Alex+Dougherty+Bibliography-+Ocean+Features

Bibliography Signature Assignment: Water Features Alex Dougherty Arizona State University

** Children’s Fiction ** Kuefler, J. (2015). //Beyond the Pond//. New York, NY: HarperCollins Publisher. Summary:  Earnest D. had a pond behind his house. One day he was interested to explore the depth of the pond. He tried many things to see if he could touch the bottom, but none of them worked. He thought that his pond goes on forever, which made him want to explore it all the more. He gathered all the supplies he could need to explore the pond. He, and his dog, dove into the pond. He passed fish, frogs, squid, and sharks. Earnest D. passed sunken treasurers and went down further than anyone has traveled before. He finally came up on the other side of the pond. This side was big, tiny, tall, and every shape imaginable. This place was just for him. This place was also ghastly and all things unimaginable. Earnest D. thought that his discovery was exceptional for being in a pond. He decided it was time to go home, so he dove back in the pond and back to his world with his house.
 * //Beyond the Pond //**

Integration:  This book can be integrated into science and language arts. Within integrating this book into science, an example would be for students to identify technologies and materials that could be used to explore ponds. They can also create their own material or technology that they would use to explore a pond to collect viable information. Another example would be to use this book to do a science study of what a pond is actually made up of and what lives within it, as well as how deep a pond actually is. To incorporate //Beyond the Pond// into language arts, the teacher can read this book as a read aloud, as well as allowing full access for students to read when they wish. With the adjectives in this book, the teacher can use this book as a lesson on describing words, adjectives.

Milbourne, A., & Riglietti, S. (2010). //How Deep is the Sea?// Tulsa, OK: Usborne Publishing. Summary:  Pipkin the penguin was very curious. He wanted to know an answer to a very big question: how deep is the sea? Pipkin’s mother told him to go diving in the sea and find out. So that his just what he did. He first saw a seal, so he asked the seal if she knew how deep the sea was. The seal only knew that it could hold more fish than she could eat. So the little penguin kept swimming deeper. Next, he swam across a whale. But the whale only knew that the sea was deeper than he was. Pipkin kept swimming. He saw a yellow submarine. He asked the submarine, and they said that they were on their way down. They asked if Pipkin wanted to join them, so he did. The submarine went deeper into the sea where it is pitch black. They started to see twinkling lights appear. There were very bright and colorful creatures down there, they told Pipkin that the sea was deep enough to have a mountain at the bottom. The submarine kept going sown, and then they go to the mountain. A tiny twinkly creature told Pipkin that it still was not the deepest part. The submarine landed at the bottom, but no one saw a creature in sight. They decided to go all the way back up after waiting. When Pipkin got to his mother, he told her all about it.
 * //How Deep is the Sea? //**

Integration:  //How Deep is the Sea?// is a wonderful book to use to integrate science and language arts, as well as mathematics. An example of science integration would be for students to predict how deep the sea is before reading and create a hypothesis, then after the reading the students can go back to their hypothesis to see if they were correct or not. They can also identify and compare various technologies that can explore the deep ocean. A language arts integration example would be for the student to research the depth of the sea and create a diorama and presentation to share with the class. This could also be used in a science fair night or a gallery walk of different dioramas. For mathematics, an example of integration would be for students to compare the different depths that Pipkin has swan in the sea. At the end of the book is a depth of the sea chart that has feet and meters of the how deep the sea is.

