Sylvia Earle and the Deep Ocean

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LESSON 13 TEACHER’S GUIDE Sylvia Earle and the Deep Ocean by Antonio Hattingh Fountas-Pinnell Level T Biography Selection Summary For more than forty years, her passion for wildlife has led Sylvia Earle to oceans across the world. The research of this record-setting oceanographer has helped answer questions about Earth’s seas and Number of Words: 1,370 little known deep-sea creatures. As she continues her work, Earle hopes to inspire others to explore Earth’s amazing oceans and to seek out the abundant sea life just waiting to be discovered. Characteristics of the Text Genre • Biography Text Structure • Three chapters divide information by topic: biographical on Sylvia Earle, deep-sea marine life, and future oceanic exploration • Problem/solution: college costs/scholarship and job; tube worm nutrition/bacteria • Enumerated steps: the formation of hot springs Content • Sylvia Earle and underwater diving record • Marine organisms Themes and Ideas • Look for solutions when you encounter a problem. • All people, regardless of gender, should have equal opportunities. • There is much to learn, enjoy, and admire in nature. Language and • Instructive, conversational language and tone Literary Features • Comparison/contrast of marine organisms, such as spookfi sh and coffi nfi sh Sentence Complexity • Simple sentences with complex and a few compound sentences • Declarative, interrogative, exclamatory, and imperative sentences • Internal punctuation: commas, parentheses, dashes Vocabulary • Marine organisms that may be unfamiliar: tube worms, glowing fi sh Words • Some multisyllable words: oceanographer, predators Illustrations • Photos and diagram support text and clarify concepts Book and Print Features • Eleven pages of text, a table of contents and an index • Captions support text and provide additional information. © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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6_310473_BL_LRTG_L13_SylviaEarle.indd 1 11/5/09 11:59:36 AM Sylvia Earle and the Deep Ocean by Antonio Hattingh Build Background Help students use their knowledge of the oceans and diving to visualize the story. Build interest by asking a question such as the following: Why might the ocean be fun to explore? Read the title and author and talk about the cover illustration. Note the table of contents. Tell students that this story is a biography, so the author tells about events in another person’s life.

Introduce the Text Guide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 4: Explain that this is a story about Sylvia Earle, a famous oceanographer, or ocean explorer and scientist, who has loved wildlife since she was a child. Suggested language: Turn to page 4. Read sentences 3 and 4 in paragraph 2: In 1964, a group of scientists invited her on a trip to the Indian Ocean. At the time, it was unusual for women to go on scientiﬁ c trips. Ask: Why do you think there were few female participants? What does this say about Sylvia Earle? Page 5: Read the sentences: In 1979, Earle did something no one had done before. . . . Earle had set a record for the deepest sea walk ever! Ask: What idea does this detail support? Page 8: Have students look at the diagram of the three ocean zones. Explain that ocean zones are determined by the amount of sunlight they receive. The Sunlight Zone receives the largest amount of sunlight so it is the warmest zone. Point out the diagram. Ask: Which zone likely has the coldest water? Why? Now, go back to the beginning and read to ﬁ nd out more about Sylvia Earle’s life and deep-sea mission.

Target Vocabulary

affi rmed – declared or confi rmed equivalent – having the prime – prepare it or make it to be true, p. 10 same meaning or value as ready culmination – the highest or last something else sacrifi ced – gave something up point of a process expanse – a vast, open area of for the sake of something else deduced – reasoned out, or water, land, or sky inferred, from clues, p. 9 frigid – extremely cold, p. 7 durable – tough participants – those who take part in activities, p. 4

Grade 6 2 Lesson 13: Sylvia Earle and the Deep Ocean © Houghton Mifflin Harcourt Publishing Company

6_310473_BL_LRTG_L13_SylviaEarle.indd 2 11/16/09 6:35:15 PM Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Monitor/Clarify Strategy and to notice what isn’t making sense in order to understand the confusing parts of the biography.

Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: What did you ﬁ nd most surprising about Sylvia Earle’s accomplishments?

Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • Because she had always loved • Determination and education • The author weaves biographical wildlife, Sylvia Earle studied help you accomplish your goals. and scientiﬁ c information to sea life in college. show how important oceans are • All people, regardless of gender, to Sylvia Earle. • Earle has explored the world’s should have equal opportunities. oceans, set records, and helped • The scientiﬁ c details help readers • It is important to protect oceans create a two-person submarine. understand the content. and sea life. • Earle has worked to educate • The narrator directly addresses others about oceans and sea readers to persuade them to act creatures and the threats to explore and save oceans. humans pose to them.

Choices for Further Support • Fluency Invite students to participate in choral reading. Remind them to pause at internal punctuation marks, such as commas, parentheses, and dashes, to set off this information from the rest of the sentence and improve comprehension. • Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. • Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that syllables and morphemes are different word units. While a syllable is a single vowel sound (or jaw drop when spoken) within a word, a morpheme is the smallest unit of meaning in a word. For example, the word oceanographer (page 3) contains ﬁ ve syllables (o-shu-nah-gruh-fur) but only two morphemes: ocean and grapher. Invite students to distinguish between morphemes and syllables in other words in the story.

Grade 6 3 Lesson 13: Sylvia Earle and the Deep Ocean © Houghton Mifflin Harcourt Publishing Company

6_310473_BL_LRTG_L13_SylviaEarle.indd 3 12/8/09 10:56:08 PM Writing about Reading

Critical Thinking Have students complete the Critical Thinking questions on BLM 13.7.

Responding Have students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension Skill Main Ideas and Details Remind students that details about the same topic work together to support a main idea. Model how to add details to the Graphic Organizer, using this a “Think Aloud” like the one below:

Think Aloud The narrator says that, as part of her role with the National Geographic Society, Sylvia Earle tells people about the wonders of the sea and reminds them that global warming and pollution can damage or kill ﬁ sh and other ocean life. List these details to support the idea that Earle wants people to help save the oceans.

