Commoncoreteacher'sguide.thirdx NEPTUNE W 9 Project Teacher Guide
User Manual: NEPTUNE W-9
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A Teacher’s Guide for
The Neptune Project
By Polly Holyoke
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About the Book
Nere has never understood why she feels so much more
comfortable and confident in water than on land, but everything
falls into place when Nere learns that she is one of a group of kids
who have been genetically altered to survive in the ocean. These
products of "The Neptune Project" will be able to build a better
future under the sea, safe from the wars and famines that wrack the
surface world. But there are some very big problems: no one asked
Nere if she wanted to be a science experiment, the other Neptune
kids aren't exactly the friendliest bunch, and in order to reach the
safe haven of the Neptune colony, Nere and her companions must
swim through hundreds of miles of dangerous waters, relying only on
their wits, dolphins, and each other to evade terrifying undersea
creatures and a government that will stop at nothing to capture the
Neptune kids...dead or alive. Fierce battles and daring escapes
abound as Nere and her friends race to safety in this action- packed
aquatic adventure.
About the Author
Polly Holyoke grew up in Colorado where she spent her childhood
skiing, camping, reading and dreaming up stories. She went on to
graduate from Middlebury College and became a middle school
social studies teacher. She lives in Plano, Texas with her family as well
as two cats, two Chihuahuas and a beagle. For more information
visit, http://www.pollyholyoke.com
Using The Neptune Project with the Common Core State
Standards
This guide is aligned with several of the College and Career Readiness
Anchor Standards for reading, writing, speaking and listening, and
language. Teachers should visit the Common Core State Standards
website (corestandards.org) for specific grade level standards.
Prepared by Laney Nielson, M.Ed and Author Polly Holyoke
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Writing Prompts and Written Projects
CCSS.ELA-Literacy.CCRA.W.9 Draw Evidence from Literary or informational
texts to support analysis, reflection and research.
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusion drawn from the
text.
CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which
the development, organization and style are appropriate to task, purpose
and audience.
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Point of View Letter Writing Project
Write a letter from…
• Gillian to Nere about the goals of the Neptune Project and
why Gillian wanted her children to be a part of it.
• Nere to her Mother.
• Cam to his younger brother Robry or Robry to Cam.
• Nere to her father or from Dr. Hanson to his daughter.
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Analyzing Characters
Students complete the character chart (See Printables) by providing
evidence from the text to support their claims. Students write a character
analysis paragraph.
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Compare and Contrast Characters
Using the interactive Venn Diagram on the ReadWriteThink website,
http://www.readwritethink.org or on paper, have students compare two
characters. Suggestions: Nere and Kyel, Nere and Dai, Nere and Lena,
Nere and Tobin or Tobin and Dai.
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CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
The Neptune Project Survival Guide
Have students imagine they are kids from the Neptune Project who have
made it to Safety Harbor. They have been tasked with creating an
informative survival guide for other Neptune Project kids who are just
starting their journey. What information would be essential to include?
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How will the information be conveyed? Possible final products might
include an illustrated pamphlet, a recording or an instructional video.
Challenge: can students design a waterproof guide or another method to
transmit the information effectively?
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Creating Characters’ Backstory
Authors should know their secondary characters’ backstories. Many of the
characters in The Neptune Project besides Nere have complex and
interesting backgrounds. Write a chapter about a secondary character’s
backstory and adventures before the book begins.
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Visual and Performing Arts
CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information
presented in diverse media and formats, including visually, quantitatively,
and orally.
Design a propaganda poster for The Western Collective
Begin with a class discussion. What is propaganda? What is its purpose?
Before designing their own, students should research examples of
propaganda posters and share the ones they found most effective.
Discuss common elements such as slogans and bold graphics. For more
information on propaganda visit:
http://www.physics.smu.edu/pseudo/Propaganda
Once posters are complete, students present and display them.
CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a
range of conversations and collaborations with diverse partners, building
on other’s ideas and expressing their own clearly and persuasively.
Freeze Frame
Working in small groups, students will review a chapter to determine the
most important event in that section. Using every person in each group,
students create a frozen scene of the event. Groups will take turns
presenting while their classmates will guess which event is being depicted.
