EcoVenture Class: Fish Characteristics. Teacher Guide Overview and Resource Materials
|
|
- Diane Anthony
- 7 years ago
- Views:
Transcription
1 EcoVenture Class: Fish Characteristics Teacher Guide Overview and Resource Materials For more information contact: Allyson Bennett School Programs On-site Manager 725 East South Sandy, UT (801) 355-FISH (3474) ext. 206 Fax: (801) Or visit our website
2 What s below the surface? Why have an aquarium in the desert?...3 EcoVenture Class Overview Teacher s checklist Location of The Living Planet Aquarium Layout map of The Living Planet Aquarium...7 Teacher Outline and Core Connections Pre-visit Resources Post visit lesson materials Websites for Fun.. 23 Books to Use References Thank you!
3 Why Have an Aquarium in a Desert? After all, where else in the world is water so valued and respected? It s a precious resource that defines how we live in Utah. Because we re not surrounded by oceans and immense water habitats, we have fewer opportunities to experience, understand and appreciate the water environments that cover more than 70 percent of our planet. The Living Planet Aquarium brings animals to people who might not have the chance to see them or their water-based ecosystems in a natural setting. Our children are the future custodians of the environment. Yet, the majority of today s young people don t have the opportunity to understand the ocean nor their own waterdependent environments. The Living Planet Aquarium provides a living classroom, educating us all about our interdependence on the living planet s fragile ecosystems. The Living Planet Aquarium is a world-class organization that enriches lives through education outreach, dynamic exhibits and programs. The Living Planet Aquarium provides an entertaining learning experience and hands-on educational opportunities to help individuals understand and appreciate the water environments encompassing our planet, leading to an enriched personal life. Having this aquarium provides us with countless opportunities to understand and respect this precious resource and the living habitats it supports, both in Utah and in our planet s oceans. 3
4 School Visit Overview Thank you for choosing The Living Planet Aquarium for a school visit. We look forward to your arrival! This section of the Teacher Guide provides an overview of your visit and a checklist of things to accomplish before, during and after your experience with us. Utah State Core Connections Our on-site programs are designed to be an exciting complement to what you are teaching in the classroom. Our education team examined the Intended Learning Outcomes and Core Standards for each grade and created our presentation and activities to reinforce the ILOs and Standards. You will find a list of related ILOs and Standards later on in this document. EcoVenture Classes Each EcoVenture Class lasts approximately minutes. While the class is separate from your general aquarium visit, there is not an additional cost for the classes. To provide a quality and interactive experience for your students, we allow a maximum of 35 students per class. This means, we can present the same program several times back-to-back to accommodate larger groups. The EcoVenture Classes take place in our Sunken Ship classroom with one or two Education Presenters, depending on the class. There are also Education Presenters located throughout the aquarium to answer any questions you or your students may have. EcoVenture Start Times The contact teacher will receive an with a confirmation sheet. This confirmation sheet will list the school s arrival time and each group s EcoVenture Class start time. Please remind the chaperones to arrive promptly to the Sunken Ship classroom at their designated start time to allow the group to have the full classroom experience. "Give people facts and you feed their minds for an hour. Awaken curiosity and they feed their own minds for a lifetime." (Ian Russell) 4
5 School Visit Checklist The Living Planet Aquarium Pre-Visit Download from our website: This document (Teacher Guide) Student Research Document(s) for you to copy and bring with you on your visit Many of our documents are saved in PDF format. They require Adobe Acrobat Reader to open. If you do not have Acrobat Reader, you can download the program for free at: Please Educate the students and chaperones on behavior expectations; then sign the School Groups Behavior Expectations document and send it via or fax: (801) ; Attention: Allyson Bennett. Divide your students into smaller groups and assign each group a chaperone. Supply each adult chaperone with a Chaperone Guide. This guide includes the rules, tips to facilitate learning and an aquarium map. Day of Bring Student Research Documents if you would like your students to use them during their aquarium visit (optional). Remind the students and chaperones of the behavior expectations. Remind the chaperones of their EcoVenture Class start time and location. All groups must pay in one lump sum. Bring payment if your school is not a sponsored Title 1 or Head Start school. If your visit is sponsored, you do not pay for your students, but please remember the chaperone-to-student ratio. Any additional adults will be asked to pay. Have FUN and enjoy learning at the Living Planet Aquarium! Post-Visit This document contains post-visit materials. Other materials may become available as separate downloads in the future, so check our website often. 5
