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Jacques Cousteau

Unit 3 Day 1

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. sea_N022IT3_resources

The Amazing Life of Jacques Cousteau

1910 Jacques was born in France. When he was a child he was not very well and had to spend quite a bit of time off school. To entertain himself, he read hundreds of books and wrote lots of stories – often exciting adventures about pirates and explorers.

Jacques also enjoyed tinkering with gadgets and building his own models. He loved taking photographs and making films with his friends and his family. But more than anything he loved swimming and diving underwater. He wanted to be able to stay under water for a long time and take photographs of the creatures and plants he saw.

1930 Jacques joined the French Navy and travelled all over the world.

1936 Jacques used swimming goggles for the first time – and loved being able to see underwater properly.

1940 When World War Two broke out, Jacques spied for the French Resistance. For his bravery, he was given a special award – the Legion of Honour.


The Amazing Life of Jacques Cousteau, continued

Aqualung1943 Jacques and his friend Emile invented the Aqua-Lung so that they could actually breathe under water. It meant that Jacques could dive beneath the waves for much longer periods of time.

1950 Jacques left the Navy and bought an old ship. He called it the Calypso and used it as his base for sailing around the world. On board, Jacques had a mini submarine called the Diving Saucer. Two or three people could fit in the Saucer.

1952 Jacques became famous for wearing a funny red bobble hat when he was on the Calypso

1955 Jacques’ film The Silent World, about life in the oceans, won an Oscar.

1960s Jacques helped design underwater villages to see if people could live underwater all the time. Unfortunately, it did not work very well and the people had to come back up after a month.

1967 Jacques developed the Sea Flea, another, even smaller submarine for just one person.

1980s Jacques became very worried about pollution in the oceans. He asked presidents and prime ministers and queens to do something about it.

1997 Jacques died, aged 87

Unit 3 Day 1© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. sea_N022IT3_resources

Fiction or Non-Fiction?

Fiction texts… Non-Fiction texts…

Contain stories about made up people or

animals (characters), events or places

Are about real people, things, events or

places

Have to be read in order, starting at the

beginning

Can be read in any order

Sometimes have illustrations and pictures

Often contain lots of photographs, diagrams

and charts. These images usually have

labels and captions with them

Are sometimes divided up into chapters

Are sometimes divided up into chapters but

also have other sections, like an index, a

glossary, headings and subheadings

Often contain speech and talking Tell you facts and information

Examples of fiction texts include:

story books, novels, poems, plays and film

scripts

Examples of non fiction texts include:

encyclopaedias, magazine and newspaper

articles, biographies and autobiographies,

instructions and explanations

Unit 3 Day 1

What is a biography?


Bio is the Ancient Greek word for human life. A biography is a special kind of non-fiction book. It…

tells the true story of a real person’s life. contains lots of accurate facts and information about the

person. tries to be unbiased and fair. usually goes in chronological order, starting with when

the subject was little. is often accompanied by photographs or pictures from

that person’s life so you can see what they looked like, where they lived and what they did.

An autobiography is when a person writes the story of their own life.

A memoir is a special kind of autobiography where a person writes not about the whole of their own life, but just about a short bit of it, like their school days or when they visited a particular place.

Unit 3 Day 1


I always need help finding my way, especially in a new place.‘Before long you’ll feel right at home, Viv.’ I wasn’t so sure.

‘Welcome Vivienne!’ called Mr J. ‘You’re just in time for the fun – we’re looking for a problem to solve.’

I got out my pencil and bit my lip.

I rode my bike all over town, looking for a problem. Mostly I just got lost.

On Saturday I took Samson and Luna for a run on the beach. (Mostly they pulled me!)

‘Let’s make a gigantic hole,’ I gasped, plopping down. My big digger and my little digger spring into action. Suddenly it was raining sand.

‘Looks like fun, but be sure to fill in that hole,’ said a man walking by. ‘It’s nesting season.’

I smoothed out the sand and we all went to look. ‘What do holes have to do with turtles?’

‘It’s because of the babies,’ said a voice. I whirled to see a girl from school. ‘I’m Clementine,’ she reminded me. ‘Baby sea turtles need a clear path to the sea. Holes and sand castles get in their way.’

‘I didn’t know we had sea turtles here.’ Samson pulled on his leash.