Referring back to the book is encouraged. This activity could also be
done with video. Alternatively, students create a mural of an event and
other students will guess which scene it is from.
CCSS.ELA-Literacy.CCRA.R.10. Read and comprehend complex literary
and informational texts independently and proficiently.
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“Fluency Idol”
On Monday, have students pick a passage from The Neptune Project they
would like to perform. Students should practice the passage all week,
giving careful attention to accuracy, expression and appropriate
phrasing. On Friday, students will perform their passages live or show a
video of their performance. The following are suggested passages from
the book: p. 3, pp. 87-88, pp.107-8, pp.141-2, p.166, pp.194-6, pp. 236-7,
pp. 242-3, pp. 245-7, pp.291-3, pp.299-301, pp.321-2, pp.329-33, or students
may select their own.
CCSS.ELA-Literacy.CCRA.2 Determine central ideas or themes of a text
and analyze their development: summarize the key supporting details and
ideas.
Sequencing Activity
Have students create a board game that includes the proper sequence
of events for the Neptune Project kids to make their way to Safety Harbor.
The main characters can be the playing pieces and a wild card pile
should include additional obstacles faced such as sharks, fishing nets,
marine guards, depth chargers, jelly fish swarms and giant squids.
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Research Activities/Nonfiction Connections
CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained
research projects based on focused questions, demonstrating
understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple
print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
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Content Pass and Share
Most of The Neptune Project is set in the ocean. Give students an
opportunity to immerse themselves in that setting by doing a “Content
Pass” on Ocean Life. Gather a collection of nonfiction trade books,
printed articles and websites. See Additional Resources below. Using the
“Content Pass” worksheet (see Printables), give students 3-5 minutes to
survey the resource, record 2 facts (in their own words) and one question.
When time is up, students pass the resource to the nearest student or
move to the computer station. After 15-20 minutes, each student will share
one interesting fact he or she has learned. Create a list of questions for
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further independent research. Note: this activity could also be done with
the topic of climate change.
The Neptune Project: Marine Life from A to Z
As students read The Neptune Project, they will be introduced to the
biological diversity of the oceans. Create a classroom alphabet book of
marine life or an illustrated dictionary. Each student or pairs of students will
research and write about a different species or aspect of marine biology
or geology. Possible topics are listed alphabetically below:
A- Abyssal Plain, Anemones, Algae B- Barnacles, Bat Rays C- Coral, Crabs,
Continental Shelf D- Dolphins, Dead Zone E- Eels, Echolocation F- Fish such
as Sheepshead, Fans (sea fans) G- Giant Squid, Grouper H- Humpback
Whales, Hydroids I- J- Jelly Fish K- Kelp Forest L- Lobsters, Lionfish M- Marine
Compass, Mako Shark N- Nudibranch O- Oysters, Octopus, Otters (sea) P-
Phytoplankton Q- R- Rock Wrasse S- Scallops, Sharks, Sponges, Sardines,
Sea Lions, Starfish T- Turtle (sea) U- Urchins (sea urchins) V- Vents (Ocean
Vents) W- Wrecks (Shipwrecks), Wasp (sea) X- Y- Yellow Fin Tuna Z- Zebra
Perch
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Exploring Dystopian Literature
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusion drawn from the
text.
CCSS.ELA-Literacy.CCRA.R9 Analyze how two or more texts address similar
themes or topics in order to build knowledge or compare the approaches
the authors take.
Introducing the Dystopian Genre
The Neptune Project is a work of fiction that falls within the tradition of
dystopian literature. Introduce the term, “Dystopia” and its antonym,
“Utopia.”
Dystopia: a futuristic, imagined universe in which oppressive societal
control and the illusion of a perfect society are maintained through
corporate, bureaucratic, technological, moral or totalitarian control.
Dystopias, through an exaggerated worst-case scenario, make a criticism
about a current trend, societal norm or political system. (2006, NCTE/IRA
Read. Write. Think).
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Discuss: what “current trend, societal norm and or political system” do you
think The Neptune Project is criticizing? Have students generate a list of
other dystopian novels they have read. What current situation or attitude
is each of those novels criticizing? Display a selection of dystopian
(teacher approved) novels in your classroom. Encourage students to read
another dystopian novel for their independent reading. You may want to
keep a classroom chart listing the books. Students can fill in what features
of a Dystopia are present. See the printable: “Features of A Dystopian
Society” for elements to include on your classroom chart.