6 Location of Living Planet Aquarium 725 East South, Sandy Utah Phone: (801) Directions: From 1-15, take exit 293 Head east on S. (approx. 1 mile) The Living Planet Aquarium is on the northeast corner of S. and 700 E. 6
7 Layout of Living Planet Aquarium 7
8 Teacher Outline Fish Characteristics Duration of School Visit EcoVenture Classes (35 students max) are scheduled in 45-minute increments unless otherwise noted on your confirmation sheet. However, each EcoVenture Class is approximately 30 minutes. Please allow your group 2 hours for a three-class visit, or 2 hours and 45 minutes for a four-class visit. Currently, our facility does not have space for school groups to eat lunch. If weather permits, we recommend bringing your group to Lone Peak Park at S 700 E, Sandy, UT This park is 5 blocks north of the aquarium on 700 East and offers covered picnic tables, grassy areas, and a playground. Background for Teachers There are over 25,000 different species of fish in the world s waters and over 200 new species are being discovered every year! Fishes account for more than half of all the vertebrates on the earth! That is an amazing amount of variety and all passed on from parent to offspring. Each variation giving that particular organism its own unique set of tools to help it survive in its particular environment. Intended Learning Outcomes/Measurable Objectives Students will be exposed to the objectives listed from the core standards and by the end will be able to verbally and in writing relate adaptations to survival in a particular environment. Students will recognize the basics of fish design by identifying shapes or body forms as they relate to their particular niche. Also, they will understand how traits vary in offspring through a question and answer session about traits. to the Connecting Core Standards Here s where your EcoVenture Class connects with the Utah State Core Curriculum. The main intent of science instruction in Utah is that students will value and use science as a process of obtaining knowledge based upon observable evidence. 8
9 Science Benchmark All living things inherit a set of characteristics or traits from their parents. Members of any given species transfer traits from one generation to the next. The passing of traits from parent to offspring is called heredity and causes the offspring to resemble the parent. Some traits differ among members of a population, and these variations may help a particular species to survive better in a given environment in getting food, finding shelter, protecting itself, and reproducing. These variations give the individual a survival advantage over other individuals of the same species. STANDARD V: Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment. Objective 1: Using supportive evidence, show that traits are transferred from a parent organism to its offspring. c. Describe how a particular physical attribute may provide an advantage for survival in one environment but not in another (e.g., heavy fur in arctic climates keep animals warm whereas in hot desert climates it would cause overheating; flippers on such animals as sea lions and seals provide excellent swimming structures in the water but become clumsy and awkward on land; cacti retain the right amount of water in arid regions but would develop root rot in a more temperate region; fish gills have the ability to absorb oxygen in water but not on land). Objective 2: Describe how some characteristics could give a species a survival advantage in a particular environment. Benchmarks for Science Literacy - 3rd through 5th grade students: The EcoVenture Class and aquarium visit will contribute to the students development of skills and knowledge necessary to understand the following (per the American Association for the Advancement of Science, 1993): A great variety of kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group. Features used for grouping depend on the purpose of the grouping. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. Investigations can focus on physical, biological, and social questions. Science is an adventure that people everywhere can take part in, as they have for many centuries. Clear communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. Doing science involves many different kinds of work and engages men and women of all ages and backgrounds. Science language students should use: Inherited, environment, species, offspring, traits, variations, survival, instincts, population, specialized structure, organism, life cycle, parent organism, learned behavior 9
10 Pre-Visit Resources The following pages offer pre-visit information you can use in the classroom before your visit to The Living Planet Aquarium. These resources correlate with material that will be covered in your EcoVenture Class or in post-visit materials. There may also be links to UEN s website for additional information. As a suggestion, if you have internet access for your class, you can visit our website to let the children investigate what we have to offer. Here is the link: 10
11 Name the Fish Parts mouth nostrils eye lateral line 1 st dorsal fin 2 nd dorsal fin caudal fin scales anal fin ventral fin pectoral fin operculum / gill cover gills 11
