If You Went to the Bottom of the Ocean

by Brooke McIntyre

Pacing Material

A second-person dive through every ocean zone, exploring the creatures and conditions found far below the surface.

Big Idea

The ocean is layered into zones, each with unique conditions and life — understanding it deepens our respect for the planet.

Discussion Questions

1.How does the ocean change as you go deeper?
2.Which zone would you most want to visit? Why?
3.How do deep-sea creatures survive without light?
4.What surprised you about the ocean zones?
5.Why is it important to protect the deep ocean?

Lesson Plan

⏱ 50 minutes📦 Shoe boxes or folded paper, blue gradient paper, scissors, glue, labels

Learning Goals

Name the ocean zones in order from surface to floor
Describe one creature and one condition in each zone
Build a labeled diorama showing how the ocean changes with depth

Activity Steps

1.Read the story, pausing at each zone to note the conditions and creatures.
2.Create a class chart of zones (Sunlight, Twilight, Midnight, Abyss, Trenches).
3.Discuss: 'How does light, pressure, and temperature change as you descend?'
4.Students build a diorama with each zone labeled, one creature, and one condition per zone.
5.Display dioramas and do a 'deep dive' walk-through where each student explains one zone.

Standards Connections

ELA: RL.1.1 — Ask and answer questions about key details
ELA: RL.1.2 — Retell stories, including key details
ELA: RL.1.3 — Describe characters, setting, and events
ELA: RL.4.6 — Acknowledge differences in characters' points of view
ELA: SL.1.1 — Participate in collaborative conversations about the text
ELA: W.1.3 — Write narratives recounting events with descriptive details
SEL: Responsible Decision-Making
Art: VA:Re7 — Perceive and analyze artistic work

Pace-Write-Read Study with Pace-Write It!

Focus question: How does an author slow down and speed up a journey so readers feel like they are really traveling deeper and deeper into the ocean? In If You Went to the Bottom of the Ocean by Brooke McIntyre, the reader is taken on a second-person dive through the ocean’s zones, meeting strange sea creatures and changing conditions along the way. The pacing works by moving step by step downward, using page-by-page discoveries, descriptive details, and suspense about what will appear next in the deep.