Features of A Dystopian Society
As students read The Neptune Project, have them complete the printable:
“Exploring the Features of A Dystopian Society.” Students will decide
which features are present in The Neptune Project and will find evidence
for them in the text.
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Language and Vocabulary
CCSS.RA.L.5 Demonstrate understanding of figurative language, word
relationships and nuances in word meanings.
Searching for Similes
The Neptune Project is full of sensory details and similes that keep the
reader fully immersed in its setting. Share the following examples:
My mind feels like its full of sea sludge (page 76).
My stomach starts twining and twisting like an octopus (page 196).
When I surface, I see at once that the Kestrel is gone, and my heart sinks
like an anchor (page 225).
Ask students what the author is comparing in each simile. Have students
decide whether the simile enhances their understanding. Challenge
students to find and record similes as they read. You may want to post a
large sheet of paper where student can record and share similes or
students can keep individual recording sheets of similes. Challenge
students to find 10 similes!in The Neptune Project? Can they find more?
(See Printables)
Using Context Clues for Word Meaning
See the “Vocabulary Development” Printable
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DISCUSSION QUESTIONS
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CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a
range of conversations and collaborations with diverse partners, building
on other’s ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.2 Determine central ideas or themes of a text
and analyze their development: summarize the key supporting details and
ideas.
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Chapters 1 -11
1. In the opening chapters, Nere exhibits physical limitations on land.
What are those limitations? How do those limitations affect how
Nere views herself? What physical strengths and mental skills does
Nere possess? How do Nere’s physical strengths and weaknesses
shape your initial view of Nere?
2. What clues does the author give you that the setting of The
Neptune Project is very different from the United States of today?
Find a specific example in the text. What mood is the author
creating?
3. Why do you think Cam is willing to help rescue the smugglers? Why
might Nere be willing to help? Given the circumstances, would
you? Why or why not?
4. In Chapter 3, Nere says she wishes she and her mother weren’t so
awkward together. How is Nere and Gillian’s relationship depicted
as awkward?
5. How will the government edict impact Nere’s life?
6. How do Nere, Lena and Robry each react to the knowledge that
they have been genetically modified?
7. Do you think Gillian was right to keep the project a secret from
Nere? Do you agree or disagree with Nere’s anger toward her
mother?
Chapters 12-29
1. Describe Nere’s relationship with the dolphins. Do any of the
dolphins provide emotional support to Nere as well as physical
protection?
2. What is Nere’s initial impression of Dai and how does that impression
change or deepen over time?
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3. Why is there tension between Nere and Kyel? How would you
describe Kyel’s leadership style? Do you think Kyel is a good leader?
4. Which characters are the strongest telepaths? Which characters
are the weakest telepaths? Nere’s telepathy is so strong she can
break through other people’s mental shields and read their
thoughts. So can Dai. Do you think this is a positive or negative
ability? If you could be telepathic, would you? Why or why not?
5. Re-read the exchange between Nere and Dai on pages 120-121.
What is Dai’s attitude toward the dolphins and the ocean? What is
Nere’s? Whom do you agree with?
6. Why do you think Nere finds Tobin calming to be around? Why is Dai
so unsettling for Nere?
7. What qualities does Nere appreciate about Thom? About Tobin?
Why is Nere glad they met up with Thom and Tobin?
8. On page 164, Tobin says to Nere, “You and Dai, it’s like you’ve lived
in the sea all your life. Most of us are scared out of our minds, but
you look like you were meant to be here.” What do you think about
Tobin’s observation?
9. At the end of Chapter 22, there is a conflict over whether or not the
Neptune kids should risk burying Sara on land. On page 166 Robry
says, “I think we’re really arguing about how we’re going to live
down here.” What does Robry mean by this? Do you think there are
certain norms and rules a group of people must abide by? If so,
what are they? Is marking the passing of human life one of them?
10. When Nere goes ashore to bury Sara, she must face the truth that
she will never be at home on land again. How does this realization
affect her? How does this raise the stakes?
