that allows phytoplankton to live in the ocean. Reread page 11-17 How does the question on page 11 contribute to your understanding of phytoplankton? The question asks about the ocean’s green plants and then explains that the microscopic phytoplankton are the ocean’s green plants. How does your understanding of phytoplankton contribute to your understanding of how “ocean life depends on” the sun? Since the phytoplankton are green plants, they use photosynthesis to change sunlight to food.

Sun Reread pages Plants (including phytoplankton) use sun’s energy and nutrients from “marine snow” to make sugar. Animal decompose and create “marine snow” rich in nutrients. Small animals (zooplankton) eat phytoplankton. Larger animals eat smaller animals.

Reread pages 31-33 How does this passage describe the sun’s effect on the ocean? The text says “sunlight powers winds” that create storms and mix the layers of the ocean. The text says sunlight creates “enormous currents” in the ocean. The text explains that the sun causes water in the ocean to move nutrients from the bottom of the sea back up to the surface.

Vocabulary Journal Word Meaning Synonyms thrust push with force
drive, press, push

How did you find a central idea in an image or text?
We looked for repeated words, phrases, or ideas. We looked at how writers or artists used details to support an important idea. We used graphic organizers to help us determine a central idea.

The sun is important to the ocean food chain.
Plants in the ocean use sunlight and nutrients to make food (sugar) The sun is important to plants Small animals, called zooplankton, eat small plants called phytoplankton The sun’s energy supports small plants that small animals eats. Larger animals eat the small animals that eat phytoplankton. The sun’s energy is important even for animals live in the deep, dark part of the ocean because those animals depend on smaller animals that eat either zooplankton or phytoplankton. The wind and currents bring nutrients from the bottom of the sea to the top. The sun’s energy causes wind and currents to bring nutrients to the phytoplankton.

Vocabulary Journal Word Meaning Synonyms summary
short explanation of important ideas or information

The book is about the sun’s importance to the ocean.
The sun is important to the ocean food chain. Based on the Boxes and Bullets organizer, what is the book mostly about? Plants in the ocean use sunlight and nutrients to make food (sugar) The sun is important to plants The book is about the sun’s importance to the ocean. Small animals, called zooplankton, eat small plants called phytoplankton The sun’s energy supports small plants that small animals eats. “Essential Meaning” goes beyond the main idea of a text: it explains why the main idea is important and connects a test to bigger ideas. Larger animals eat the small animals that eat phytoplankton. The sun’s energy is important even for animals live in the deep, dark part of the ocean because those animals depend on smaller animals that eat either zooplankton or phytoplankton. The wind and currents bring nutrients from the bottom of the sea to the top. The sun’s energy causes wind and currents to bring nutrients to the phytoplankton.

What is the main idea of Ocean Sunlight: How Tiny Plants Feed the Seas and why is that idea important? The main idea of Ocean Sunlight: How Tiny Plants Feed the Seas is that the sun is very important to the ocean and its plants. The main idea is important because the ocean is an important part of the earth. The ocean provides half of the oxygen on earth and is full of many living creatures. The main idea is important because understanding how the sun helps the ocean helps us understand more about our world.

The essential meaning is that all life depends on the sun.
What is the essential meaning of the Ocean Sunlight: How Tiny Plants Feed the Seas? The essential meaning is that all life depends on the sun.

Topic Sentence Ocean Sunlight: How Tiny Plants Feed the Ocean, by Molly Bang and Penny Chisholm, explains why the sun is important to all life.

What do you notice about the topic sentence?
Ocean Sunlight: How Tiny Plants Feed the Ocean, by Molly Bang and Penny Chisholm, explains why the sun is important to all life. What do you notice about the topic sentence? The topic statement explains the essential meaning of the book. The topic statement names the book. The topic statement names the authors.

Choose key details to support the topic statement.
The sun is important to the ocean food chain. Choose key details to support the topic statement. Plants in the ocean use sunlight and nutrients to make food (sugar) The sun is important to plants Copy the topic statement and key details into your response journal. Small animals, called zooplankton, eat small plants called phytoplankton The sun’s energy supports small plants that small animals eats. Larger animals eat the small animals that eat phytoplankton. The sun’s energy is important even for animals live in the deep, dark part of the ocean because those animals depend on smaller animals that eat either zooplankton or phytoplankton. The wind and currents bring nutrients from the bottom of the sea to the top. The sun’s energy causes wind and currents to bring nutrients to the phytoplankton.

Copy the concluding statement in your response journal.
Molly Bang and Penny Chisholm explain how all life depends on the sun in their book, Ocean Sunlight: How Tiny Plants Feed the Seas. Copy the concluding statement in your response journal.

What did you learn from our lessons about Ocean Sunlight: How Tiny Plants Feed the Seas?

