daily planning notes · specifically focusing on the smaller sea creatures that inhabit the...

DAILY PLANNING NOTES

STORY/CHAPTER

WORD STUDY

VOCABULARY DEVELOPMENT ACTIVITY

STRATEGIES

GROUPINGS

READING WORKSHOP

WRITING WORKSHOP

© Kendall/Hunt Publishing Company BLACKLINE MASTER 1 Where the Waves Break: Life at the Edge of the Sea

1Name:

Date:

100823_Pathways_Waves.qxd 10/10/07 11:35 AM Page 85


2

MONTH

(book)

Assessed Skills

Whole Book Activity Projects

Art

Social Studies

Math

Science

Name:

Daily Lesson Guide Overview: Planning Notes



3

Pathways Newsletter

Name:

Dear Family,Your student is ready to begin an integrated learning unit about the ocean,

specifically focusing on the smaller sea creatures that inhabit the coastlinewaters throughout the world. We will be reading Where the Waves Break: Lifeat the Edge of the Sea. In addition to a wide range of interesting facts, thisbook features beautiful full-color photographs that provide the reader with arealistic and exciting introduction to many fascinating forms of life.

A variety of learning experiences will be integrated as we explore thisthematic unit. Spiritual connections will be made between tide pool animalsand their Creator. Study skill strategies will be modeled that will introduce yourchild to innovative ways of organizing content-area information. We will extendthe theme by introducing topic-related literature, and there will be manyopportunities for written response. Hands-on experiments will give your childadditional insight into ecological concerns.

We will be creating an observation center in the classroom to motivatestudents and to introduce the unit. If you or your child has any ocean-relatedobjects, such as seashells, starfish, or sand dollars, and would be willing toshare them with the class, we would be grateful.

Sincerely,


© Kendall/Hunt Publishing Company BLACKLINE MASTER 4a Where the Waves Break: Life at the Edge of the Sea

4a

Draw what you think you would find in a tide pool or along coastalwaters.

K-W-L Chart

Name:


© Kendall/Hunt Publishing Company BLACKLINE MASTER 4b Where the Waves Break: Life at the Edge of the Sea

4bW

hat I

Kno

w A

bout

Tid

eW

hat I

Wan

t to

Know

W

hat I

Lea

rned

Abo

ut

How

I Le

arne

d Ab

out

Pool

s and

Coa

stal

Wat

ers

Abou

t Tid

e Po

ols a

ndTi

de P

ools

and

Coas

tal

Tide

Poo

ls an

d Co

asta

l Co

asta

l Wat

ers

Wat

ers

Wat

ers

K-W-L Chart (cont.)

Name:



5

Read about your animal in the encyclopedia, on the Internet, or from a

book about your animal. Do not copy complete sentences: put the

information down in your own words. From your data, form two-column

or number notes on your topic. Your notes will become a research

report. Write an introduction paragraph, one paragraph for each column,

and a conclusion from your notes.

Name of Animal

LOOKS LIVING HABITS HABITAT

1. Size (length,height, weight)

2 . Colors

3 . Uniquecharacteristics

1. What does theanimal eat?

2 . How does itreproduce

3 . How does theanimal move?

1. In which coastalwaters or tidepools is thisanimal found?

2. What problemsdoes the animalhave in its habitat?

3 . Species of animal

Animal Research Sheet

Name:



6

020

00 k

m40

0012

50 m

iles

km

1" =

200

0 km

1" =

125

0 m

iles

World Map

Name:



7

The tidal zone is ever-changing and alive with fascinating plants and

animals. Tides do for the seashore what the seasons do for the

weather—they renew it and give it a new appearance each time we

look. The endless shapes, smells, textures, and sounds along the shore

are full of delight.

Tides are the result of the pull exerted on the oceans by the gravity

of the sun and the moon. Because the moon is so close to Earth, its

gravitational pull is twice as strong as that of the sun. The moon’s gravity

pulls on Earth and draws the oceans into two bulges, one facing the

moon and one on the other side of the planet. The moon drags these two

bulges around with it as it circles Earth, causing daily tides.

When these bulges cause water to rise, it is called a high tide. The

Gulf Coast of North America experiences one high tide each day, actually

over a period of 24 hours and 50 minutes. The East Coast and the Pacific

Coast have two high tides every day.