11. Before her life in the ocean began, Nere felt invisible. Now she
begins to feel important to the group. How does that make her
feel?
12. What is the mission of the Neptune Project?
13. In Chapter 26, Nere compares the fanatical light in Kyel’s eyes to
the way Gillian once looked talking about the Neptune Project.
What does it mean to be fanatical about something? What was
Gillian fanatical about? What is Kyel fanatical about? What are the
pros and cons of fanaticism?
14. Dai tells Nere that she can ask him five questions about himself. If
you could ask questions of one of the characters in The Neptune
Project, whom would you choose? What five questions would you
ask?
15. James refers to himself as a “flawed prototype.” What is a
“prototype?” How does his failed Neptune transformation isolate
him from others? How does his ability to be a “controller” isolate him
further?
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16. Why do you think Nere is so reluctant to become the leader of the
group? Why does she finally accept that position? What qualities
make her a good leader?
17. When Kyel is dying, he says to Nere, “I wanted to fight the Western
Collective until the day I died. Now that’s here and everything I did
and all the friends I lost, we didn’t change anything. Maybe the
best way to beat them is to survive and build something more free
and fair in the sea.” Do you agree or disagree with Kyel’s
statement? Can you think of a time in your own life or in history
when this was true?
Chapters 30 -42
1. Give an example of a time when Nere feels the weight of being the
leader.
2. Would you allow Penn to stay with the group? How would you
vote? Why?
3. Do you think the survival of the group is more important than an
individual’s particular desire or need? What qualities make
someone a valuable member? What qualities are undesirable?
4. The dolphins play a key role in the survival of the Neptune kids.
Throughout the book, the dolphins show themselves to be highly
intelligent animals. Do you think dolphins are capable of thinking?
Do you believe your pet thinks? Are animals of higher intelligence,
of more value? Why do you feel that way?
5. In Chapter 32, Lena reveals to Nere why she stopped being Nere’s
friend. In light of this new information, how does Nere feel about
Lena? Does this insight change your view of Lena’s attitude and
behavior earlier in the book?
6. In addition to the external conflicts Nere faces, she also battles
internal conflicts. What do you think those conflicts are? Give an
example of Nere overcoming an internal conflict.
7. What clues does the author give you that Dai might have a secret
he is not sharing? How does that feeling build in Chapter 39?
8. In Chapter 40, Nere and the others encounter Wasp, who says she
and her mutant gang are not afraid of dying. How does this
encounter change the mood? How does one deal with an
antagonist who claims to have no fear of death?
9. Why do you think Dai deceived the group? Do you find him a
sympathetic character or do you also feel betrayed by his actions?
10. When Nere is reunited with her father, he says, “I’m glad you’re
finally here, but I think my little girl has grown up a great deal in the
past two years (page 341). How do you think Nere has grown during
the course of this story?
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Geography
CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained
research projects based on focused questions, demonstrating
understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in
diverse formats and media, including visually and quantitatively, as well
as in words.
CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information
presented in diverse media and formats, including visually, quantitatively,
and orally.
CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings and supporting
evidence such that listeners can follow the line of reasoning and the
organization, development and style are appropriate to task, purpose and
audience.
Map Project
Using a map of the coastline of California, create a map that locates
various settings and places in The Neptune Project. Students should use
the cities of Los Angeles and San Francisco to help them determine where
fictional places might be located. Places to include: Goleta, the Channel
Islands, Santero, Tyler’s Cove, Safety Harbor, North Cove, Santa Cruz
Island, San Diego, the drowned city of Los Angeles, Southern Sector,
Northern Sector, the wreck of the freighter Alicante, Oxnay Harbor, the
Continental Shelf and San Francisco. Students should include a key and a
mileage scale. Once their maps are complete, students will present their
work to the class.
Geographical Features of the Ocean
As Nere and her companions travel up the coast of the Western
Collective (including present day California, Oregon and Washington)
they encounter a variety of geographical features under the waves. The
ocean floor is a fascinating and complex place, full of rugged mountains,
winding canyons and wide plateaus. Create a model of a particular area
of the ocean floor with clay or using recycled materials.
http://legacy.mos.org/oceans/planet/features.html
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Science/Math Activities
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information
expressed in words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph or table).
CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a
question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow
for multiple avenues of exploration.
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the internet, to
produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to
support the analysis reflection, and research.
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when
carrying out experiments, taking measurements or performing technical
tasks.
CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics,
images, music, sound) and visual displays in presentations to clarify
information.
Exploring Human Anatomy
Either as a whole class or in small groups, discuss what parts of Nere and
her companions’ anatomy had to be altered by their scientist parents to
make it possible for them to survive in the ocean. Specifically, how would
their eyes, lungs, sweat glands and blood need to change?
Answers
Eyes: their pupils need to dilate further to absorb more light beneath the
surface of the sea.
Lungs: they were lined with gill filaments to make it possible for them to
absorb oxygen from water.
Sweat glands/metabolism: they were made to be more efficient to save
heat which is far more easily lost in water.
Blood: theirs was changed to hold higher amounts of oxygen.
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Follow up activity: students should work in small groups or independently
to research the following:
• How would humans need to adapt to live on a planet with lower
gravity than ours?
• How would humans need to adapt to live on a planet with stronger
gravity than ours?
• How have humans actually evolved and their anatomy changed to
live in very hot desert climates?
• How have humans adapted to live in cold places like the Artic?
Once research is complete, student should determine how best to present
their findings. They could create a small-scale model or use an outline of
the human body to draw and label the adaptations.
Resources:
http://www.sciencekids.co.nz/videos/humanbody.html
http://science.nationalgeographic.com/science/health-and-human-
body/human-body/
http://kids.britannica.com/comptons/article-230208/anthropology
Exploring Measurements: (can be done in metric or imperial systems)
Have students research the length of the following species that are
mentioned in The Neptune Project: an adult sea otter, an adult Pacific
white-sided dolphin, a great white shark, a giant squid, and an adult
humpback whale.
Students should make a table to organize the data and then decide how
best to display the information. Students might create a bar graph or
another visual. They could also use a long space such as a school gym or
hallway to measure out and compare the lengths of animals. Using sticky
notes and possibly string, students will mark and label the measurements.
Follow up math activities:
How many sea otters would you have to line up to from toe to tail to
equal the length of a giant squid?
How many Pacific white-sided dolphins would it take to equal the length
of a humpback whale?
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Humpback whales aren’t the largest specie of whale. What is, and how
much longer is this whale than a humpback?
Exploring Marine Taxonomy
Many fascinating marine species are mentioned in The Neptune Project
from different kingdoms and phylum. Classify at least three of the
following creatures: coral, sharks, spiny lobsters, green sea turtles, Pacific
white-sided dolphins, sea urchins, humpback whales, sea otters, bat rays.
Students should create a table with the following categories:
Kingdom
Phylum
Class
Order
Family
Picture
Note: there is a detailed table for this activity filled out for students in the
Printables section. This activity is complicated, but it is a great way to start
introducing the concept and common terms in taxonomy to younger
students.
For an overview on taxonomy and scientific classification, watch the
video at:
http://marinebio.org/oceans/marine-taxonomy.asp
Marine Biology Card
Students can create trading cards on the different marine species
mentioned in The Neptune Project. Each card should have the picture of
the animal on the front and then on the back facts about where it is
found, its predators and its prey. Special adaptations and other interesting
facts should also be listed.
Research Project: A Closer Look at Dolphins or Octopus
Two of the most complex, intelligent and interesting species in The
Neptune Project are dolphins and octopus. Students should decide which
species they would like to learn more about and then generate a list of
questions they are interested in answering. In addition to those questions,
students should find the following information
Animal’s Scientific Name:
Family:
Habitat:
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Diet:
Predators:
Prey:
Typical Weight and Size:
3-5 Interesting Facts:
Lifespan:
To begin research on octopus, check out:
https://www.montereybayaquarium.org/animal-guide/octopus-and-kin
To begin research on dolphins, check out:
http://www.montereybayaquarium.org/animal-guide/marine-
mammals/common-dolphin
Final products might include a virtual poster made using Glogster:
http://edu.glogster.com/what-is-glogster-edu/
Or a presentation using Prezi:
http://prezi.com/prezi-for-education/
Internet Workshop on Climate Change
Pairs of students will explore and research different aspects of Global
Climate Change. Students will become experts on that topic. Once their
research is complete, students will present their findings to the class.