Rose, D. L., & Jenkins, S. (2003). //One Nighttime Sea//. New York, NY: Scholastic Press. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This story is a rhyming story that counts the sea creatures. During the night there is one blue whale with its mother, two whales that sing, three belugas that come up for air, four crabs that are hiding, and five otters on the tide. There are also six sea dragons swimming, seven lobsters stretching, eight coral polyps hatching, nine sea lions jostling, and ten turtles going toward the sea. This book then begins to count backwards from 10 using different sea creatures. At the end of the book, there is one new seal pup exploring in the day. The very last two pages, there is a “more about the nighttime sea…” section to learn about these sea creatures mentioned.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">One Nighttime Sea //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //One Nighttime Sea// can be used for mathematics, language arts, and possibly even science. An example for mathematics would be for the students to read, or listen, to the book and count with it. Another example for math would be for students to come up with 10 different sea creatures to create a mini book that counts 1-10 then from 10-9. This can also be doubles as an example for language arts, as it deals with writing and reading. For language arts, another example would be for the students to choose one of the sea creatures in the book and research it by writing up a report to share with the class. Within science, an example would be for the students to research and identify the characteristic of the sea creatures and compare them with one another to see similarities or differences. These characteristics include: growth, reproduction, movement, protection, and support.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Jackson, E., Slavin, B., & Melo, E. (2011). //The Seven Seas//. Grand Rapids, MI: Eerdmans Books for Young Readers. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> A young student imagines what the seven seas looks like when his teacher, Mrs. Martin, tells the class that they will be trying to find the Black Sea and the Red Sea. This student begins to daydream of the seven seas and the many ways that he explored them. He went by boat and plane, and went to every shore. This young student comes upon the Yellow Sea, which is made of lemonade, and then off to the Green Sea that grows broccoli trees. Next is the Red Sea, which is like pizza sauce. His next dream is of the Brown Sea that is made from chocolate. The Black Sea is full of licorice, and the Purple Sea is where royalty lives. Last, the Pink Sea has many flamingos. When Mrs. Martin dismissed the class, the young student snapped out of his day dream and was so very interested in what the seven seas are. He took an atlas and searched for all the seas he dreamed of, but he only found blue seas.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Seven Seas //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //The Seven Seas// can be integrated into science and language arts outside of the social studies curriculum area of geography. An example of science integration would be for Kindergarteners to compare the physical properties, like color and texture, of the seas from their research on a map in through pictures. Another example would be for students to identify various technologies people use to sail the seas and to navigate on them. To integrate this book into language arts, an example would be for students to use this book to do research about the seas and what they are really like. The end of the book gives accurate information about seas and which of the seas are real. With this research, students can create a presentation of a specific sea that they research and present it to the rest of the class. This would also be a great read aloud book. This book focuses on rhyming words within the text; this would be great to read during a unit or lesson on rhyming words.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ziefert, H., & Mandel, S. (1993). //Under the Water//. New York, NY: Puffin Books. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book focuses on the water that makes up four fifths of the globe. There is more land under the water than there is above it. In order to see what lives under the water, you have to go down and explore it. A snorkeler explores the waters and finds out that there are more animals under the water then there are on land. A snorkeler or diver uses a diving mask, flippers, and a snorkel. A coral reef is a place under the water where you can snorkel. In a coral reef, there are many animals, such as eels, lobsters, angel fish, jellyfish, and stingrays. The snorkeler also found shells in the coral reef that are home to mollusk. This snorkeler does not leave and litter.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Under the Water //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Under the Water// is a good book to integrate science, language arts, and mathematics. Within science, an example to integrate would be for students to identify living and nonliving components in the coral reef ecosystem. Another example would be to identify any adaptations of plants and animals that allow them to live in coral reefs. Examples to integrate this book into language arts would be to read it aloud to the class and have students research the animals and organisms that live in coral reefs and create a presentation about them to share with others. This book can also be used as an Accelerated Reader, AR, book for students to take a quiz on. With both of these things, this book can be put into the classroom library for students to read whenever throughout the day. An example of mathematics integration for this book would be to have the students count the small fish and to extend this they can create equations for the number of fish there are.