‘We do. Oh, and look what happened to this baby,’ cried Clementine. ‘Why were you going the wrong way, little one?’

Mr J had told us to use our eyes, so that night Mom and I went back to the beach. As darkness fell we could see bright lights winking, on one by one, along the shore.

‘That’s it!’ I said. ‘The lights in the beach houses are the problem.’

‘Why is that?’ Mom asked.

‘When baby turtles hatch, they follow the strongest light they see,’ I explained. ‘So if they head away from the sea, they get dehydrated and die.’

My heart sank as I stared down at the houses. ‘There are so many. How can we ask all these people to turn off their lights?’

‘Most of these houses are vacation rentals,’ Mom said. That means new people come to stay every few days.’

‘We’d have to knock on doors every night!’

Clearly I needed help to solve this problem. And I knew just how to get it.

On Monday morning, Clementine and I raised our hands first. We told the class what we’d learned and observed about loggerhead turtles.

‘The sea turtle eggs are starting to hatch,’ I went on. ‘To save the hatchlings we need the whole class – the whole town – to help.

And that’s how Lights Out for Loggerheads began. Our classroom became the Loggerhead Lab. First we gathered lots of information. We read books. We visited an aquarium and a sea turtle hospital. We asked someone from South Carolina Marine Turtle Conservation Program to speak to our class. We all brainstormed solutions, choosing the best ideas. Then we got to work. We made posters and delivered them all over town. We wrote fact sheets for all the vacation beach houses. To pay for printing our flyers and posters, we held a bake sale.

Andy, the coffee shop man, donated a whole pan of his famous granola – ‘Happy to help!’


The editor promised to put my article in the new community newspaper. ‘Nice to have a new writer in town,’ she said.

The printer gave us a discount – ‘For the loggerheads!’

Rebekah and Max learned how to spread the word on the Internet.

Mr J helped us to write a press release. (I was on TV as class spokesperson!)

We invited volunteers from SCUTE (South Carolina United Turtle Enthusiasts) to a town meeting.

When the big night arrived, the room was packed. The room buzzed with ideas.

We talked about how to make our beach a great place for turtles: How to make nests; Run nightly patrols; What to do if hatchlings get in trouble. At the end, we decided to form our own volunteer group. People cheered for our class.

Mr J beamed. ‘I’m so proud of you all.’

That was the best night ever. Until… On the last evening of summer school, we went on a turtle patrol. Lots of parents came, too. Everyone smiled as we watched the lights along the beach go out, one by one. We had done it. Suddenly a movement on the sand caught my eye.

‘Over here,’ I whispered. We crept closer, careful to stay quiet. A crescent moon shone on the waves. The sea glittered like silver. I made out first one, then two hatchlings. Soon the sand seemed to boil over with life. Tiny turtles, no more than two inches long, burst from the nest. We watched, barely daring to breathe. Would they know where to go? Then they were off! Scurrying, scurrying over the sand and into the shimmering sea. We stood together, smiling and silent with wonder. Then, just like the turtles, we followed the moon home.

Unit 3 Day 1


Quick Cousteau Questions

1. Jacques read a story about a man hiding underwater. What did the man try to breath through when he was underwater?

2. Which of these things does Manfish say Jacques did as a child – write his own stories, live in a tower block, build a crane, make his own films?

3. Name one of the people who was in Jacques’s films. 4. Can you suggest another word that means the same as ‘villain’? 5. Which word best describes Jacques when he was young – lazy,

imaginative, dull or sad. 6. Which of the things that Jacques did as a child would you most

like to do too? Can you say why?

7. What was the day like when JC first tried out his aqualung? 8. What does the book say that lungs do in our bodies? 9. How do you think Jacques felt at being able to breathe under

water? Unit 3 Day 2


An Extract from Manfish

When Jacques finished school he joined the French Navy. His ship sailed all around the world, and everywhere he went he filmed what he saw.

In China he filmed men catching fish with their bare hands. They held their breath underwater for many minutes. Jacques wondered what that would be like.

One day at a beach, a friend gave Jacques a pair of goggles with rubber frames and glass to look through. Jacques wore them into the ocean. Beneath the water he was surrounded by silvery green forests of sea plants and fish he had never seen before. Everything was silent and shimmering. It was a whole new world.