Summary Anchor Chart Ocean Sunlight: How Tiny Plants Feed the Ocean, by Molly Bang and Penny Chisholm, explains why the sun is important to all life. Plants in the ocean use sunlight and nutrients to make food (sugar), so the sun is important to plants. Small animals, called zooplankton, eat small plants called phytoplankton. The sun’s energy supports small plants that small animals eat. Larger animals eat the small animals that eat phytoplankton. The sun’s energy is important even for animals living in the deep, dark part of the ocean because those animals depend on smaller animals that eat either zooplankton or phytoplankton. The wind and currents bring nutrients from the bottom of the sea to the top. The sun’s energy causes wind and currents to bring nutrients to the phytoplankton. Molly Bang and Penny Chisholm explain how all life depends on the sun in their book, Ocean Sunlight: How Tiny Plants Feed the Seas. Topic statement includes main idea of book. Topic statement includes the title and author. Key details support the main idea. Concluding statement expresses idea of topic statement in new words.

Direct Vocabulary Assessment
Mid-Module Vocabulary Direct Assessment Lesson 12 Deep Dive Direct Vocabulary Assessment

Content Framing Question: Wonder: What do I notice and wonder about The Fantastic Undersea Life of Jacques Cousteau?

Three Questions on Sticky Notes
Who is Jacques Cousteau? Is Jacques Cousteau a real person? Is Jacques Cousteau still alive? Did/does Jacques Cousteau live under the ocean? Why is Jacques Cousteau’s life fantastic? Why is the man in the picture wearing a strange outfit? Why does the man have flippers on his feet? How is “undersea life” fantastic? Is this a true story?

The oceans were a vast unexplored world, and Cousteau became our guide.
How does the sentence above connect to work you have already done in this module? We learned about how writers and artists explore the sea, now we will learn about how a man named Jacques Cousteau explored the sea. We learned that the ocean is very deep, with layers, so maybe this book will explain more about different parts of the ocean.

Preview the Text Think-Pair-Share
In “The Sea Wind” and Amos & Boris the ocean seems very beautiful, so maybe Jacques Cousteau wants to explore a beautiful place. Amos & Boris, “The Gulf Stream” and Ocean Sunlight all show interesting animals that live in the sea, so maybe Jacques Cousteau wanted to see those animals. Ocean sunlight explained the ocean is important and has many layers, so maybe Jacques Cousteau wants to find out more about the different layers of the ocean. Preview the Text Think-Pair-Share Based on what you have learned so far, why does Jacques Cousteau decide to explore the ocean?

I notice _______________. I wonder ______________?

Annotation Codes Share with a partner. Record your questions, points of confusion or interest on your sticky notes. Response Annotation Symbol Questions and Confusions ? Observations . Surprising Information, Ideas, or Words ! Unknown Words Figurative Language [ ] Listen especially for information that may help answer your questions from earlier. Word Pause after pages 7, 13, 21, 27, and 30 to allow time for students to record annotations.

What evidence helps you understand this book is fiction or nonfiction?
Everything in the book really could or did happen, so the book is nonfiction. The book includes words that Jacques Cousteau said or wrote so the book is nonfiction. The book uses colorful, imaginative illustrations, but the illustrations show real events, so the book is nonfiction. The Fantastic Undersea Life of Jacques Cousteau is an informational text.

What is the subject of the book and how do you know?
The subject of the book is Jacques Cousteau and his work. The title says the book is about the “fantastic undersea life of Jacques Cousteau” and the cover shows a picture of Jacques Cousteau. All of the events in the book have to do with Jacques Cousteau’s life and work. A book that tells the life story of another person is called a biography.

Vocabulary Journal Word Meaning biography
written story of the facts and events of a person’s life.

Morph Map Prefix Root Word Suffix auto- done by oneself or itself

In what ways did Jacques Cousteau have a “fantastic undersea life”?
He spent his whole life exploring the sea. He thought the sea “was the most incredible place” he had ever seen. He had a “fantastic undersea life” when the “silent world” opened up to him after he could use the Aqua-lung. As he tried to film the “amazing beauty of the sea.” When he discovered many treasures in the Mediterranean Sea. He invented the Diving Saucer, the Flea, and even underwater labs to explore the sea better. He was fantastic things under the water, such as coral reefs, kelp gardens, sponge gardens and the leafy sea dragon. He had the chance to drink wine that was over years old when he found a sunken ship.

Vocabulary Journal Word Meaning Synonyms
Fantastic is a multi-meaning word that requires context to determine the correct definition. Word Meaning Synonyms fantastic wildly imaginative unreal extreme excessive strange peculiar exceptional outstanding, terrific

Connect Wonderings Post wonderings on Wonder Chart
Questions Answers in Progress Complete Answers Mr. Samyn Why the Ocean Matters How come only 2% of the ocean is protected? How to ask a question: On a large sticky note, write your name, the text(s) you were reading, and your question.