12 Common Fish Characteristics Study Guide Name: Date: 1) Mouth: Part of fish that allows it to eat. Its shape and location are determined by what it generally eats. On bottom or pointed downward for bottom feeders; upward for surface feeders; pointed for getting food from crevices; etc. 2) Nostrils: Part of fish's organs for smelling 3) Eye: For fish's sight. Many are positioned on side of head, which gives the fish a wider range of sight. Most bony fishes have both "rods and cones" which indicate that they probably see colors. 4) Lateral line: A series of fluid-filled sensory organs running along each side of the fish. Help fishes find prey and avoid predators by sensing small vibrations in the water. 5) Dorsal Fin: Vertical fin on back. Provides stability and keeps the fish from rolling. 6) Caudal Fin: In most fishes this is the fin that helps propel and steer. Forked ones are for speed and rounded ones give more maneuverability. 7) Scales: Small plates that cover most fishes. Laid from head to tail, they reduce drag in the water as well as give protection. Usually covered with a slimy layer of mucus. Like a tree, each year a new ring is laid down on a scale. 8) Anal Fin: Located near the rear of the belly. Provides balance and stability while swimming. 9) Ventral Fin: Located on the belly near the head. Provides stability and balance. 10) Operculum: Hard plate that covers and protects gills. Not all fish have an operculum. Some, like sharks and stingrays have gill slits in their tissues that open and close to let water into the gills. 11) Pectoral Fin: Pair of fins located on each side of the fish behind the gills. Help with changes in direction, fine movements forward and backward and remaining stationary. 12) Gills: The fish equivalent of your lungs. Gills help them get oxygen from the water like you get oxygen from the air. Just think about it They live in an ocean of water and you live in an ocean of air! 12
13 Common Fish Characteristics (Crossword)
14 Common Fish Characteristics (Clues) ACROSS 4. Provides stability and balance for fish, (located on the underside of the fish). 8. Used for feeding. 9. Provides stability and keeps the fish from rolling. 10. Reduce drag in the water and provide protection for fish. 11. Usually positioned on the side of the head to provide a wider range of sight. 13. On the back of all fish, also called the caudal fin. DOWN 1. Fluid-filled sensory organs that allows fish to sense vibrations in the water. 2. Fish use them to breathe. 3. Fish use them to smell. 6. Covers and protects the gills, not present in all fish. 7. Allow fish to change directions or remain still in the water. 12. Used by fish to steer and move forward. 14. Where is the fish s brain?. 14
15 Common Fish Characteristics (Answer Key) 1 L 2 G 3 N A I 8 M O U T 14 H 7 P 13 T A I L S E 11 E Y E L T A C R 10 S 12 C A L E S R D T A A I O L U L R - D 9 D 6 O R S A L - F I N A L A P L I L E - N - R F E F C I I U N 4 V E N T R A L - F I N U M 15
16 Now, you re off to the Living Planet Aquarium Remember to use your checklist to help you on this day. You should take some time to share copies of the Chaperone Guide with each adult leader as well as the aquarium layout map. Remember that teachers are free and you get one additional adult free for every 10 students. Any adults above this 1:10 ratio will need to pay a fee upon arrival. All entrance fees must be paid in one lump sum. 16
17 Post Visit Resources 5 th Grade: Classroom Camouflage The following lesson materials are intended to help you extend learning from your EcoVenture Class back in the classroom. Curriculum Tie: Science 5 th Grade Standard V Objective 2 Back Ground: Natural selection is the manner in which organisms survive and reproduce in an environment that the organisms are well adapted to. This is where we get the term Survival of the fittest. If there are organisms that are less adapted to a specific area, these organism are more likely to have a higher rate of mortality. The adaptation used to hide or blend an animal in with its surroundings is called Camouflage. The special shapes, patterns, or colors that are displayed through camouflage give an advantage to an animal hiding from a passing predator or lying in wait for its prey. Summary: This activity uses paper fish, colored and cut out by your students, to demonstrate how an animal can survive in its environment. Students color their fish to match different surfaces in the class room. The students then attach their fish to the surface that they were matching, and another group, the predators, goes hunting for them, thus replicating natural selection. Materials: Markers, colored pencils, or crayons Scissors Photocopies of the fish for each student Transparent tape Preparation for Teacher: 1. Make a photo copy of the fish for each student in the class room. 2. Prepare several fish by camouflaging them to look like different surfaces in the class room and then hide them to demonstrate the effectiveness of camouflage. 3. Arrange for another 5th grade class to do the same activity and each hunt the other s fish. 17