** Children’s Non Fiction ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pike, K., & Turner, G. (2002). //Coral Reefs//. New York, NY: Newbridge. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book focuses on where coral reefs are located, which is in the tropical oceans. Within coral reefs, there are many communities of plants and animals. Coral reefs have plants that are called coral. These plants grow in warm crystal clear water that is shallow. Reefs are a place that provides food and protection for fish and other animals. There are three types of reefs: fringing reef, barrier reef, atolls. Coral polyps are what coral reefs are built up from. They are stony skeletons of dead polyps. The life cycle of coral polyps are when adult polyps produce eggs, which hatch larva that attaches to the reef, and the larva changes into an adult polyp to make a hard skeleton. There are many different kinds of coral and they come in different colors and shapes. Reefs support life to many species or marine animals and plants. The coral reef is considered a community. Coral reefs support the life of one quarter of all the marine fish. These marine creatures depend on each other in the ecosystem for many things, like shelter from dangerous creatures. Some dangerous creatures are poisonous and can paralyze people. Coral reefs are threatened ecosystems. They need protection, but people are the main cause of their damage.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Coral Reefs //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Coral Reefs// can be used to integrate science and language arts into the social studies curriculum of geography and physical formations. Through science, an example would be to describe, compare, and explain the life cycle of coral in a coral reef. Another example for science integration would be for the students to explain the interrelationships between the organisms, plants, and animals. To integrate language arts, an example would be for students can also create their own dioramas of one of the three types of coral reefs and create a written report to go with what they created. This book can also be used for any additional research language arts projects on coral reefs.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wells, S. (1992). //Explore the World of Mighty Oceans//. Racine, WI: Golden Book. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Explore the World of Mighty Oceans //concentrates on the features within the ocean. Warm water vents are where hot water blows up through the ocean floor. The hot water is full of sulfur. Around these vents, there are some different types of animals that live there. Tsunamis are tidal waves that are formed from underwater earthquakes or volcanic eruptions. Tsunamis are natural disasters where people need to be warned if one could happen. There are oil rigs that extract oil form the ocean floor. These rigs pump oil up into tankers. Bad weather in the ocean can cause ships to sink. Sunken ships can sometimes have different goods that are still in them from before the wreck. Underwater explorers, such as scuba divers and people in submarines can explore theses ship wrecks and other places underwater. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Sea turtles lay their eggs on the beaches that they were born. They come ashore at night and lay their eggs in a whole. Walrus’ have a layer of fat called blubber, this keeps them warm. Underwater they turn pale gray and when they come out of the water they turn back to beige color. In the ocean there are humpback whales, these whales make songs and breach out of the water. There are many animals in coral reefs, which are shallow, warm waters. The plants and animals in the coral reefs are very vibrant in color. There are large icebergs that are called glaciers. These flow from land to the sea. Fish are caught on modern fishing boats that have large nets to catch hundreds of fish at a time.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explore the World of Mighty Oceans //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> With this book, you could integrate science and language arts. Within science, an example of integration would be for students to invent, or create, smaller nets and test them to see how many objects they can catch in the water with it. Students can also conduct and experiment by making a mini working rig to try and put up water from the inside of clay. To integrate this into language arts, an example would be to research famous ships that have sunk and craw or make a diorama of what they look like today. Teachers can use this book in their classroom by keeping it in their library and allow for access to it during any time of the day.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Bow, J. (2015). //Wetlands Inside Out//. New York, NY: Crabtree Publishing Company. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Wetlands Inside Out// is concentration on ecosystems, more specifically wetlands ecosystems. It talks about wetlands and that they are made up of shallow ponds, or muddy land that is soaked by water. The energy in the ecosystems comes from sunlight as well as the producers and consumers in the food chain/web. Swamps are one of the wetland ecosystems. This is one of the most well-known ecosystems. Ponds and marches are when trees are removed from swamps and the sunlight can reach the water’s surface. These are freshwater ecosystems and habitats. There are some marches that can be salt water mashes, this is caused by tidal flats, or when the water at high tide floods low-lying areas and low tides keeps pools of the salt water behind.. Bogs are where stagnant water sits that is fed by rain or underground water. Fens are low areas where stream water gets in but cannot get out and becomes stagnate. Estuaries are where two bodies of water meet. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The largest wetland in the world is the West Siberian Plain. It covers areas in north central Russia. The Pantanal is a floodplain in South America, this wetland floods during the rainy seasons. The Hudson Bay Lowland is and accumulation of water from slow-moving rivers, and bays. The lowlands make up the largest wetland in North America. The Florida Everglades is a flooded grassland. During the season of rain, this grassland becomes a slow-moving river. Wetlands are very important to filter dirt and pollutants from water. Wetlands are being created in urban areas, like cities, to create more habitats.