Practice the Skill Have students share an example of another biography in which details show how a real- life person pursues a mission to help the environment or wildlife.

Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts • The author probably wrote this biography to

______. • What is the meaning of deduced on page 9? • How would you describe the narrator’s tone in the last paragraph of the selection?

Grade 6 4 Lesson 13: Sylvia Earle and the Deep Ocean © Houghton Mifflin Harcourt Publishing Company

6_310473_BL_LRTG_L13_SylviaEarle.indd 4 11/16/09 6:38:37 PM English Language Development

Reading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind them that this selection is about one woman’s passion for ocean research.

Cognates Many of the vocabulary words for this story have similar word roots with their Spanish counterparts. For example, culmination in Spanish is culminación. Frigid (page 7) is frígido in Spanish. Ask students to ﬁ nd other English-Spanish cognates in the story.

Oral Language Development Check student comprehension, using a dialogue that best matches your students’ English proﬁ ciency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: Who is the subject of the Speaker 1: What records does Sylvia Speaker 1: In what ways are biography? Earle hold? global warming and pollution alike? Speaker 2: Sylvia Earle Speaker 2: Earle holds the record for deepest sea walk and the deepest dive Speaker 2: Global warming and Speaker 1: What is Earle’s occupation? by a person alone. pollution both harm ocean life. Speaker 2: oceanographer, ocean Also, humans cause both global Speaker 1: Why do giant tube worms explorer, or ocean scientist warming and pollution. Since live in or near hot springs? this is the case, humans can do Speaker 1: What threatens oceans? Speaker 2: The worms depend on the much to stop or prevent both Speaker 2: global warming and springs’ warmer water and minerals. global warming and pollution. pollution

Lesson 13 BLACKLINE MASTER 13.7 Name Date

Sylvia Earle and the Critical Thinking Deep Ocean Critical Thinking Read and answer the questions. Possible responses shown.

1. Think within the text List one detail that supports the main idea, “Deep-sea creatures have other ways to survive, too.” The spookfi sh uses its nose to search for shrimp. 2. Think within the text How much of Earth’s surface is covered by water? Two-thirds of Earth’s surface is covered by water. 3. Think beyond the text The author makes a comparison between astronauts living in space and scientists living under the ocean. How would these experiences be different? How would these experiences be similar? Living in space involves no gravity, while under the ocean you would have the crushing weight of water. Both are dark, mysterious places where people can’t live without special suits and equipment. 4. Think about the text Earle believes global warming causes ocean levels to rise. What problems may result from this rise in ocean levels? Flooding, submersion of islands, climate changes, and destruction of animal habitats.

Making Connections Earle developed her love of ocean life at an early age. What is something you care a lot about? Explain how you became interested in it.

Write your answer in your Reader’s Notebook.

13.07_6_246260RNLEAN_Crtl Thk.in9 9 6/15/09 1:45:08 PM Grade 6 5 Lesson 13: Sylvia Earle and the Deep Ocean © Houghton Mifflin Harcourt Publishing Company

66_310473_BL_LRTG_L13_SylviaEarle.indd_310473_BL_LRTG_L13_SylviaEarle.indd 5 77/24/09/24/09 111:57:161:57:16 AAMM Name Date Sylvia Earle and the Deep Ocean

Thinking Beyond the Text Think about the questions below. Then write your answer in two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 12, the text says, “Earle believes that water is the key to life on Earth.” What do you think the statement means, and do you agree? Why or why not? What did Earle think could be done to protect bodies of water?

66_310473_BL_LRTG_L13_SylviaEarle.indd_310473_BL_LRTG_L13_SylviaEarle.indd 6 77/24/09/24/09 111:57:171:57:17 AAMM Lesson 13 BLACKLINE MASTER 13.7 Name Date

Sylvia Earle and the Critical Thinking Deep Ocean Critical Thinking Read and answer the questions.

1. Think within the text List one detail that supports the main idea, “Deep-sea creatures have other ways to survive, too.”

2. Think within the text How much of Earth’s surface is covered by water?

3. Think beyond the text The author makes a comparison between astronauts living in space and scientists living under the ocean. How would these experiences be different? How would these experiences be similar?

4. Think about the text Earle believes global warming causes ocean levels to rise. What problems may result from this rise in ocean levels?

Making Connections Earle developed her love of ocean life at an early age. What is something you care a lot about? Explain how you became interested in it.

Write your answer in your Reader’s Notebook.

66_310473_BL_LRTG_L13_SylviaEarle.indd_310473_BL_LRTG_L13_SylviaEarle.indd 7 77/24/09/24/09 111:57:191:57:19 AAMM 66_310473_BL_LRTG_L13_SylviaEarle.indd 8 _ 3 1 0 4 7 3 _ B LEVEL Sylvia EarleandtheDeepOcean Student L _ Earlelearnedtoscubadivewhileincollege.Sheusedthisskill 4 L R Grade 6 Grade © Houghton Publishing Harcourt Mifflin Company T aeSlcinTx rosSelf-Corrections Errors SelectionText page G _ Read wordcorrectly Omission sentence, orphrase Repeated word, L 1 3 _ S y eairCd Error Code Behavior l T v i a Comments: E was 50feetunderwater! spent twoweekstogether. Theylivedandworkedinalabthat team ofwomenscientistsonaspecialtrip.Theparticipants she wentonmoreresearch trips.Then,in1970,Earleleda for womentogoonscientifictrips.Overthenextfewyears, her onatriptotheIndianOcean.Attime,itwasunusual to studysealifeupclose.In1964,agroupofscientistsinvited a r l e . i n d d

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