18 Procedure: 1. Begin the class with a quick discussion about what natural selection is and remind student that certain adaptations make some organisms better suited to their environments than others. Introduce the activity to the students by having them assume the role of predators, such as a big mean shark, and have them hunt for the fish you have camouflaged and hidden throughout the room while in their seats. Keep the hunt short (30 sec-1 min) to pique their interest. 2. Collect the fish you made after you have given them some time to hunt for them, and discuss the features that made some easier to find than others. 3. Divide the class into groups of Hand out the materials to each group, making sure that each group has something to color with, scissors, tape, and several copies of the fish. 5. Tell your students that they will camouflage their paper fish using colors and or patterns to blend them in with different surfaces in the classroom. 6. Have your students place their camouflaged fish on various surfaces around the room using the tape. Remind students that they are not allowed to hide or cover up their fish. The goal is for their fish to blend in. 7. Discuss the features that make some fish more visible than others and how camouflage enables various animals to survive in different environments. Review the concept of survival of the fittest and ask students to relate that concept to the activity. 8. Leave the fish in place and exchange groups to be predators and let the hunt begin. Assign a time limit for the hunt (1-2 min) and have an area set aside to collect the captured prey. Perhaps post the winners (fittest) on the board for all to see. 18
19 Fish Pictures for previous activity 19
20 Form, Function, and Fish! Presented by Jennifer Liu Recommended Grades Upper elementary (5th and 6th) or 7th grade. General Description What do all those fins do on a fish? Why are some fish colorful and some aren't? Why do fish look the way they do? As with most things in life, fishes' form follows their function. Fishes' tail symmetry, fin structure, scale type, and color, among other things, can all tell us a great deal about how the fish works, where it lives, what it eats, and what time of day it comes out into the open, if ever. In this lab, students will learn what different parts of a fish help it do, they will be detectives in determining everything they can about an unidentified fish (this will vary with available materials), and they will design their own version of the best predator and prey they can think of. Concepts to be Learned This lesson is designed around the interesting things you can learn about something just by looking at and studying it. Observation is a very important tool in doing science; it is the very first step in the scientific method, it gives us information to ponder, and it sparks our curiosity as to why something is a certain way. This lesson will promote the students to ask questions about the specific morphology of fish, and will (hopefully) drive them to investigate other odd fish such as seahorses, sting rays, pufferfish, etc. Also, this lesson will teach students a fair bit of anatomical vocabulary, applicable to many creatures, including humans (for example, pectoral fin). This lesson should take approximately one hour with activities. List of Materials The information on this page will be needed. Also, for examining an unidentified fish, you can bring an aquarium fish of your own, you can bring pictures of neat fish from a scuba diving or marine magazine, or you can order fish (like dogfish shark) from a supply company (like Carolina Biological Supply). Personally, I would try to get someone's aquarium fish (so the students can study a LIVE fish) and then if you can't, get pictures so the students can see live fish interacting with their environment. Ordering a specimen to dissect is least preferred simply because this lab deals with the external anatomy of fish (however, it will work). Teacher's (Lecture) Notes The function of various fish parts listed below was taken from Fish: An Enthusiast's Guide by Peter Moyle, and Fishes: an Introduction to Ichthyology by Peter Moyle and Joseph Cech. These are great books and I suggest you read what they have about external anatomy. Specific parts of fish and their functions are listed below, but of course, ask the students what they think a certain part does before you tell them. As with most things in life, fishes' form follows their function. Fishes' tail symmetry, fin structure, scale type, and color, among other things, can all tell us a great deal about how the fish works, where it lives, what it eats, and what time of day it comes out into the open, if ever. Think about how form follows function in body shape. What will a predator look like in its shape? Fat? Thin? Many predators, as common sense will tell you, are streamlined and have a pointed head. Why? 20
21 So they can swim fast and catch their prey. This particular type of predator is what is called a rover-predator. Other predators like to ambush their prey. What would these fish look like? They are torpedo shaped and have big mouths so they can dart out from their hiding place and capture their prey. These are called lie-inwait predators. Some fish have small bodies with upward turned mouths and flat heads. These guys, surfaceoriented fish, do just that; they eat things like insects on the surface of water. Other fish have flat bodies and live mainly at the bottom of the water (bottom fish). Deep-bodied fish are flat from side to side, which helps them with maneuverability. How about scales? What do you think they do? Protect. Fish do have to worry about trade-offs, though; those fish with thicker scales cannot move as fast as one with thinner scales. It's like having armor. Fins are used for a number of things. The paired fins - the pelvic and pectoral fins - are used for fine movement. Rover-predators have paired fins which are separated widely and are located low on the body for stability. Other fish have these fins higher on the body and have them oriented more vertically, to give a higher degree of maneuverability. (You can sketch a generic fish here, to show the students where the pelvic and pectoral fins are. Point out the caudal fin, also.) The caudal fin (tail fin) is used for propulsion. A fish with a quarter-moon shaped