When the bulges subside, a low tide is the result. The East Coast

and the Pacific Coast of North America have two low tides every day.

Twice a month, the sun and moon line up and together their gravity

causes a very high spring tide. This high tide is called a neap tide. The

pictures below show a diagram of these high neap tides. The first diagram

shows a new moon, and the second a full moon. In both cases, the moon

and sun work together to make the tides extra large.

Between these periods, when the moon is in its quarter phases, we

have lower neap tides. This occurs when the sun and moon are at right

angles, and their pulls work in different directions.

SPRING TIDES

quarter phasesof the moon

SPRING TIDES

full moon

SPRING TIDES

new moon

(Adapted from Diving Into Oceans (Ranger Rick’s Naturescope Series). Printed by the National Wildlife Federation.)

The Tides

Name:



8

Shell Cut-Out

Name:

100823_Pathways_Waves.qxd 10/10/07 11:35 AM 3

9

Bri

ttle

Sta

rS

tarf

ish

Co

mm

on

Tra

its

Common Traits

Name:




10

Name Starfish Brittle Star

Appearance

Ways of Moving

Habitat

Interesting Facts

Content Frame for Starfish and Brittle Star

Name:



11a

(Adapted from Diving Into Oceans (Ranger Rick’s Naturescope Series). Printed by the National WildlifeFederation.)

From the steep rocky cliffs of northern California to the sandy shores

of the Carolinas, land and sea meet to form many different kinds of coasts.

Many factors contribute to the way a coast “looks,” such as the material of

the land and the waves that hit the shore. The nature of the coastal area

influences the kinds of plants and animals that can live there.

Tides and waves are two of the most important factors that shape the

coast. Waves can crash violently against the coast or may lap gently on the

shore. They can carry debris and other material to the shore, or they can

carry sediment out to sea. Each year they strip sand away from certain areas

and pile it up in another place. Over time, waves can wear rocky cliffs down

to rubble.

Along many coasts throughout the world, the tide rolls in and then out

again twice each day. Twice each day the intertidal zone—the area between

the high and low tides—is alternately covered with water and then covered

with air. As the water comes and goes, conditions such as temperature,

moisture levels, and sometimes even salinity (saltiness of the water) change.

Many animals, such as some fish and shorebirds, move in and out of the

intertidal areas as the tides rise and fall. But other living things are full-time

residents and must cope with the waves, the rising and falling tides, and

other changing conditions that characterize these habitats. Depending on

their ability to “handle” these conditions, intertidal plants and animals may

live farther away from or closer to the low-tide line. For example, organisms

that live close to the low-tide line tend to be less able to deal with big

changes in temperature than other organisms that live near the high-tide

line. Along many rocky shores, you can see distinct bands or zones of

different species between high- and low-tide lines.

Rocky shores, the sections of coast where rocky outposts and ocean

meet, stretch along many coasts throughout the world. For example, much of

the rocky coast of Maine slopes gently into the sea. But steep, rocky cliffs

form much of the coast of the Pacific Northwest.

Along the Coast and Close to Shore

Name:



11b

Marine plants and animals that live along rocky shores are adapted to a

habitat that goes through many dramatic changes each day. For example,

water levels along rocky shores may drop 12 feet or more between high and

low tide. Marine organisms living on the rocks may be exposed to the air for

ten hours or more between the high tides. Also, waves may strike the shore

with huge force.

Rocky shores may be homes to many different kinds of animals and

plants. There may be seaweeds such as rockweeds, sea palms, and Irish

moss, as well as many other kinds of algae. Barnacles, rock-boring clams,

sea stars, crabs, limpets, and many other kinds of animals can live on the

rocks. Some of these animals graze on algae. Others filter food from the

rocks or move along the rocks to prey on other animals.

How do marine plants and animals living in the rocky intertidal zone

keep from being smashed to bits or torn from the rocks? They hold on tightly

(barnacles, mussels), hide in cracks (crabs, brittle stars), and/or bend with

the waves (seaweeds). In addition, many creatures have shells that protect

them from the waves.

When the tide is out, most animals that live along rocky shores usually

become inactive. For instance, periwinkles may pull their entire body into

their shell, which keeps them from drying out. Many creatures, such as crabs

and dog whelks, may crawl under a rock or moist seaweed, which helps

them stay moist and avoid temperature extremes.