Although additional sites may be used, this workshop uses the following
site:
“A Student’s Guide to Global Climate Change”
http://epa.gov/climatestudents/
Topics for Research:
The difference between weather and climate
The effect of rising global temperatures
The Greenhouse Effect
Carbon Dioxide
Natural factors that changed Earth’s climate in the past
The signs of climate change
The effect of global climate change on people and the environment
Clues of climate change
Technologies that reduce global climate change
Simple steps humans can take to reduce global climate change
Preparing for the future
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Additional Resources for Climate Change Activities and Research
View an interactive map to see how global warming may impact
freshwater resources, ecosystems, food and forests, coastal areas, industry
and society and human health.
http://environment.nationalgeographic.com/environment/global-
warming/gw-impacts-interactive/
Read a very good summary of how climate change is affecting wildlife
and wetlands in the US and what YOU can do to help prevent rising
global temperatures. http://www.youtube.com/watch?v=drINEQFXbPY
Additional Resources for Nonfiction:
MARINE LIFE
Check out the NSTA National Science Teachers Association’s lists of
Outstanding Science Trade Books for Students K–12. Every year books on
Marine Life are honored.
http://www.nsta.org/publications/ostb/
NOAA National Oceanic and Atmospheric Administration Education
Resource
http://www.education.noaa.gov
Scholastic.com Teachers: Ocean Life Books and Resources
http://www.scholastic.com/teachers/lesson-plan/ocean-life-books-and-
resources
National Geographic
http://ocean.nationalgeographic.com/ocean/ocean-life/
CLIMATE CHANGE
“A Student’s Guide to Global Climate Change”
http://epa.gov/climatestudents/
Columbia University Teacher's College Reading and Writing Project Digital
Nonfiction Text Sets
http://readingandwritingproject.com/resources/book-lists-classroom-
libraries-and-text-sets-for-students/text-sets.html You will find Global
Warming in the Science-Health section.
PRINTABLES FOLLOW
Note: I would like to say a special thank you to Dawn Diamond, a
wonderful Canadian teacher who shared many of her creative ideas on
using The Neptune Project for cross-curriculum teaching.
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Building Background Knowledge
Content Pass
You will be given a few minutes to survey each nonfiction book, article
and/or website. As you survey the resource, record two interesting facts
and one question.
Resource
Title of Book
Or Article or
Website
Two Interesting Facts
(In My Own Words)
Record page # where each
fact was found
After surveying this
resource, I wonder…
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Vocabulary Development: Using Context Clues
Read the following sentences from The Neptune Project. From the words
listed in bold, determine the correct word choice using the context of the
sentence.
Sinuous Callous Looms Sheathed Hauling
Sparring Stoic Mammoth
1. His hands are rough from ___________________________ lines and nets
on his father’s fishing boat. (Chapter 1)
2. An hour later, Cam slows the zode as the dark mass of Reynard
Point ________________________ over us. (Chapter 1)
3. Then I spot two long, narrow blue sharks swimming their
____________________way toward us across the bottom. (Chapter 19)
4. Near the end of our lesson, they have us _______________with a
partner, using
our knives still ____________________. (Chapter 23)
5. I can’t bear to look at the spear dart sticking out of his chest. His
expression ____________________, Kyel floats quietly while Thom
cradles his head and shoulders. (Chapter 29)
6. His words may be _________________ but I can sense he is upset as
the rest of us. (Chapter 29)
7. I follow Dai and Thom and shudder when I catch one last glimpse of
the _______________________ creature sinking toward the ocean
floor. (Chapter 3)
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18!
The Neptune Project
Analyzing Characters: Using textual evidence to support conclusions
Traits to Consider: confident, considerate, intelligent, reliable, impatient,
cautious, fearless, dependable, bold, timid, surly, assertive, determined,
trustworthy
Character
Trait
Text Evidence:
character’s
actions which
support that trait
Text Evidence:
dialogue by or
about the
character which
illustrates that
trait
Nere Hanson
Tobin
Dai
Kyel
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Character Analysis Paragraph
Write a paragraph about one of the characters listed in the Character
Chart. State the trait you think the character displays. Provide evidence
from the text to support that statement. You should include 2-3 examples
from the text. Be sure to finish with a concluding sentence.