Connect Wonderings Post wonderings on Wonder Chart
Questions Answers in Progress Complete Answers Choose the “asked” sticky note with the question you can answer. On another large sticky note, write your name, text(s), and answer. Stick the answer in the “Answered” column, and stick the question on top. How to answer a question:

What did you learn about grouping related information together in earlier lessons?
We learned that it is important to group related information together when writing a paragraph. We learned that related information should be grouped together to explain a topic statement in a paragraph.

Grouping Related Information
The ocean was the most incredible place he’d ever seen, and he wanted to share its beauty with the world. Jacques Cousteau loved the sea. He saved his money and bought a camera to make his own movies, then took it apart to see how it worked. He spent his whole life exploring it. Jacques Cousteau loved the sea. He spent his whole life exploring it. The ocean was the most incredible place he’d ever seen, and wanted to share its beauty with the world.

Record 2 Questions and explain how the questions relate to the text.
For each question identify: What in the text prompted the question. Why the question is important. Record 2 Questions and explain how the questions relate to the text.

Lesson 13 Deep Dive Vocabulary
Examine Using Morphemes to Determine the Meaning of Words Lesson 13 Deep Dive Vocabulary

Vocabulary Journal Word Meaning Fiction
writing that tells a story from an author’s imagination. Nonfiction written works that are not fiction. Textbooks, biographies, and essays are examples of nonfiction. Biography the written story of the facts and events of a person’s life.

Why is a biography classified as nonfiction?
It is about a real person, not a made-up character. It tells a factual story. It details the events of a person’s life. What prefix and root word do you recognize in the word biography? graph Bio-

Morph Map Prefix Root Word Suffix graph to write or record bio- life

Stop and Jot every word you know that contains the word graph.
photograph paragraph autograph telegraph geography graphic oceanographer

Graph - means “written” and auto- means “self,” so autograph is something written by one’s self.
How does understanding the meaning of the prefix auto- and the root word graphy help you determine the meaning of the word autograph?

Content Framing Question: Organize: What’s happening in The Fantastic Undersea Life of Jacques Cousteau?

Share your sticky notes with another student and arrange them in order in which the occured.
Why does it matter in which order you list the events? Welcome Task Record three events from The Fantastic Undersea Life of Jacques Cousteau on your sticky notes.

Page 33 - Some Important events in Jacques-Yves Cousteau’s life:
What do you notice about the order in which the events are listed? The events are listed in the order in which they happened. This means they are in sequence. Word Meaning sequence order in which things follow one another

What do the illustrations on these pages suggest about how the author organized the text?
Page 4 shows Jacques as a boy looking out at the ocean. Page 31 shows Jacques as an adult, standing in the same pose, looking out at the ocean. The illustrations suggest that the author uses sequence to organize his text, beginning with him as a young boy and ending when he is an adult. 1 Think-Pair-Share Turn to pages 4 and 31 in the text The Fantastic Undersea Life of Jacques Cousteau

2 Based on the phrase “his whole life,” what can you infer the author will explain in the book? I infer the author will explain how Jacques Cousteau explored the sea at different stages of his life. Think-Pair-Share On page 3 the author states, “Jacques Cousteau loved the sea. He spent his whole life exploring it.”

How do the text and illustrations on page 4 explain how Jacques explored the sea as a child and young man? The text says Jacques “was a weak and sickly boy” and he “discovered that he loved the water” when he had to swim to “build up his strength.” The illustration shows Jacques as a boy standing in the water, looking out at the ocean. 3 Think-Pair-Share Turn to page 4 of the text The Fantastic Undersea life of Jacques Cousteau.

How does this description of Jacques’s work build on your understanding of Jacques’s interests as a boy? The description shows that Jacques’s interest in “tinkering” as a boy helped him to “tinker” as an adult and led him to develop the Aqua- Lung. 4 Think-Pair-Share On page 9 the author says, “Jacques set about tinkering, fashioning snorkels from things like inner tubes and garden hoses.”

What does tinker mean in this sentence
What does tinker mean in this sentence? Use details from the text and illustration to explain. Tinker means “play around with pieces of things,” because that is what the picture shows. Tinker means “experiment with,” because the text says he liked to “build all sorts of gadgets” and that he took his camera apart “to see how it worked.” On the bottom part of the page, the text says that he takes a camera apart. Maybe tinker means to take things apart and put them together. 5 Think-Pair-Share On page 5 the author says, “Jacques also loved to tinker, and build all kinds of gadgets.”