Element	How to notice or teach it in the novel
Pace	Read: Notice how If You Went to the Bottom of the Ocean moves at a steady downward pace, with each new ocean zone revealing new animals, darkness, and pressure. The journey does not rush; it lets readers pause at each level before descending farther. Classroom Activity: Write 4 short sentences that take a reader from one place to another, slowing down to notice one important change at each step.
Plot	Read: Notice that the plot is a travel journey rather than a problem-solution story. In Brooke McIntyre’s book, the main action is the reader’s descent from the surface to the bottom of the ocean, with each stage adding new discoveries about ocean science and ecology. Classroom Activity: Make a beginning-middle-end map for a journey story in which a reader travels through three places and learns something new in each one.
Prosody	Read: Listen to how the sentences sound when read aloud, especially how the language can feel calm near the surface and more dramatic in the deeper zones. The sound of the words helps match the feeling of drifting, sinking, and wondering. Classroom Activity: Choose one ocean zone from the book and write 3 read-aloud lines that sound smooth, quiet, or mysterious.
Word pause	Read: Notice where Brooke McIntyre’s wording makes you stop briefly to think about a creature, a condition, or the huge depth of the ocean. These small pauses help readers absorb facts and images before moving on. Classroom Activity: Write 3 sentences about a deep-sea animal and use one strong word or phrase in each sentence that makes a reader want to pause and picture it.
Concept	Read: Notice that the big concept is that the ocean changes as you go deeper—light fades, pressure grows, and different creatures survive in different zones. The pacing helps readers understand this science idea in order, one layer at a time. Classroom Activity: Write a mini-explanation called “As you go deeper…” and add 3 sentences showing how one habitat changes step by step.
Voice & World View	Read: Notice the inviting, curious voice that speaks directly to the reader as if guiding them on an underwater expedition. The worldview values exploration, science, and wonder for the living things in every ocean zone. Classroom Activity: Write 4 sentences in a curious guide voice that invites a reader to explore a place and learn to respect it.
Setting & Place	Read: Notice how the setting shifts from the bright upper ocean to the cold, dark, deep seafloor. Place matters in this book because every zone has different conditions and different sea life. Classroom Activity: Pick 2 ocean zones from the book and write a place description for each, showing how they feel different.
Point of View	Read: Notice that If You Went to the Bottom of the Ocean uses second person, speaking to “you,” so the reader feels like the diver. This point of view increases engagement and makes the pacing feel personal. Classroom Activity: Write 5 sentences beginning with “If you went…” to take the reader on a short journey into a habitat.
Original Characters	Read: Notice that the ‘characters’ are often the unusual sea creatures readers encounter during the descent. Even if they are not talking characters, the animals feel memorable because of their special bodies, behaviors, and deep-sea survival traits. Classroom Activity: Invent an original deep-ocean creature and write 3 sentences describing what makes it different from animals near the surface.
Dialogue	Read: Notice whether the book relies more on narration than on character speech, and how that choice keeps the journey moving smoothly through ocean science information. The lack of much dialogue creates a calm, informative pace. Classroom Activity: Add 2 lines of imagined dialogue between a young diver and a deep-sea creature to a short ocean scene.
Details	Read: Notice the specific details about ocean conditions and creatures in each zone, such as darkness, depth, and the animals that live there. These details make the nonfiction ideas inside this fictional journey feel vivid and believable. Classroom Activity: Write 4 detail-rich facts inside a short imaginative paragraph about traveling through an extreme habitat.
Descriptions	Read: Notice how descriptions help readers picture the changing ocean, from brighter waters above to shadowy depths below. Brooke McIntyre uses description to slow the pace so readers can imagine each zone clearly. Classroom Activity: Write a 5-sentence description of one underwater scene using color, temperature, light, and movement.
Strong First Lines	Read: Notice how the opening invites readers into the idea of going to the bottom of the ocean right away. A strong beginning sets the pace by launching the journey immediately. Classroom Activity: Write 3 different opening lines for a science-based journey story that begins with a direct invitation to the reader.
Immediacy & Engagement	Read: Notice how the second-person style makes the reader feel present in the ocean right now, as if each page is happening to them. This creates immediacy and keeps readers engaged as the water grows deeper and stranger. Classroom Activity: Write 4 sentences that make a reader feel they are inside a scene by using “you,” action, and sensory details.
Story Scenes & Summaries & Unique Structures	Read: Notice how the book blends scene-like moments of discovery with summary information about ocean zones and marine life. Its unique structure is a vertical journey downward instead of a typical adventure across land. Classroom Activity: Create a short piece with 1 scene sentence about what you see and 1 summary sentence about what that place is like, repeated for 3 locations.
Flashback & Flash Forward & Cliffhangers	Read: Notice that this book mostly moves forward, but each page can act like a tiny cliffhanger because readers wonder what will appear in the next deeper zone. The pacing builds anticipation through the descent. Classroom Activity: End 3 short paragraphs with a cliffhanger line such as “But deeper down, something even stranger waited…”.
Tension & Suspense & Surprise	Read: Notice how suspense grows as sunlight disappears and the ocean becomes colder, darker, and more mysterious. Surprise comes from the unusual creatures and extreme conditions found at great depths. Classroom Activity: Write a short paragraph that builds tension as a traveler moves into a darker place and then discovers one surprising animal.
Page Turns and Chapter Breaks	Read: Notice how page turns in a picture book like If You Went to the Bottom of the Ocean can reveal the next ocean zone or a new creature at just the right moment. The turn acts like a pacing tool that says, “Now go deeper.” Classroom Activity: Plan a 4-page mini-book and decide what surprise or new fact will be revealed on each page turn.
Performance	Read: Notice how this book can be performed with voice changes—lighter and brighter near the top, slower and hushed in the deep ocean. Reading style helps match the changing pace and mood of the dive. Classroom Activity: Practice reading 3 sentences from your own ocean writing using a different voice for shallow water and deep water.
Personality	Read: Notice that the narrator’s personality feels curious, calm, and amazed by the ocean world. That personality shapes pacing because the book takes time to appreciate each zone instead of hurrying past it. Classroom Activity: Write 4 sentences about a habitat using a narrator personality that is amazed, brave, or thoughtful.
Humor	Read: Notice whether any of the sea creatures’ strange shapes or surprising features could make readers smile, even in a science-rich text. Gentle humor can make unfamiliar ocean life feel more approachable. Classroom Activity: Write 3 playful sentences introducing a funny-looking sea creature while still teaching one true fact about it.
Pause	Read: Notice the moments when the reader naturally pauses to think about the darkness, depth, or odd life forms at the bottom of the ocean. These pauses help the book feel full of wonder. Classroom Activity: Write a short piece and insert one stand-alone sentence that creates a pause, such as “Then everything went dark.”
Poetry and Poetic Devices	Read: Notice any poetic language, repetition of structure, or image-rich phrasing that makes the ocean journey sound lyrical. Poetic devices help science writing feel memorable and musical. Classroom Activity: Write 4 lines about the deep ocean using one simile, one alliteration phrase, and one repeated starter such as “Down here…”.
Repetition	Read: Notice how repeated ideas or sentence patterns can guide readers through each ocean layer. Repetition gives the book a predictable rhythm while still introducing new creatures and facts. Classroom Activity: Write 5 sentences using the same beginning, such as “As you go deeper…” and change the ending each time to show a new ocean fact.
Rhythm	Read: Notice the rhythm created by sentence length and repeated movement downward. The rhythm can feel like a steady sinking motion, helping readers experience the pace of descent. Classroom Activity: Write 3 short sentences and 3 longer sentences about an underwater journey, arranging them to sound like a smooth dive.
Punctuation	Read: Notice how punctuation can slow or quicken the reading as the diver moves from one zone to the next. Dashes, commas, and periods can create pauses that match awe, caution, or discovery in the ocean depths. Classroom Activity: Rewrite a 3-sentence ocean paragraph two ways—one with short punchy sentences and one with longer comma-filled sentences—and compare the pace.
Questions	Read: Notice how a book about exploring the ocean naturally sparks questions: What lives here? How dark is it? What happens next? Questions help hold reader attention and create momentum through the journey. Classroom Activity: Write 4 wonder questions a traveler might ask while going deeper into the ocean, then answer one in a complete sentence.
Compare-Contrast	Read: Notice how readers can compare the bright upper ocean with the dark deep ocean, or one sea creature with another. These comparisons help explain ocean ecology and make the changing pace of the journey easier to follow. Classroom Activity: Write 4 compare-contrast sentences using words like both, but, unlike, and while to show how two ocean zones differ.
Objects	Read: Notice the important objects or physical features in the book’s world, such as water layers, rocks, the seafloor, and the bodies of deep-sea animals. Objects help ground a journey that might otherwise feel too huge or abstract. Classroom Activity: Make a list of 5 objects you might notice on a trip to the bottom of the ocean and use at least 3 in a descriptive paragraph.
Threes	Read: Notice whether ideas can be grouped in threes, such as three ocean changes, three creatures, or three surprises during the descent. Groups of three often make information feel organized and memorable. Classroom Activity: Write a paragraph that includes exactly 3 things a reader would notice while entering a deep ocean zone.
Whitespace & Negative Space	Read: Notice how open space on a page can make the ocean feel vast, quiet, and deep. In a picture book about descending underwater, whitespace can slow readers down and highlight the emptiness between creatures and zones. Classroom Activity: Plan a page of your own writing and decide where you would leave extra space to show silence, distance, or darkness.
Art & Graphics	Read: Notice how the illustrations and visual design likely support the downward journey by showing changing colors, creatures, and light levels in each ocean zone. The art helps pace the science learning by making each level distinct. Classroom Activity: Sketch a simple ocean-zone diagram to go with your writing and label what changes in each part.
Interactives & Gamification	Read: Notice how this book invites readers to imagine themselves on a mission: going deeper, spotting creatures, and learning survival facts in each zone. That interactive feeling turns reading into an exploration challenge. Classroom Activity: Create a “Deep Ocean Explorer” checklist with 4 things a reader must notice or include while writing their own underwater journey.