Here and there along rocky coasts are depressions and crevices that stay

filled with water when the tide goes out. Different kinds of plants and animals

inhabit these tide pools, including anemones, algae, hermit crabs, sea stars,

and even tiny fish. Depending on where a tide pool is in relation to the low-tide

line, its conditions, and therefore the animals and plants that can live in it, vary

greatly. For example, tide pools that are high above the low-tide line are

exposed to air for a relatively long time between tides. The temperature and

salinity of these pools change each day, depending on the air temperature,

evaporation rate of the water, whether or not it’s raining, and other factors. Only

organisms that can adapt to constantly changing conditions can live in these

Along the Coast and Close to Shore (cont.)

Name:


© Kendall/Hunt Publishing Company BLACKLINE MASTER 11c Where the Waves Break: Life at the Edge of the Sea

11c

tide pools. Tide pools that are closer to the low-tide line are exposed to air

for shorter periods each day. Here more life can be supported because the

conditions do not change as much.

Life on the beach is very different from that on a rocky shore. That’s

because the materials that make up the beach are always on the move.

Whether a beach is made up of cobble, crushed shells, minute grains

of sand, or some other material, wind and water shape it and reshape it

every day.

Because of their shifting bases, beaches, in general, are hard places for

most organisms to sustain life. But some animals have found ways of coping

with beach conditions, especially those of sandy beaches. Here the moist,

compacted sand provides a more stable environment than the looser and

rougher base of cobble, pebble, or other types of rocky beaches.

To escape the sand-shifting effects of winds, waves, and changing tides,

most animals that are full-time residents of sandy beaches live almost their

entire lives buried in the sand. Other animals burrow into the sand only when

the tide is low or to keep from being tossed around by the waves.

Clams, sand dollars, crabs, and certain other creatures live on or in

sandy beaches. Some of these animals filter food from water, and others

feed on tiny algae, bacteria, and other material among the sand grains. Some

prey on other animals, and some scavenge material that is washed ashore.

Along the Coast and Close to Shore (cont.)

Name:


12

Research Question: How does the action of waves change theshores?

You will need:

pitcher sand

water tank or deep, clean dish spoon

1. Spoon the sand into the tank so that it forms a steep slope against one of the narrow sides.

2 . Carefully pour in water without disturbing the sand. The water should reach about halfway up the slope.

3 . Gently rock one end of the tank so that waves form and run up the sloping shore.

Observation Data Sheet

What happened to the slope?

Why do you think this happened?

Draw a picture showing how the slope was at the beginning.

Draw a picture showing how the slope changed from your experiment.

Scientific Investigation—Wave Powerand Eroding

Name:




13a

Plural Word SearchCircle the plural nouns in the puzzle. Use the clues to help you. The answers can be

vertical, horizontal, or diagonal.

Name:

o o y sr s d h e a b

a b u pd i n l e t r

o n l pi y e d a e i

c n a ps i y a g e e

n i d ii e s y i m s

r e i ee t o s v a o

a s e ss a i m a t y

y e s yf i r e f l i

s l e ta e i e s o l

t u j ua e k i n s r

r s e hi c o o k i e

Clues

1 A filling for pie; blue _____ or straw_____

2 Places with traffic and many tallbuildings

3 Manta and sting are types of _____4 Thanksgiving, Christmas, and Easter

_____5 Insects that glow in the dark

6 Another word for women.7 Baked treats; some have chocolate

chips8 Young human males9 A word for baby dogs

10 Small, cute animals that hop11 Burros, mules, and _____12 Yellow and white flowers



13b

o o y sr s d h e a b

a b u pd i n l e t r

o n l pi y e d a e i

c n a ps i y a g e e

n i d ii e s y i m s

r e i ee t o s v a o

a s e ss a i m a t y

y e s yf i r e f l i

s l e ta e i e s o l

t u j ua e k i n s r

r s e hi c o o k i e

Plural Word Search: Answer KeyCircle the plural nouns in the puzzle. Use the clues to help you. The answers can be

vertical, horizontal, or diagonal.