Vocabulary Journal Word Meaning tinker
make or repair, or try to make or repair, something in an experimental manner

I Observe I Infer Text says early diving suits were “heavy and bulky”
Text says “suits didn’t allow much freedom or movement” Text says “air hose tethered diver to a boat” Picture on page 8 shows suit takes up most of the space Diver on page 8 faces forward and holds arms out to side Text says Aqua-Lung allowed divers to “breathe underwater for long periods of time.” Picture on page 9 shows diver with bent knees and ankles; head faces forward while body points down Suits were uncomfortable Suits were hard to swim in Divers couldn’t swim very far Suit is very big Diver is stiff and cannot move easily because of suit Jacques Cousteau’s Aqua-Lung gives more freedom because divers can stay underwater longer Jacques Cousteau’s Aqua-Lung allows divers more freedom of movement-can swim easily, gracefully

Extension Word Meaning Synonyms
How do the text and illustrations on pages 8-9 clarify the meanings of the words bulky and tethered? The text says the suits were “heavy” and the illustration shows a large, stiff suit, so bulky might mean “large and awkward” The text says the suits “didn’t allow much freedom of movement, and an air hose tethered to the diver to a boat,” so tethered might mean tied or restricted. Word Meaning Synonyms bulky large and awkward tethered tied up leashed

Pages 14-15: Cousteau bought a boat…
Pages 16-17: Cousteau discovered many treasures… Pages 24-25: Cousteau wanted to see if people could actually live underwater… Page 26: Jacques Cousteau was the world’s ambassador… Page 27: His popular TV series, The Undersea World of Jacques Cousteau… Page 3: But when they went back to the Mediterranean Small Groups Explain how the text and images develop their understanding of why or how Jacques Cousteau explored the sea.

I Observe I Infer The text says Jacques turned a boat into “his very own research lab” and describes it as “his beloved Calypso.” The illustration shows many people in blue clothes and red hats on a big boat. Jacques spent his own money to build a floating lab so it must have been important to him. Describing the lab as “beloved” means he really liked the Calypso. The people in red hats on the boat must be Jacques’s team of scientists who worked on the floating lab Pages 14-15

I Observe I Infer The text says Cousteau made the “first full-length full-color underwater film ever made.” The illustration shows a lot of people watching what seems to be a screen showing a scuba diver, who is probably Jacques, looking at things underwater. It must have been very exciting for people to be able to see what Jacques Cousteau saw when he went underwater. The people in red hats on the boat must be Jacques’s team of scientists who worked on the floating lab. Pages 16-17

I Observe I Infer The text says Cousteau and his team “wanted to see if people could actually live underwater” but his “dream of colonizing the ocean was not to be.” The illustration shows people doing all sorts of things underwater. Jacques must have wanted to spend as much time as he could underwater if he wanted to try to live there. The description of living underwater as “a dream” means this is something that was important to him and that he really wanted. The illustration might be a picture of Jacques’s team “living and working” in the underwater lab. Pages 24-25

I Observe I Infer The author describes Jacques Cousteau as “the world’s ambassador of the oceans” and says he wrote “fifty books, two encyclopedias, and dozens of documentary films.” The illustration shows Jacques doing different things in and out of the ocean. Even when the illustration shows Jacques typing he is dressed in his scuba gear. The text shows that Jacques worked very hard to tell people about the ocean, which he loved very much. The illustrations show that all of Jacques’s activities have to do with the ocean. Page 26

I Observe I Infer The text describes Jacques’s TV series as a show that “brought whales, octopuses, otters, and dolphins right into people’s living room.” The illustration shows people sitting on their couch watching a television, but they are dressed like scuba divers. The text demonstrates Jacques’s love of the ocean and his hope to share his love of the ocean with other people. The illustrations show how real the TV show made ocean life feel to viewers of the show. Page 27

I Observe I Infer The text says Jacques became the “most important defender” of the plants and animals dying because of pollution because he loves the ocean life. Jacques started the Cousteau Society. The illustration shows Jacques looking at the ocean with a large ship and many fish that seem to be floating on the surface. The sea is a smudgy green. Because Jacques loves the plants and animals in the sea he wants to protect them. The Cousteau Society shows Jacques’s love of the ocean because its only purpose is to educate people about the ocean and to protect the sea. Maybe they are dead because of pollution. The picture is very similar to the picture of Jacques as a boy, but now the sea is a smudgy green and the clouds are gray, so this picture doesn’t seem as happy as the first. Page 31

Page(s) Year(s) 8-9 1943 14-15 1950 16-17 1956 24-25 1963 26 1963, 1965 27 31 1974 Student Groups Use the information on page 33 to determine when the events they described happened.

The sequence of events suggests that Jacques Cousteau explored the sea as an adult because of a love of the sea he developed as a young boy. The sequence of events suggests that Jacques Cousteau explored the sea by tinkering and developing new tools for exploration when he was an adult because of early experiences in his childhood. Think-Pair-Share How does the sequence of events in the text explain how or why Jacques Cousteau explored the sea?

