lesson 13 teacher’s guide sylvia earle and the … of words: 1,370 lesson 13 teacher’s guide...

Number of Words: 1,370

L E S S O N 1 3 T E A C H E R ’ S G U I D E

Sylvia Earle and the Deep Oceanby Antonio Hattingh

Fountas-Pinnell Level TBiographySelection SummaryFor 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 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.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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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 Literary Features

• Instructive, conversational language and tone• 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 shWords • Some multisyllable words: oceanographer, predators

Illustrations • Photos and diagram support text and clarify conceptsBook 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.

6_310473_BL_LRTG_L13_SylviaEarle.indd 1 11/5/09 11:59:36 AM

Target Vocabulary

affi rmed – declared or confi rmed to be true, p. 10

culmination – the highest or last point of a process

deduced – reasoned out, or inferred, from clues, p. 9

durable – tough

equivalent – having the same meaning or value as something else

expanse – a vast, open area of water, land, or sky

frigid – extremely cold, p. 7participants – those who take

part in activities, p. 4

prime – prepare it or make it ready

sacrifi ced – gave something up for the sake of something else

Sylvia Earle and the Deep Ocean by Antonio Hattingh

Build BackgroundHelp 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 TextGuide 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.

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

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ReadHave 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 TextPersonal ResponseInvite 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 ThinkingAs 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 wildlife, Sylvia Earle studied sea life in college.

• Earle has explored the world’s oceans, set records, and helped create a two-person submarine.

• Earle has worked to educate others about oceans and sea creatures and the threats humans pose to them.

• Determination and education help you accomplish your goals.

• All people, regardless of gender, should have equal opportunities.

• It is important to protect oceans and sea life.

• The author weaves biographical and scientifi c information to show how important oceans are to Sylvia Earle.

• The scientifi c details help readers understand the content.

• The narrator directly addresses readers to persuade them to act to explore and save oceans.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 13.7.

RespondingHave 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 SkillMain Ideas and Details

Target Comprehension Skill 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 SkillHave 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 TextHave 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?



Critical ThinkingRead 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 interestedin it.

Write your answer in your Reader’s Notebook.

Sylvia Earle and the Deep OceanCritical Thinking

Lesson 13B L A C K L I N E M A S T E R 1 3 . 7

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 6, Unit 3: Going the Distance

Name Date

9

The spookfi sh uses its nose to search for shrimp.

Two-thirds of Earth’s surface is covered by water.

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.

Flooding, submersion of islands, climate changes, and destruction

of animal habitats.

Possible responses shown.

13.07_6_246260RNLEAN_Crtl Thk.in9 9 6/15/09 1:45:08 PM

English Language DevelopmentReading 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 DevelopmentCheck 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 biography?

Speaker 2: Sylvia Earle

Speaker 1: What is Earle’s occupation?

Speaker 2: oceanographer, ocean explorer, or ocean scientist

Speaker 1: What threatens oceans?

Speaker 2: global warming and pollution

Speaker 1: What records does Sylvia Earle hold?

Speaker 2: Earle holds the record for deepest sea walk and the deepest dive by a person alone.

Speaker 1: Why do giant tube worms live in or near hot springs?

Speaker 2: The worms depend on the springs’ warmer water and minerals.

Speaker 1: In what ways are global warming and pollution alike?

Speaker 2: Global warming and pollution both harm ocean life. Also, humans cause both global warming and pollution. Since this is the case, humans can do much to stop or prevent both global warming and pollution.


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Name Date

Sylvia Earle and the Deep OceanThinking 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?



Critical ThinkingRead 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 interestedin it.

Write your answer in your Reader’s Notebook.


Sylvia Earle and the Deep OceanCritical Thinking

Lesson 13B L A C K L I N E M A S T E R 1 3 . 7

Name Date


1414

453

Student Date

Running Record Form

Lesson 13B L A C K L I N E M A S T E R 1 3 . 1 1

Sylvia Earle and the Deep OceanSylvia Earle and the Deep Ocean

LEVEL T

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

4 Earle learned to scuba dive while in college. She used this skill

to study sea life up close. 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 scientific trips. Over the next few years,

she went on more research trips. Then, in 1970, Earle led a

team of women scientists on a special trip. The participants

spent two weeks together. They lived and worked in a lab that

was 50 feet underwater!

Comments: Accuracy Rate (# words read

correctly/89 × 100)

%

Total Self- Corrections



lesson 13 teacher’s guide sylvia earle and the … of words: 1,370 lesson 13 teacher’s guide...

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