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20!
Searching for Similes
The Neptune Project
Find the simile on the page listed. Record what two things are being
compared. To explore in greater depth, select the three similes you think
are the most effective. Why did you choose them?
Page Number
Subject
Being Compared To…
Example: p. 87
Lena’s long hair
A tangled cloud
p. 179
p. 180
p. 188
p. 196
p. 207
p. 225
p. 232
p. 327
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21!
Exploring the Features of A Dystopian Society in The Neptune Project
Features of Dystopian
Society
Is this
element
present in
The
Neptune
Project?
Yes or No?
Textual Evidence
Propaganda is used to
control the citizens.
Information and
freedom are restricted.
A leader or ideology is
worshipped.
Citizens are under
surveillance.
Citizens have a fear of
the outside world.
Citizens live in a
dehumanized state.
The natural world is
banished and
distrusted.
Individuality and
dissent are forbidden.
The society is an illusion
of a perfect utopian
world.
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Kingdom
Phylum
Class
Order
Family
Animal Picture
Animalia
Cnidaria
-Has no
backbone.
-Has stinging
tentacles.
Anthozoa
-Tiny animals that
live as a colony.
-Rings of tentacles
around mouth.
Octocorallia
-8 tentacles
surrounding the
mouth of each
individual.
Gorgoniidae
-Flexible body moves in
the current.
-Has a branched tree-
like body.
Coral
Animalia
Echinodermata
-Has no
backbone.
-Has spiny skin
Echinoidea
-Has spines.
- No arms.
-Tube feet.
Echinoida
-Fused shell.
-Mouth on
underside.
Strongliocentrotidae
-Round and prickly.
Sea urchin
Animalia
Arthropoda
-Has no
backbone
-Has a skeleton
on the outside of
its body.
Malacostraca
-Has head, thorax
and abdomen.
Decapoda
-Has 10 jointed
legs.
Palinuridae
-Thick, spiny antennae.
Spiny lobster
Animalia
Chordata
-Has a backbone.
Chondricthyes
-Bones made of
cartilage.
Lamniformes
-2 fins on back, 1
on belly.
Lamnidae
-Rows of very large
teeth.
Shark
lAnimalia
Chordata
-Has a backbone
Chondricthyes
-Bones made of
cartilage.
Myliobatiformes
-No fins on back.
-Flattened body.
Myliobatidae
-Long skinny tail.
Bat ray
Animalia
Chordata
-Has a backbone
Reptilia
-Has scales.
-Is cold blooded.
Testidines
-Ribs flattened to
form a shell on
animal’s back.
Cheloniidae
-Lives in ocean, but
lays eggs on land.
Green Sea
Turtle
Animalia
Chordata
-Has a backbone
Mammalia
-Feeds milk to
young.
Carnivora
-Primarily eats
meat.
-Has at least four
toes on each foot.
Mustelidae
-Under 80 pounds, has
short legs, rounded
ears and thick fur.
Sea Otter
Animalia
Chordata
-Has a backbone
Mammalia
-Feeds milk to
young.
Cetacea
-Breathes through
a blow hole.
Balaneopteridae
-Uses baleen in its
mouth to feed on krill
and tiny fish.
Humpback
Whale
Animalia
Chordata
-Has a backbone
Mammalia
-Feeds milk to
young.
Cetacea
-Breathes through
a blow hole.
Delphinidae
-Curved fin on back.
-Long pointy nose
called a “beak.”
Pacific White-
sided Dolphin
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Cut out these pictures of animals mentioned in The Neptune Project. Classify the
animals by matching the animals to the physical traits listed on in the animal
classification table.
Robert Schwemmer; Channel Islands
National Marine Sanctuary!
Claire Fackler; Channel Islands
National Marine Sanctuary
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Claire Fackler; Channel
Islands National Marine
Sanctuary!
Robert Schwemmer; Channel
Islands Marine Sanctuary!
Robert Schwemmer; Channel
Islands Marine Sanctuary!
Claire Fackler; Humpback
Whale Hawaiian Marine
Sanctuary
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Chad King; Monterey Bay Marine
Sanctuary!