When he came up he saw cars, people, buildings and telephone poles. Once again he went below into the magical underwater world. At that moment Jacques knew his life was changed forever. His eyes had been opened to the wonders of the sea.

Jacques and his friends Philippe and Didi began to dive together. They experimented to see how long they could stay underwater and how deep they could go.

Jacques created a waterproof case for his camera, to film the amazing kingdom he and his friends were exploring beneath the surface. They made rubber suits to keep themselves warm and flippers to help them kick better.

But Jacques wanted to stay down longer than one breath at a time. He realised he needed to take more air with him, enough to explore the mysterious depths and vast expanses of the ocean – to swim through the sea as free as a fish.

He wanted to become a manfish. And he began to work on just how to do it. Unit 3 Day 2


Manfish Questions

1. How did the men that Jacques saw in China catch their fish?

2. What were the names of Jacques’ two friends who went diving with him?

3. When Jacques came up out of the sea after diving he saw various things. Tick the ones in this list that he saw:Cars ____________ People _____________ Lorries __________

Buildings ___________Telephone poles ______ An aeroplane ______

4. Find and copy the phrase that describes the sea plants Jacques saw when he was diving.

5. “His eyes had been opened to the wonders of the sea.” What does this expression mean? Tick one answer:

(a) Jacques opened his eyes underwater and got salt in them ______(b) Jacques knew he needed to get a better pair of goggles before his next

dive ____(c) Being able to see underwater had made Jacques realise for the first time

how amazing the ocean was _____(d) Philippe and Didi made Jacques open his eyes in the sea ______

6. Write a short caption to go with this picture from the story.

____________________________________________

____________________________________________


7. Using 1st, 2nd, 3rd and 4th, put these events from the story in the right order:

_____ Jacques created a waterproof case for his camera.

_____ Jacques joined the French Navy.

_____ Jacques, Philippe and Didi experimented to see how long they could stay underwater. _____ One day at the beach a friend gave Jacques a pair of goggles.

8. The story says that Jacques wanted ‘to explore the mysterious depths and vast expanses of the ocean.’ Why do you think it says the depths of the ocean were ‘mysterious’?

9. Give another word or words that mean the same as ‘vast’.

__________________________________________________________________

__________________________________________________________________

10. How do you think Jacques and his friends felt as they dived deep into the ocean?

11. Why do you think they felt like that?

Unit 3 Day 2


The Amazing Life of Jacques Cousteau

Questions

1. What year was Jacques born?

2. Say two things that Jacques did to entertain himself when he was off school.

3. What did Jacques do in 1930?

4. Why was Jacques so pleased to wear goggles for the first time?

5. What did the Aqualung allow Jacques and the other divers to do?

6. What colour hat did Jacques wear on the Calypso?

7. Which was bigger, the Sea Flea or the Diving Saucer?

8. Can you think of other words that means the same thing as mini, as in mini-submarine?

9. Would you have liked to try living in one of the underwater villages? Why do you think that?

10.Does it sound as if Jacques had an exciting life? What do you think the most exciting thing he did was?

Unit 3 Day 2


The Cowboy

It’s a hot, hot day in the old Wild West and a cowboy rides into town on his trusty horse…

“I’ll find a stable for Trigger as he can’t go any further without a rest. Then I’ll go into the saloon and see what’s happening here,” thought the cowboy to himself. ‘Do not worry Trigger – I won’t forget you!’ laughed the cowboy as the horse looked anxiously at his master.

The cowboy’s hat was pulled down low over his eyes as he walked into the saloon. The saloon’s doors swung back and forward, creak creak, creak creak. In the room’s corner sat Desperate Dan, the meanest outlaw in Texas. Dan’s moustache twitched as the sight of the cowboy.

‘Id like you to come outside, Dan,’ said the cowboy calmly. Both men grabbed their pistols and headed out into the noonday sun. Dan’s pistol flashed in his hand but the cowboys pistol was quicker and he fired a bullet which shot Dan’s hat clean off.

Collecting Trigger, the cowboy rode off into the desert once more…Unit 3 Day 3


Apostrophes!

1. Apostrophes in contractionsWhere should the apostrophe go in these contractions?

Shes theyll mustntwouldve wont Ive

Join the two words together into a contraction and add an apostrophe to show the missing letter or letters. The first one has been done for you.