Name:

Clues

1 A filling for pie; blue _____ or straw_____ (berries)

2 Places with traffic and many tallbuildings (cities)

3 Manta and sting are types of _____(rays)

4 Thanksgiving, Christmas, and Easter_____ (holidays)

5 Insects that glow in the dark (fireflies)

6 Another word for women. (ladies)7 Baked treats; some have chocolate

chips (cookies)8 Young human males (boys)9 A word for baby dogs (puppies)

10 Small, cute animals that hop (bunnies)11 Burros, mules, and _____ (donkeys)12 Yellow and white flowers (daisies)



13c

Plural Word Search

Name:

Words to find

1 ____________________________

2 ____________________________

3 ____________________________

4 ____________________________

5 ____________________________

6 ____________________________

7 ____________________________

8 ____________________________

9 ____________________________

10 ____________________________

11 ____________________________

12 ____________________________



14

Sand Dollar Cut-Out

Name:



15a

Sponges are classified into four classes: Demospongiae,

Hexactinellida, Calcarea, and Sclerospongiae. Each class has specific

characteristics. The largest and most important class of sponges is Demospongiae.

All bath and commercial sponges belong to this class. All sponges like these have a skeleton made up of material called spongin.

The most beautiful of all sponges and some of the most beautifulshapes in nature are those that belong to the class Hexactinellida. Thesesponges are known as glass sponges. The scientific name isHexactinellida. They look nothing like an ordinary bath sponge and arefound in deep water.

Sponges belonging to the class Calcarea are made up of spiculesthat are dull and chalky. They are often no larger than a bean. The entiresurface of sponges belonging to this class is covered with small bristles.

The last class of sponges is Sclerospongiae. This comes from the Greek word skleros, which means hard. These sponges are composedof such hard material that for many years scientists thought they werecoral. These sponges live in sunless caves or on coral reefs away frombright sunshine.

Sponges

Name:


15b

Choose one of the following sponges to research.

Ageles (elephant ear sponge) Xestospongia muta

Poterion (Neptune’s goblet) Stelospongia

Microciona (red beard sponge) Hyalonema sieboldi (glass rope sponge)

Vergongia gigantea Grantia

Ceratoporella

Group members

Name of sponge How does sponge defend itself?

Appearance of sponge Predators

Habitat of sponge Is it an encrusting or an upright sponge?

Foods sponge eats How does the sponge breathe?

Draw your sponge.

Be a Spongiologist and Soak Up the Facts!

Name:




16

After reading “Until I Saw the Sea” by Lillian Moore, use this pattern to

create your own seashore poetry. You may wish to call your original

parallel poem “Until I Studied the Sea” or “Until I Studied Tide Pools.”

(For the first quatrain, use an ABCB rhyme scheme.)

Until I studied the sea

I did not know

(For the second three lines, use an ABA pattern.)

I never knew

(For the final quatrain, use an AABA rhyme scheme.)

Nor

Did I know before

Parallel Poetry Pattern

Name:



17

Ctenophora

CtenophoraCtenophora

Phylum

Cnidaria

class

species

speciesspecies

class class

Scientific Classification of Sea Jellies

Name:



18

Label this diagram of a kelp plant with the following terms: blade, float,

stipe, holdfast. After labeling the diagram, color the plant as you would

see it in coastal waters.

Diagram of Kelp Parts

Name:



19N

ame

Whe

re a

re th

ey fo

und?

Wha

t do

they

look

like

?La

yers

: Wha

t liv

es th

ere?

Kelp

fore

stBo

ttom

:

Botto

m:

Mid

dle:

Mid

dle:

Cano

py:

Rain

fore

st:

Cano

py:

Content Frame Comparing Kelp and the Rain Forest

Name:



20a

1 2 3

4

5

7 86

9

10

11

12

13

14

15

16

Coastline Creatures

Name:



20b

Across Clues

1. The tube between the snail’s

tentacles.

5 . It has arms called rays.

6. They can easily break off their arms

and grow them back.

9. These help sea urchins move around.

11. We get iodine from this seaweed.

13 . It can curl up into a ball to protect

itself from being dried up by the sun.

14. Some sea squirts are called this

because they look like fruit.

15. This is what a sea squirt looks like

when it hatches from its egg.

16. We get this from kelp.

Down Clues

1. A common tide pool snail that

clusters together on rocks.

2 . These help starfish grasp rocks

and move around.

3 . A creature with a jellied and

flexible body.