Craft Question: How does grouping related information together work?

Describe Your Knowledge to a TEE
Topic Statement E Evidence Elaboration C Conclusion

Hand Paragraph Writing Planner
Thumb is the topic statement and the little finger is the concluding sentence, they are closely related. One opens the paragraph and the other closes it. The index finger, middle finger and ring finger are each of the three pieces of evidence. A ring on each of the three fingers is used to record the explanation or elaboration of their evidence.

Groups Topic Statements Group 1 Jacques Cousteau was a curious young boy. Group 2 Jacques Cousteau wanted to study the sea and needed to invent something to allow him to do that. Group 3 Jacques Cousteau traveled around the world capturing underwater images for the world to see. Group 4 Jacques Cousteau explored deep parts of the sea never before seen by people. Student Groups Record your topic statement. Reread the text to find three key details to serve as evidence to support your assigned topic statement

Exit Ticket How does the sequence of the text and illustrations in The Fantastic Undersea Life of Jacques Cousteau help you understand why and how Jacques Cousteau explored the sea?

Examine Compound Sentences
Lesson 14 Deep Dive Style and Conventions

Jacques Cousteau loved the sea. He spent his whole life exploring it.
What kind of sentences are those? A simple sentence What is the subject of each sentence? Circle the subject. What is the predicate of each sentence? Underline the predicate

Two sentences linked together.
There are two ways you can link two complete thoughts together: A comma and conjunction A semicolon Compound Sentence Two sentences linked together.

Join two simple sentences together using a comma and a conjunction.
, Jacques Cousteau loved the sea. He spent his whole life exploring it. Place a comma after the first complete sentence in place of the period. Then, a conjunction is added to fully link the first complete thought to the second. Jacques Cousteau loved the sea, and he spent his whole life exploring it. Join two simple sentences together using a comma and a conjunction.

The ocean was the most incredible place he’d ever seen, and wanted to share its beauty with the world. he ; This compound sentence can be punctuated differently with a semicolon in place of the comma and coordinating conjunction. The ocean was the most incredible place he’d ever seen; he wanted to share its beauty with the world.

The ocean was the most incredible place he’d ever seen, and wanted to share its beauty with the world. . he This compound sentence can also be taken apart and written as two simple sentences. The ocean was the most incredible place he’d ever seen. He wanted to share its beauty with the world.

Now Cousteau was free to truly explore.
A silent world opened up to him. Think-Pair-Share What would be the best way to combine these two simple sentences to create a compound sentence?

Compound Sentence Now Cousteau was free to truly explore. A silent world opened up to him. Combine these two sentences to create a compound sentence. Draw a box around the coordinating conjunction and punctuation. Underline the first complete sentence. Circle the subjects and bracket the predicate.

Now Cousteau was free to truly explore; a silent world opened up to him.
Now Cousteau was free to truly explore, and a silent world opened up to him.

Write your own compound sentence using two of the following words:
explore Jacques Cousteau tinker sea Land Write your own compound sentence using two of the following words:

Content Framing Question: Reveal: What does a deeper exploration of text features and illustrations reveal in The Fantastic Undersea Life of Jacques Cousteau?

Cousteau’s Silent World: Shipwreck Excerpt
I Observe I Infer Diver wearing mask or goggles Divers use goggles to see things underwater Diver has flippers; Jacques wore them in the book Flippers help divers swim underwater Diver wearing tank on back This is an Aqua-Lung that allows him to swim further

What does Jacques Cousteau mean by these words?
“The sea, once it casts its spell, holds one in its net of wonder forever.” Think-Pair-Share What does Jacques Cousteau mean by these words?

“The sea, once it casts its spell, holds one in its net of wonder forever.”
Jacques Cousteau uses figurative language when he says the sea “casts its spell” and “hold one in its net of wonder” because the sea cannot cast a spell and it cannot hold anyone in a net. This is an example of nonliteral language. The figurative language expresses Jacques Cousteau’s fascination with the sea and explains that he explored the sea because he felt a sense of “wonder” about it. 1 Think-Pair-Share What figurative language do you notice in this quotation and how does it help explain why Jacques Cousteau explored the sea?

What do you notice about where the quotation is placed on the page?
“The sea, once it casts its spell, holds one in its net of wonder forever.” The quotation is placed in an orange circle in the lower left corner of page. 2 Think-Pair-Share What do you notice about where the quotation is placed on the page? Find another quotation and notice its location.

What do you notice about how the quotations are presented on the page?
Each quotation is in a colored circle. There is one quotation on each double-page spread. The quotations are located in circles of different sizes and colors. The circles are placed in different locations on each page. The letters in the bubble are smaller and slanted. The words are in quotation marks. Jacques Cousteau’s names is after the words. Share Quotations What do you notice about how the quotations are presented on the page?

