Cycle 2 | Day 4 - Bering Strait School Districtwiki.bssd.org/images_up/d/dc/InTheDeep.doc · Web viewCycle 1 | Vocabulary In The Deep Word Identification Strategy and pronunciation

Cycle 1 In The Deep

IN The DeepCycle One

Name: _______________________________

Cycle 1 | Learning guide In The Deep

Day 1: ______________________________

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Day 2: ______________________________

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Day 3: ______________________________

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Day 4: ______________________________

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TestComprehension Vocabulary

Team Talk Total

Participation Total

Cycle 1 | Vocabulary In The Deep

Word

Identification Strategy

and pronunciati

on Definition Sentencerealm(noun)page 4

blend:realm(RELM)

kingdom We read about the realm of deep-sea creatures.

scarce(adjective)page 4

blend:scarce(SCARES)

rare, hard to find Wolves are scarce in the Appalachian Mountains

distract(verb)page 7

chunk:dis-tract(dis-TRACT)

draw attention away from something

If you distract the pitcher, I will steal a base.

devours(verb)page 11

Chunk:de-vours(de-VOWERS)

eats with great hunger

The hungry dog devours its dinner.

hinged(adjective)page 12

blend:hinged(HINJD)

made to open and close like a door

The hinged treasure chest opened with a creak.

stalk(verb)page 16

blend:stalk(STALK)

hunt prey When big cats stalk deer, they are very silent.

expedition(noun)page 18

chunk:ex-pe-dit-tion(EX-pe-DI-shun)

a journey of exploration

The Lewis and Clark expedition traveled across the Rocky Mountains.

glimpse(noun)

blend:glimpse

a very brief look The bird watcher caught a glimpse

page 19 (GLIMPS) of an unusual bird.

Cycle 1 | Day 1 In The DeepRead with a partner: pages _____ Read [silently] or [aloud]: pages _______

Team Talk Question:1. Summarize the information given on page 5. What part of the text helped you do

this?_____________________________________________________________________

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2. Why are there three different kinds of life in each ocean zone?_____________________________________________________________________

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3. What is the main idea of the section titled “A dark, cold, weighty world” on page 6 and 7? How does the section heading help you to figure out its main idea?

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4. What does it mean to say that animals in the deep are adapted to life in the deep sea?

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Vocabulary ActivityDirections: Choose the word from the word bank complete each sentence in the selection.

The Corps of Discovery was an ________________ that explored the Louisiana Territory

in 1804. Lewis and Clark led the Corps into the mysterious and wild ________________

west to the Mississippi River. As leaders of the expedition, they didn’t let anything

_________________ them from their goals. They were among the first explorers to

_________________ the Pacific Ocean.

realm expedition glimpse distract


Team Talk Question:1. Identify one detail from the pictures and captions on page 9 that supports the main

idea of the text on page 8._____________________________________________________________________

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2. What is the main problem deep-sea creatures try to solve by having special body parts like glowing lures?

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3. Compare how the flashlight fish and the angler fish us bioluminescence to find food.

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4. Why might it be a good idea for animals to be able to sometimes turn off or cover up their bioluminescent body parts?

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Sometimes food was __________ in the West. The men had to __________ antelope and

rabbits. Lewis and Clark hunted with __________ rifles that could be opened and closed

to easy reloading. They were amazed to see how the grizzly bear. __________ its prey

with its powerful jaws.

devours scarce hinged stalk


Team Talk Question:1. Summarize the main idea of the “The Cleanup Crew” section on page 13. How

does the heading of this section help you to determine the main idea?_____________________________________________________________________

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2. What word is repeated several time on page 14 and 15? How does noticing this repeated word help you identify the main idea?

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3. What is the main difference between a fish, like a fangtooth, and a jellyfish or shrimp?

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4. What are tentacles? How do jellyfish use their tentacles?_____________________________________________________________________

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Members of the expedition could not allow anything to ___________ them from their

plans. They were lucky that the West was the _____________ of many Native American

nations. The ____________ would have gotten lost in the Bitterroot Mountains with their

Indian guides. When food was ______________, the native Americans saved them from

starvation by giving them food.

expedition scarce distract realm


Team Talk Question:1. What is the main idea of the “Exploring the Deep” section of the text on pages 18

and 19? What helped you determine this?_____________________________________________________________________

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2. How do the pictures and captions on the pages 18 and 19 help you identify the main idea?

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3. Compare the methods scientists used to discover sea life during the 1800s and the 1900s.

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4. Would you want to go to the bottom of the ocean in William Beebe’s bathysphere? Why or why not?

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Cycle 1 | Day 4 cont. In The Deep


The __________ traveled mostly by boat over wild water. The men had to __________

elk and hunt wild rabbit. Finally, they reached the Pacific Ocean. The men brought out a

___________ box filled with mirrors and beads to trade with the Native Americans for

food. Meat was ____________ in this region, but there was plenty of fish. The Native

American told Lewis about a giant fish that had washed up on shore. The men went to the

beach to get a ___________ of this creature. It was a whale, whose ____________ is

deep in the ocean and who ____________ smaller sea animals and plankton with its huge

mouth. Although Lewis had many things to ___________ him from writhing in his

journal he did not forget to write about the whale that night.

realm expedition glimpse distract

hinged devours scarce stalk

Cycle 1 | Day 6 In the deep

You are a scientist who had just discovered an animal in the deep

ocean that no one had seen before. In a journal entry, name the

animal and explain how you discovered it. Describe the creature’s

body, including body parts that help it find food and protect itself

from predators. Drew and label a picture of the animal to

accompany your description. You may use the blank graphic

organizer that follows (or one similar to it) to help you organize

your thoughts.

Scoring Rubric: Po

ints

Po

ssib

le To

tal

Poin

ts(2

0 pt

s)

Name for the animal 2Description of how it was discovered 3Description of the size and shape of the animal’s body 4Description of the body parts that help the animal find food 4Description of the body parts that help the animal protect itself 4Correct Paragraph Form(Capital Letters and Punctuation) 1Drawing of the animal 2

Cycle 1 | Day 6 In the deep

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Cycle 1 | Graphic Organizer In the deep

Documents

Cycle 2 | Day 4 - Bering Strait School Districtwiki.bssd.org/images_up/d/dc/InTheDeep.doc · Web viewCycle 1 | Vocabulary In The Deep Word Identification Strategy and pronunciation