I am I’m you will

do not should have

should have can not

2. Apostrophes of possessionRewrite each phrase using an apostrophe of possession. The first one is done for you.the window belonging to the submarine the submarine’s window

the eye of the seahorse

the mast of the ship

the goggles belonging to Jacques

the flippers of the diver

Where should the apostrophe go in these phrases? Add the apostrophe in the right place

the fishermans boat the seas pollution

the cameras case the books cover

the Calypsos engine the divers bobble hat

On a piece of paper, write down all the contractions you can think of. Take your time – there are lots of them!

Unit 3 Day 3


Apostrophe CardsInstructions: Print off and enlarge page. Cut up cards and laminate if wanted. Divide chn into two teams

– Contractions and Possession. Shuffle cards and place face down in front of chn. Draw the top card. Contraction or Possession? Award the card to the relevant team and draw the next card. Continue until

one team has five cards. They shout ‘Apostrophes!’ Continue with the remaining cards till the second team has also shouted ‘Apostrophes!’

Isn’t it hot?! Oli’s big coat.

It wasn’t fair. The cat’s bowl was

empty.

Ben would’ve loved it.

You’ll get cold!

Abi’s hamster

The school’s playground

London’s best

restaurant.

London’s very

crowded.

I’ll buy you an ice cream.

The class’s door.

It won’t start.

The hamster’s escaped!

Hansini’s books are

heavy.

Mum, the cat’s hungry.

Yulia’s favourite TV

show

I shan’t forget.

I’ll read a comic.

The policeman’s

car.

Unit 3 Day 3


Manfish

Book Review

Manfish is the fascinating biography of one of the greatest divers of all time – Jacques Cousteau. Packed with beautiful pictures, Jennifer Berne’s book tells Cousteau’s story from his childhood in the south of France to his achievements in later life when he became famous for developing the first Aqualung and for filming documentaries underwater. I particularly liked the sections dealing with Cousteau’s inventions and discoveries. He helped to design several mini-submarines, including the Sea Saucer and the Sea Flea. I also really enjoyed Eric Puybaret’s illustrations, which help bring to life the undersea worlds that Jacques Cousteau explored and filmed. The only downside is that it did not go on for another twenty pages! I would very much recommend this book to anyone who loves the sea and swimming. My star rating: * * * *

Unit 3 Day 4


Follow the Moon Home

Book Review

If you only read one picture book this year, make sure it is Follow the Moon Home by Philippe Cousteau and Deborah Hopkinson. It is the story of a girl called Vivienne who moves to a new town in South Carolina, USA, and has to start at a new school. She makes a friend called Clementine, and the girls and their classmates at school set out to protect loggerhead turtles on the beaches near their home. Although it in only a story you actually learn lots about real loggerheads. Meilo So’s watercolour drawings are very beautiful and make the book a pleasure to flip through. This is the perfect book for children in Year 2 who like sea creatures or who have moved school and are finding it hard to make new friends. I would give this a very high recommendation.

Unit 3 Day 4


Book Review

My book’s title

Type of book (fiction, non-fiction, biography)What the book is about

The two reasons I really like it

Who I think might also like it

My star rating for the book

Unit 3 Day 4


Brief Book Review

My book’s title

Type of book (fiction, non-fiction, biography)

What the book is about

The reason I really like it


Unit 3 Day 4


Extended Book Review

(Print double-sided)

My book’s title

Type of book (fiction, non-fiction, biography)What the book is about

The three reasons I really like it


My only thing I don’t like

Who I think might also like it


Unit 3 Day 4


Mixed (up) Reviews

These three books all have something to do with the sea. Oops! The reviews that go with each book have got jumbled up. Can you match the review to the correct

book?

If you are interested in the sea then this is the book for you! A very large non-fiction book, this title is packed with fascinating facts and detailed pictures of all sorts of sea creatures. Did you know that a blue whale is the largest animal that

ever lived? Recommended!

Have you ever heard of stargazey pie? No? Well, if you read this book you will find out what it is and a great deal else besides! This is a really appealing storybook set in a fishing village in Cornwall called Mousehole. The main character is a cat who takes to the sea during a terrible storm. My star rating: * * * * *

This is a very beautiful book with amazing illustrations. Children in Year 2 will adore its sad but touching story. The main character is a girl called Lilly who has

an incredible meeting with whales who sing her a song.

Unit 3 Day 4


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