Vocabulary Journal Word Meaning Synonyms text features
something other than the main text that supports or adds to the reader’s understanding Each bubble has a quotation from Jacques Cousteau. The words in each bubble are words the Jacques Cousteau really said or wrote. The words in larger print are words that the author, Dan Yaccarino, wrote.

Jacques Cousteau’s words in the bubble explain how the sea “holds one in its net of wonder forever.”
Dan Yaccarino says Jacques Cousteau spent “his whole life” exploring the sea and that he thought “the ocean was the most incredible place he’d ever seen.” Jacques Cousteau’s words support Dan Yaccarino’s statement. The quotation and text explain that Jacques Cousteau explored the sea because he loved it. 3 Think-Pair-Share What is the relationship between Jacques Cousteau’s words in the bubble on page 2 and Dan Yaccarino’s text on page 3, and how doe the quotation and text explain why Jacques Cousteau explored the sea?

Jacques Cousteau’s words express his curiosity and his interest in science.
On page 14, Dan Yaccarino explains that Jacques turned the Calypso into a “floating research lab.” Jacques Cousteau’s words explain why he wanted to create his own research lab. The quotation and text explain that Jacques Cousteau explored the sea because he was curious. The text explains that Jacques Cousteau explored the sea by building a “floating research lab and film studio.” 4 Think-Pair-Share How do Jacques Cousteau’s words in the bubble on page 15 explain his work on the Calypso that is described on page 14 and how do the quotation and text explain why and how Jacques Cousteau explored the sea?

Explains the meaning of Jacque Cousteau’s words.
Explains the content of the main text. Explains how the words in the bubble add to the meaning of the main text. Explains how the quotation and text explain how or why Jacques Cousteau explored the sea. Share with Class How do the bubbles in The Fantastic Undersea Life of Jacques Cousteau add meaning to the text?

The words tell us something that Jacques Cousteau really said or wrote, so the bubbles allow us to almost hear his voice. The words in the bubble emphasize something important about the main text. The words in the bubble prove that the words in the main text are true. The words in the bubble add interest to the text. The bubbles make the page more interesting to look at. Partners Review The Fantastic Undersea Life of Jacques Cousteau and select one page to analyze. Select a quotation from Jacques Cousteau and explain how it supports or adds to the main text and how it explains how or why Jacques Cousteau explored the sea.

Craft Question: How does reading fluently work?
What does it mean to read fluently? Reading fluently means reading accurately. Reading fluently means paying attention to phrasing. Reading fluently means reading at a good rate and in an audible voice. Reading fluently means reading with expression.

Handout 15A: The Words of Jacques Cousteau
Circle words with unknown meaning.

Vocabulary Journal Word Meaning Synonyms buoyed caused to float
carried, floated, supported fascinated held the attention and interest of attracted, enchanted, interested, intrigued keyhole hole in a lock into which a key is put to lock and unlock it spared kept from harm protected opportunity chance for a better situation possibility logical reasonable bleak hopeless; without cheer gloomy

In Response Journal: Select a quotation from a text bubble. Explain how the quotation relates to the film clip. Watch A Film Consider how the film conveys information about how and why Jacques Cousteau explored the sea.

Why is it important to use illustrations to aid in comprehension?
An additional text feature that writers sometimes use to aid a reader in comprehension is illustrations. Craft Question: Why is it important to use illustrations to aid in comprehension?

Think-Pair-Share He “created an airtight cover for his camera.”
He made “lights to illuminate the sea’s mysteries.” He “found ways to film underwater.” 5 Think-Pair-Share According to the text, what are three ways Jacques Cousteau tried to “share the amazing beauty of the sea with the world?”

I know that you need light to take a picture and the illustration shows Jacques Cousteau taking a picture in the sea, so illuminate must mean “make bright with light.” 6 Think-Pair-Share How does your knowledge of photography and the use of lights, along with the illustration, clarify the meaning of the word illuminate on page 12?

Vocabulary Journal Word Meaning Synonyms illuminate
lightup, make bright with light

What do you notice about the details and illustration on this page?
All the details and the illustration add information about Jacques Cousteau’s work “to share the amazing beauty of the sea with the world.” 7 Think-Pair-Share What do you notice about the details and illustration on this page?

Experiment with Figurative Language
Lesson 15 Deep Dive Vocabulary

Figurative Language Refresher
Figurative language means “language expressing one thing in terms normally used for another.” Literal means “using the ordinary, exact meaning of a word or words.” Nonliteral mean “using a meaning other than the ordinary, exact meaning of a word or words.”