4 . One is called Aristotle’s Lantern.

6. A creature that has two shells

hinged together in one place.

7. A flat, circle-shaped animal.

8 . These animals have no heads,

mouths, stomachs, or any other

internal organs.

9. This is how a sea squirt sends out

a spray of water.

10. This is a sea separating southern

Europe and northern Africa.

12. This is a poisonous kind of

jellyfish.

Word List: Coastline Creatures

bivalve

brittle stars

iodine

jellyfish

kelp

Mediterranean

periwinkle

proboscis

sand dollar

sea cucumber

sea peaches

sea urchin

sea wasp

siphon

spines

sponges

starfish

suction cups

tadpole

Coastline Creatures (cont.)

Name:



20c

1 2

4

5

6 87

9

10

11

12

13

14

15

16

P R O B O S C I S

S T A F I S H

P N E S

R I T E S T R

U

CT

IO

NC

UP

S

JE

L

L

YF

IS

H

S

E

AU

R

C

H

IN

S

PO

NGES

AN

DD

OL

A

B

IV

AL

VE

E

RI

WI

NK

LE

M

ED

I

T

E

R

RA

N

E

AN

SEAWA

S

P

S

IP

HO

N

I O D I E

T A D O L

S E P E C H E S

K E L P

S A C U C U M B E R

3

Answers: Coastline Creatures

Name:



21

Your task is to organize information on a topic of the tide pool in a

concept map of your choice. You need to choose five or more

headings for your map and add five or more facts to each heading.

Your concept map should show a lot of detail about your topic and

include an illustration for each heading somewhere around or in the

headings of the map. Edit your map for spelling and mechanics. Look

at your scoring guide before you begin your task.

Alligator

Foods Habitat

Predators

Uniquefacts

backbone

Animal—Reptile

laysleatheryeggs

shedsskin

scales

basks insunlight

ectothermic

Concept Map Performance Task

Name:



22a

Team Members MaterialsWhite plastic basins WaterTwigs and strings to make a containmentLiquid detergentSpongeSoda strawsAquarium netCommercial sorbent (available from

State Department of Natural Resources)

Procedure1. You are an EPA (Environmental Protection Agency) team rushed to the

site of a grounded oil tanker. Use the best method to clean it up.

2. Fill your basin with water. Add 1/4 to 1/2 cup of oil to create your own “oilspill.” If necessary, after each method is tried, add more oil. Place oily materials in a plastic garbage bag. Tilt the basin to make waves. See if this changes the effectiveness of each clean-up effort.

3. Rate the effectiveness of these clean-up methods.a. Straw—place on oil and removeb. Paper towel—place on oil and removec. Rigid foam pieces—place on oil and removed. Boom of twigs tied together—pull across the spill or place around it to

contain it e. Detergent—add a drop to disperse oilf. Kaolin sprinkled on top of the water

g. Sand sprinkled on top of the waterh. Commercial sorbent sprinkled on surface of oil wateri. Soda straw—blow bubbles under oil (a ring of bubbles will contain

the spill)j. Aquarium net—scoop up oilk. Any additional methods

Plastic trash bagsMotor oilStraw (not hay)Dirt or sandRigid foam piecesPaper towelsKaolin (diatomaceous earth)

How to Clean Up an Oil Spill

Name:



22b

Use the following chart to record your observations as you try

different methods to clean up your oil spill.

Met

hod

Resu

ltsSu

cces

s? W

hy?

Why

not

?How to Clean Up an Oil Spill

Name:



22c

1. What method appeared to work best? Why?

2. Would the same method work for every spill?

3. Does the method have any bad effects on the environment?

4. How could an oil spill be prevented from spreading?

How to Clean Up an Oil Spill Wrap-Up Discussion

Name:


© Kendall/Hunt Publishing Company BLACKLINE MASTER 22d Where the Waves Break: Life at the Edge of the Sea

22d

5. Who should be responsible for cleaning up a spill?

6. How might oil spills be prevented?

Draw before and after pictures of your oil spill.

Before After

How to Clean Up an Oil Spill Wrap-Up Discussion (cont.)