Pace-Write It!

20-Minute Classroom Flow\nRead (5 min): Read aloud a section of If You Went to the Bottom of the Ocean by Brooke McIntyre that shows the journey moving from one ocean zone to the next. Ask students to listen for places where the book slows down to describe a creature or speeds up to continue the descent.\nNotice (5 min): Chart what changes as the reader goes deeper: light, temperature, pressure, and animals. Discuss how the second-person point of view, page turns, and descriptive details help the pacing feel like a real dive.\nWrite (7 min): Students write their own short “If you went…” habitat journey with 4 sentences. Writing frame: “If you went to ____, you would first see ____. As you went farther, ____. Deeper still, ____. At the very end, you would discover ____.” Encourage students to slow the pace by adding one strong detail in each sentence.\nShare (3 min): Partners read their habitat journeys aloud and underline the sentence where the pacing slows down best. Invite 1-2 students to share how they built suspense or wonder.\nExit ticket: Write one sentence answering: “How did Brooke McIntyre help readers feel the trip to the bottom of the ocean step by step?”

Pace-Write-Read Connection

Teach this book using the Pace-Write-Read method — Tool 8: Setting & Place.

Open the Mastery Manual

Classroom Activity

Ocean Zone Diorama

Build a diorama showing the ocean zones. Label each zone, the creatures that live there, and one special condition of each.

Ocean Zone Diorama

Build a diorama showing the ocean zones. Label each zone, the creatures that live there, and one special condition of each.

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