How does figurative language work?
I notice: The sea does not really cast a spell. The sea does not hold a net. A net cannot be made of wonder. A net of wonder cannot really hold anyone. How does figurative language work? “The sea, once it casts its spell, holds one in its net of wonder forever.”

Is the first quotation an example of literal or nonliteral language and how do you know?
The first quotation is an example of nonliteral language because Jacques Cousteau did not really fly. He swam.

What does cousteau’s use of figurative language in this quotation suggest about his feelings about swimming underwater? Describing swimming as flying “without wings” suggests that Jacques Cousteau felt swimming was very exciting and freeing.

Is the third quotation an example of literal or nonliteral language and how do you know?
The third quotation is an example of literal language. Jacques Cousteau did really see a lot and many creatures really did see him.

Exit Ticket Choose one example of nonliteral language and explain how the example helps them understand Jacques Cousteau better.

Content Framing Question: Distill: What is the essential meaning of The Fantastic Undersea Life of Jacques Cousteau?

How did you find the main idea of another text you have read in class?
I noticed repeated words and ideas in “The Sea Wind.” I noticed word choices and story elements in Amos & Boris. I noticed text features and important ideas in Ocean Sunlight. I used Boxes and Bullets graphic organizer to help determine the main idea.

How did you find the essential meaning of Ocean Sunlight: How Tiny Plants Feed the Seas in Lesson 12? We thought about why the main idea of the book is important We thought about how the book’s main idea related to bigger ideas about the world.

How are the passages on pages 3 and 32 similar and different?
Both passages say, “Jacques Cousteau loved the sea.” Both passages say he wanted to “share it’s beauty.” On page 3 the text says Jacques “spent his whole life exploring” the sea. On page 3 the text says Jacques thought “the ocean was the most incredible place he’d ever seen.” On page 32 the text says Jacques wanted to share the ocean’s beauty with people “so that everyone could love and cherish it too.” 1 Think-Pair-Share How are the passages on pages 3 and 32 similar and different?

Dan yaccarino says, “He discovered the he loved the water.”
2 Think-Pair-Share On page 4 how does the text describe Jacques Cousteau’s feelings for the sea as a boy?

The bubble uses Jacques Cousteau’s own words to express his idea that in the water he “is free” and “can fly,” explaining why Jacques loves the water. 3 Think-Pair-Share How does the bubble on page 4 help you understand Jacques’s feelings about the sea?

The illustration shows Jacques as a boy looking out on the water
The illustration shows Jacques as a boy looking out on the water. We do not see his face but we do see the same scene Jacques sees. The illustration helps us “share” Jacques’s view of the sea and helps us understand that Jacques is very interested in the ocean. 4 Think-Pair-Share How does the illustration on page 4 add to your understanding of Jacques Cousteau as a boy?

The main idea of The Fantastic Undersea Life of Jacques Cousteau is that he loved the sea and wanted to share his love of the sea with others. 5 Think-Pair-Share Based on the text on pages 3 and 32, what is the main idea of The Fantastic Undersea Life of Jacques Cousteau?

Identify Key Details in A Text
Main Idea of Jacques Cousteau: Text Illustration Quotation

What is a summary? A summary is a short explanation of the important elements of a text. A summary in addition to including the main idea of a text, can include its essential meaning.

Based on your understanding of the main idea of The Fantastic Undersea Life of Jacques Cousteau, what is the essential meaning of the book? Why is it important and how does it help you understand a bigger idea better? The main idea of Jacques Cousteau is that Jacques Cousteau loved the sea and wanted to share its beauty with others. This is related to the bigger idea that the ocean is a beautiful and mysterious place. The main idea of Jacques Cousteau is that Jacques Cousteau loved the sea and wanted to share its beauty with others. This is related to the bigger idea that the ocean is important to our planet and that we should protect it.

Craft Question: How does using an illustration to aid in comprehension work?

Using Illustrations to aid in Comprehension
Partners sit back to back. One student describes the tool or vehicle while the other sketches the tool, based on the description. Using Illustrations to aid in Comprehension Choose one tool or vehicle that Dan Yaccarino describes in the The Fantastic Undersea Life of Jacques Cousteau.

Who was able to draw the tool or vehicle?
Are words always enough? Who was able to draw the tool or vehicle? The student who described the tool reviews the partner’s drawing and makes any necessary corrections.

Describe Your Knowledge to a TEE
Topic Statement E Evidence Elaboration C Conclusion Illustrations can also serve as evidence to support a topic statement.

Look at page 21, how does the illustration help the reader to understand the sea flea?
The Sea Flea was pretty flat. The Sea Flea went to dark layers of of the ocean. The Sea Flea used bright lights so a scientist could see ahead.

Record the following prompt in your Response Journal:
Select an underwater tool or piece of equipment that Jacques Cousteau used. Explain its purpose and include an illustration to aid in comprehension.