Name:



23a

the main cause of

high and low tides

by squeezing on

muscular footpropodium

has arms called rays a cousin of the starfishits mouth has five

powerful white teeth

has a tube

called a siphon

humans and sea squirts

are both called this

creatures with

two hinged shells

lives in the empty

shell of a dead snail

has a soft

skeleton and looks

like an umbrella

a brown seaweed

that gives us iodine

a flat, circle-shaped

sea urchinacts like an earthworm

some are called

encrusting and some

are called upright

Coastline Concentration

Name:



23b

The moon’s gravity How a snail movesThe expanded

foot of a snail

Starfish Brittle star Sea urchin

Sea squirt Chordates Bivalves

Hermit crab Jelly fish Kelp

Sand dollar Sea cucumber Sponges

Coastline Concentration (cont.)

Name:



24a

Materialstable salt

5 glass jars with lids

water

Procedure

1. Dissolve 1 tsp. of salt in each jar of water.

2. Put the remaining materials into the jars of saltwater. Put the lids on the jars.

3. In the first column of the chart below, list the materials you put into the jars.

4. In the second column, predict how long it will take for each item to dissolve.

5. Observe the samples over several months. Note what has happened to each

sample.

Predictions and Observations

Materials Prediction Observation 1after 1 month

Observation 2after 3 months

plastic spoon

small cardboard

piece

ring from plastic 6-pack

holder

piece of rigid foam

How Long to Dissolve?

Name:



24b

Draw what you observe happening in each of your jars after 1 month

and after 3 months.

After 1 month

After 3 months

Write your conclusion in regard to what you observed over the past 3

months.

Jar 1 Jar 2 Jar 3 Jar 4 Jar 5

Jar 1 Jar 2 Jar 3 Jar 4 Jar 5

How Long to Dissolve? (cont.)

Name:



25

1. tide

2. family

3. box

4. jelly

5. tooth

6. shell

7. man

8. fish

9. baby

10. woman

11. snail

12. party

13. beach

14. sky

15. rock

16. majesty

17. sandwich

18. person

19.

20.

Fish or Fishes?Fill in the following blanks. Then get together with a partner and use a dictionary to

check your work. Add other plurals to rows 19 and 20.

Name:



26a

Target 2 Target 2 Target 2 Target 2 Target 3 Concept Number Paragraphs Two-Column Research

Name Maps Notes Notes Reports

Target 4 Plurals

Key TG = Teacher Guided I = IndependentS = Support Required NV = Not Evaluated

Group Assessment Checklist

Name:



26b

Possible Points Areas of Evaluation Points Earned

30 Content Journal

30 Research Paper

20 Creative Writing

10 Two-column Notes

10 Concept Maps

Total 100 Total

Assessment ContractTheme 3Where the Waves Break: Life at the Edge of the Sea

Name:



26c

Target 2

Target 2

Target 2

Target 2

Target 2

Analyzes main ideas using concept maps

Develops main idea outlines using number notes with topics and details

Writes paragraphs with main ideas and details

Develops two-column notes and content frames

Practices test-taking strategies

Target 3

Uses library references, including electronic media, for reports

Target 4

Reads, writes, and spells plurals

Key TG = Teacher Guided I = IndependentS = Support Required NV = Not Evaluated

Individual Assessment Checklist

Name:



27a

SCORE POINT 4

SCORE POINT 3

• I included five or more headings on my

concept map about my topic.

• I wrote five or more facts under each heading.

• My concept map has a lot of details about

my topic.

• My concept map is very neat and clear.

• All of my headings have a very detailed

picture.

• I have no errors in mechanics, grammar, or

usage.

• I have no errors in spelling on my concept map and on my grade-level spelling lists.

• I included four headings on my concept map

about my topic.

• I wrote four facts under each heading.

• My concept map has details about my topic.

• My concept map is neat and clear.

• Most of my headings have a detailed picture.

• I have few errors in mechanics, grammar, or

usage.

• I have few errors in spelling on my concept

map, with no errors on my grade-level

spelling lists.

Tide Pool Concept Map Scoring Guide

Name:



27b

SCORE POINT 2

SCORE POINT 1

SCORE POINT 0

• I included three headings on my concept mapabout my topic.

• I wrote three facts under each heading about mytopic.

• My concept map has some details about my topic.• My concept map has some neatness and clarity.

• Some of my headings have pictures, but the illustrations lack detail.

• I have several errors in mechanics, grammar, orusage.

