1. Introduction to Perf. Assess. Booklet p 43, Step 2 of Informative Essay
Extreme adaptations

2. How do they survive?

3. What obstacles do these deep-sea denizens frequently avoid?

4. Is there a reason for their peculiarity?

5. What protects them?

6. How have they adapted to the abyss?

7. What adaptations allow deep-sea creatures to survive in extreme environments?
I Do and We Do to find the evidence in source 1.
Allow students to work on their own for source 2, 3, and 4, directing students to also complete page 48 questions 1-5.
Pair with a partner to discuss evidence chosen and answers for questions 1-5.

8. In “Trip into Blackness,” what do you learn about being a scientist?
Being a scientist in the deep sea requires patience. After submerging to depths of up to 820 meters you might see creatures from the deep sea if you turn off the powerful lights needed to penetrate the darkness. After some time, in a very small space, bioluminescent beings with various peculiarities may begin to appear. A scientist may wait a considerable amount of time to be rewarded with a visitor.
Discuss questions 6 and 7 on page 49, emphasizing the details of the question and how to answer.
Before answering, pass out and discuss the rubric on the next slide.

9. Classwork and Quiz Rubric
Content
Voice
Rules
40%
Student has a thorough understanding of the content.
Student accurately uses support from a source(s).
Student adequately rephrases the question(s) in their answer.
Student’s analysis, explanation, and/or example of the source are accurate.
20%
Student’s answer has few grammar and spelling mistakes. There are no fragments or run-on sentences.
Student’s heading has all of the components.
30%
Student vaguely understands the content and minimally supports using a source(s).
Student’s analysis, explanation, and/or example about the source are confusing, weak, or seem rushed.
10%
Student’s answer has several errors in grammar and commonly spelled words.
Student’s heading is missing some of the components.
Student’s answer is incomplete. Student may have answered using a brief phrase, bullets, or one word.
Student included little or no analysis, explanation, or example about the source. 5%
Student’s answer is illegible, has many errors in grammar and commonly spelled words.
Student’s heading is missing most components.
Ask a few students how they plan to answer these questions. Students can opt to use SLAM method or their own method.

10. Would a giant squid be able to live comfortably alongside yeti crabs
Would a giant squid be able to live comfortably alongside yeti crabs? Why or why not? Cite evidence from the selections in your response
Giant squid could not comfortably exist in the same habitat as the yeti crab. Due to hydrothermal vents spewing hot gasses and lava and the extreme cold of the depths of this environment, very few creatures, and especially the giant squid, could endure this home. Another very good reason this environment is not suitable for the giant squid is that the food of the yeti crab, mineral eating bacteria, is something a giant squid would eat. Had a giant squid decided to acquire real estate in the yeti crabs neighborhood, the results would most likely be fatal.
Discuss how they would answer this question (repeat but shorten discussion for this question).
Give students time to answer both short responses.
Pair students to check answers for thoroughness. Encourage them to edit and revise, as needed.
Grade by passing these out to another class and asking students to assign a score using the rubric.

11. How would you use your responses to questions 6 and 7 in an essay?
Ask students to write this answer at the bottom of page 48.