Think-Pair-Share What is the purpose of one of the tools or pieces of equipment that Jacques Cousteau used? How can the text, bubbles, and illustrations in the book help me understand the tool or equipment better?

How can a planning tool help you organize your ideas?
The Hand Paragraph Writing Planner can organize my thinking. The thumb of the organizer can remind me to use a topic statement. The index finger, middle finger, and ring finger can remind me to use three supporting pieces of evidence and elaboration. The little finger can remind me to write a concluding statement.

Write an explanatory paragraph and sketch an illustration to aid in comprehension.

Which sentence best expresses the essential meaning of The Fantastic Undersea Life of Jacques Cousteau? Jacques Cousteau loved the sea. The sea is a beautiful and important part of the planet. Jacques Cousteau believed it is important to protect the ocean. Jacques Cousteau was in important filmmaker.

What statement best supports the essential meaning?
Jacques Cousteau spent his whole life exploring the sea. Jacques Cousteau won an award for his movie The Silent World. Jacques Cousteau loved to tinker. Jacques Cousteau’s work showed the beauty of the ocean and the need to protect the ocean.

Content Framing Question: Knowledge: How do Ocean Sunlight: How Tiny Plants Feed the Seas and The Fantastic Undersea Life of Jacques Cousteau build my knowledge of the sea and scientists who study the sea?

Socratic Seminar Prompt: Why is the ocean important?

Gallery Walk I Observe: I Infer:

What are some ways you can agree or disagree in a class discussion?
Use a polite tone of voice, even when I disagree. Use nonverbal signals to show I agree with someone instead of interrupting. Raise a finger to show I’d like to disagree. Use sentence frames.

Sentence Frames for Agreeing or Disagreeing respectfully.
I notice in the text that ________________. This makes me think ______________. I understand what you said, but the text says __________________.

Word Bank phytoplankton food chain nutrient explored observed
fascinated tinkered discovered

What does the task ask you to do?
Explain to younger children why and how scientists explore the sea. Write two paragraphs Use an illustration to support comprehension. Use topic statements for the paragraphs. Use paragraphs to group related information. Use evidence from the texts to support the topic statements Use complete sentence, correct capitalization and other rules for style and convention.

How is this Writing Planner similar to the anchor chart?
Both identify a topic statement as the beginning of a paragraph. Both identify evidence as important to developing a paragraph. Both include “elaboration” as part of the paragraph. Only the anchor chart includes a conclusion.

Vocabulary Journal Word Meaning Synonyms audience
group of people who will see, hear, or read something purpose reason for writing something

My writing is appropriate for the purpose and audience of the task.
Topic What am I writing about? Audience Who will read what I write? Purpose Why am I writing this? Why do scientists explore the ocean? How do scientists explore the ocean? Kids will read it because the task says the paragraphs are for “younger students.” To explain both why and how scientists explore the sea.

Vocabulary Journal Word Meaning Synonyms tone
feeling or attitude expressed through the words a writer chooses

Talk and choose the one reason and one method about which you want to write.
Choose three pieces of evidence that will explain why scientists explore the sea and three pieces of evidence about how they explore the sea. Copy the evidence onto your planners and craft a topic statement and record them on their planners. Think-Pair-Share What are some reasons scientists explore the sea and what are some ways they explore the sea?

Lesson 17 Deep Dive: Style and Conventions
Experiment with Using Spelling Rules to form the Simple Past

What is different about these two sentences?
Cousteau discovers many treasures in the sea. Jacques discovered many treasures in the sea. Think-Pair-Share What is different about these two sentences?

What do you notice about these words?
wanted worked turned called All the words end in -ed.

underline the -ed suffix in each verb
wanted worked turned called

circle the last two letters of the root word in each verb
wanted worked turned called

How to Form the Simple Past Tense with the Suffix -ed
CC + ed Examples: called, asked, wanted AY + ed Examples: played, stayed, prayed, prayed

Content Framing Question: Knowledge: How do Ocean Sunlight: How Tiny Plants Feed the Seas and The Fantastic Undersea Life of Jacques Cousteau build my knowledge of the sea and scientists who study the sea?

Review Focusing Question Task 2
What is the purpose of this task? to write an essay for younger students explaining why and how scientists explore the sea. Who is the audience for this task? Younger children How will the purpose and audience for this task affect your writing? The purpose is to provide information, I will select and organize evidence from the texts that explains how and why scientists explore the sea. The purpose is to provide information to younger students in school, I will use formal writing. I will use complete sentences. The audience is other children, I will try to make the writing fun and interesting.

How will your paragraph be different from your Writing Planner?
My planner uses notes, which are not always full sentences. My paragraph will use complete sentences to express my ideas.

Why and how do scientists explore the sea? Lesson 10

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Why and how do scientists explore the sea? Lesson 10

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