• I have several errors in spelling on my concept

map, with several on my grade-level spelling

lists.

• I included fewer than three headings on my

concept map about my topic.• I wrote fewer than three facts under each

heading.• My concept map has few details about my topic.• My concept map lacks neatness and clarity.• Few of my headings have pictures, and the

headings or pictures lack neatness and clarity.• I have a lot of errors in mechanics, grammar, or

usage.• I have a lot of errors in spelling on my concept

map, with many errors on my grade-levelspelling lists or lists below grade level.

• Task not attempted or parts are missing.

Tide Pool Concept Map Scoring Guide (cont.)

Name:



28

Symbol Meaning Example

Make a capital letter. birds eat seeds.

Add a letter, word, sentence, etc. It lives in tree.a

Make a space. The bird fliessouth.

Check spelling. The anemal ran.

Delete or remove. She walked the dogg.

Close the gap. I caught the fi sh.

Add a period. She walked home

Reverse the order. The animal plants eats.

Add a comma. The dog, cat and bird were pets.

Add an apostrophe. The deers antlers are huge.

Make the letter lowercase. A Snowshoe hare is white.

Delete some space. That boy is tall.

Make a paragraph break here. Begin new paragraph here.

Common Editing Marks

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Daily Oral Language—Week 1

1. dr warren will visit our school on wednesday morning

2. yes he will bring his tide pool specimens and his pet hermit crab named herman

3. matthew james10430 palm oak avesunnyvale cal 94086

4. dear dr warrenthank you for visiting our school. i liked the tide pool specimens you showed to

us my favorite specimen was the periwinkle shellsincerelymatthew

5. santa cruz beach is an exciting place to visit it is fun to look in the tide pools andplay in the waves

6. do you no what causes high and low tide

7. we sees starfish urchins and snails in the tide pool

8. how the waves sparkles in the sunlight

9. anita malnig is the author of where the waves break

10. cindy are you interested in study californias tide pool creatures

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1. four snails is clinging to rocks in this tide pool

2. a snails eyespots is on the end of its tentacles

3. starfish eats crabs clams and mussels

4. it can pushes its stomach out of its mouth and into the clams shell

5. our hole school gone on a field trip to stinson beach

6. katie had to shout so he could be heard over the sound of the waves

7. do all starfish have five arms asked kayla

8. a red sun star has many arms answered mrs roth

9. that starfish are gigantic

10. it is the larger starfish i have saw today

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1. how many beachs have you visit mr henry.

2. mr and mrs henry will travel to hawaii for thanksgiving

3. nathan please carry these boxes of supplys to the car

4. hour lunchs are in the heavy boxs

5. the tinier see cucumbers of all is shortest than one inch long

6. some sea cucumbers curls their bodys into a ball to protect themselves when thetide goes out

7. ill take my paintbrushs to the makena beach so i can paint the sunset

8. i searched the skys for signs of a summer storm while my sister unpacked thesandwichs

9. i carefully opened a oyster and found the tinyest pearl

10. me and my mom thought it was the beautifullest thing we had ever saw


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1. kirsten whispered did you know that some household sponges were onceanimals.

2. saltwater sponge don’t have any mouthes head stomaches or internal organs

3. look out for that jellyfish yelled tyler

4. i needs some bandages for my foots whined travis

5. beware of jellyfish they can give you a dangerous sting

6. the sea wasp have poison most deadlier than a snakes venom

7. several mans was fishing on the sea of galillee

8. all of the disciples nets was empty the men were tired from fishing all night

9. kerry founded a scallop shell bury in the sand

10. the fourth grade girls favorite book is into the sea by brenda z guiberson

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Session 1 HandwritingPractice joining the letter w with r.

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Session 2 HandwritingPractice joining the letter s with a and c.

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Session 3 HandwritingPractice joining the letter o with s and r.

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Session 4 HandwritingPractice joining the letter o with n, u, and x

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Session 5 HandwritingPractice joining the letter v with a or i.

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Session 6 HandwritingPractice the letters g and o. Remember to make a full circle.

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Session 7 HandwritingPractice the letters r and s. Remember to make them distinctly different.

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Session 8 HandwritingPractice the letters e and l. Remember to keep loop open and letters distinct.


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daily planning notes · specifically focusing on the smaller sea creatures that inhabit the...

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