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wetlands Inside Out //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Wetlands Inside Out// is a great book that can be integrated into science, language arts, and a broader view of geography within social studies. Within the science integration, an example of how this book can be used would be to identify the life cycles of various organisms and animals within the wetlands ecosystems. Another example would be for students to create their own wetlands and explore/experiment how wetlands work. Within language arts, an example would be for the students to research a wetland and write a report about it to present to the class. In terms of a broader view of geography, an activity would be to identify the areas on a map/in our country that are wetlands and what supports them.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gosman, G. (2014). //What Do You Know About Earth's Oceans?// New York: PowerKids Press. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book focuses on the Earth’s oceans and the importance they play in our world. Our Earth is covered with 71% ocean, which contains about 95% of all the Earth water. Earth has 5 separate oceans: the Pacific, Atlantic, Indian, Southern, and Arctic. The ocean is blue because the blue light wavelengths are reflected. Earth’s oceans are salty because when the water travels it picks up minerals and salt which all get deposited into the ocean. Our oceans are part of the water cycle, which is another reason it plays an important role in our world. The ocean is made up of 4 layers: sunlit zone, twilight zone, midnight zone, and the abyss. This book also talks about where the ocean is at it warmest, the equator, and where it is at its coldest, the polar regions. The ocean absorbs 98% of the sun’s heat; this plays a part in the water cycle and the Earth’s weather. This book also goes over what currents, tides, waves, and polar ice, as well as how all these things are caused and possibly affect the climate. The book ends by talking about how we can protect our Earth’s oceans.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What Do You Know About Earth's Oceans? //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book could be used to integrate science, language arts, and geography. The causes of currents, tides, and waves can be looked at through a science perspective. These things affect the climate and weather pattern on Earth as well as the cause of some natural disasters. //What Do You Know About Earth's Oceans?// can also be used in science on a unit about recycling and pollution. An example would be to sort out what needs to be put in the trash and what needs to be recycled and how can we reuse things to help save our oceans and animals. Another example of lesson to do would be to test objects in the sun to see what color wavelength is reflected and what color the object is. This book can also be used in other areas within geology. An example would be to locate one of the 5 oceans on a map of the world and explain what makes the ocean they pointed at different from the green land areas. This book can be used for language arts by having it in the classroom library for students to check out or to read during a Daily 5 or specified reading time. Another example of how this book can be used for language arts would be to read it as a read aloud and have to students use the knowledge they just learned and write about oceans in a learning log, or journal.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Richmond, B. (2014). //Why is the Sea Salty?: And other questions about oceans//. Toronto, Canada: Sterling Children's Books. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Why is the Sea Salty?: And other questions about oceans focuses// on information about the ocean. Earth is the only planet with liquid water, which can also be seen from space. More than 70% of our planet is covered in water. Within the ocean, it contains about 96% of the Earth’s water, the rest is made of lakes, rivers, underground water, and water vapor in clouds. An ocean is the biggest water body on Earth. All 5 oceans are interconnected, which makes it look like one big ocean. When there is an area of the ocean that is surrounded by land partially, it is called a sea. The water in the ocean changes as it moves there are some cold areas and some areas that are warm. The water cycle is the way the water gets to the ocean. The water cycle is powered by the sun. the sea is salty because as rivers flow, they collect and erode rocks and mineral, including salt, that is collected and flow to the ocean. The deepest area, or point, of the ocean is the Mariana Trench. The Pacific ocean is the deepest of the 5 oceans, with the Arctic being the shallowest. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The ocean has four zones that are based off the depth: sunlit, twilight, midnight, and the abyssal zone. These zones all have different organisms, plants, and animals that live within them. The ocean is one of the most diverse habitats on Earth. There are a variety of different plants and animals that live within it. These animals range from the tiny plankton to the biggest animal on Earth, the blue whale. The coral reef is known as the “rainforest of the sea.” It is its own special kind of ecosystem that has its own community of organisms, plants, and animals. Coral reefs are in warm, shallow waters. Scientists used rubber ducks to learn about how the water in the ocean moves. The ocean affects the weather by the currents within it. These currents can even bring hurricanes. The moon’s gravitational pull creates high and low tides on a beach. There are 2 high tides and 2 low tides a day. The wind creates the waves that are seen in the ocean and the waves that surfers use to surf. The ocean is constantly changing, but it will also change slowly. This makes it hard to notice, like when the ocean rises. Scientists still do not know everything about the ocean.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Why is the Sea Salty?: And other questions about oceans //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book can be integrated into a variety of subject areas, including: science, language arts, and mathematics. An example of how this book can be integrated into science would be by having students experiment with water currents in a fish tank. They can use rubber duck like the scientists did. They will use the scientific method to do this experiment. Another example would be for students to replicate the water cycle in a plastic bag or in a cup to see how it works. To integrate this book into language arts, an example would be for student to research a topic that this book talked about to create a visual presentation of their topic within the book they chose. This visual presentation can include a diorama, poster, or powerpoint. The integration into math would include measurement. An example of this would be for the students to use the chart at the end of the book to see the measurement of the depths of the 5 oceans and to compare them to find out which is the biggest and which is the smallest. The students can also do this with the area of the oceans that is also given in that same chart.