tail with a narrow peduncle (the part that connects the caudal fin to the rest of the body) tends to be extremely fast. Fish with forked tails use them for continuous movement, either as rover-predators, or fish which live in regions with fast currents. Spines make a fish look "bigger, and harder for a predator to bite and swallow. These spines are often poisonous. The size of the eyes can help us determine when a fish is active. Bigger eyes usually indicate that a fish is active in the day. Fish that are active at night fish tend to have smaller eyes because of the lack of their use in poor lighting. Fishes' mouths tell us how a fish makes its living. A big mouth with sharp teeth tells us that the fish is a predator of other fish and animals. Bony lips (the type most of us think of when we think of fish lips) work like an eyedropper to suck in small pieces of food. Basically, the smaller the mouth, the smaller the prey. Color can be used for camouflage. Silvery fish tend to be active in the day where their shininess blends in with sunlight. Red fish have the advantage of being the least visible in water (the color red is filtered out through water). "Poster colored fish," such as those found in the Great Barrier Reef, can have bright colors to either match their colorful environment, or to serve as a warning to other fish concerning its toxicity or some other danger. 21
22 Activities Break the class up into two groups (this is ideal). One group will do the first activity while the other does the second. After about 15 minutes, they will switch. The below activities are listed individually at the end of this lesson. Detective Work! Have the children get into groups of two or three and have them answer the following questions: 1) What do you think this fish eats? 2) Where do you think it lives? 3) Do you think it's a predator or a prey? 4) Do you think it's poisonous? 5) What do the colors tell you about this fish? 6) What is the strong point of the fish (what do you think this fish does better than other fish)? It is good for you to know the answers to these questions (you can do some studying on the net or in the library), but if you don't, make your own best guess with the students and make sure the students are being logical about their answers. Designing Predator and Prey In this group, the students will draw the best (most efficient) predator and prey they can think of in an environment that they choose as a group, taking tradeoffs (such as balance for maneuverability and thick scales for speed) into consideration. They can color these and compare them to other students' work. If you can, get butcher paper from the teacher and have the students draw on one big piece. They can hang it up later (and add the environment) as their depiction of the environment they chose (an ocean or lake, etc.). At the conclusion of the activity, post up both groups of drawings, point out the different parts of the fish (on various students' fish), and have the students tell you what function they perform. Ask them also what that part of the fish is called (anatomically). Possible Follow-Up Activities Leave some pictures of "odd fish" like pufferfish, seahorses, hammerhead sharks, sting rays, etc. (or have them go to the library to pick one out of a book or magazine) and have the students think about why these fish developed that way. What are the strong points of their form? They can make a poster board with the picture of the fish attached and their guesses. They can then look up the actual information about where it is found, etc. and see exactly how far off (or close) their guesses were. 22
23 Web Sites for Fun All links are suggested resources only. The Living Planet Aquarium does not specifically endorse any of the following sites or organizations. If a link does not work you can try copying and pasting the URL into your web browser. U of U Genetic Science Learning Center NOAA Year of the Ocean Web site Oceanography This site is packed with exciting ocean facts and information from the Office of Naval Research. Planet Ocean Discover what it takes for amazing ocean animals to survive this underwater world. Secrets@Sea Help track down ocean pollution in this mystery game. Designed for students in grades 4 to 7. Requires shockwave Flash and Java. Jason Project Visit this site to explore ocean facts. From the makers of the Blue Planet series of videos Wide array of resources not only on the ocean but on all areas of science. Also offers fun educational online games. Benchmarks For Science Literacy On Line Ocean Planet on-line exhibit by the Smithsonian Institution 5th Grade Science Skills 23
24 Books to Include Big Blue Ocean By Bill Nye Ages 8 & up Coral Reef By Barbara Taylor Ages 7 & up Ocean (Eye Wonder book) By Samantha Gray - Ages 7 & up Sign of the Seahorse By Graeme Base Ages 8 & up What Do You See Under the Sea By Bobby Kalman 6 & up What Makes an Ocean Wave? By Melvin and Gilda Berger Ages 8 & up 24
25 References The following resources were used in the development of these materials and or field trip presentations and were not among those cited in the text body. Smithsonian Institution Press (1996) Sea Life A Complete Guide to the Marine Environment Duxbury and Duxbury (1994) An introduction to the World's Oceans, Wm. C. Brown Publishers,4th edition: Dubuque: Iowa. Pinet, Paul (1998) Invitation to Oceanography, Jones and Bartlett Publishers: Sudbury, Massachusetts. 25
26 Thank you for bringing your class. We look forward to serving you again! 26
EcoVenture Class: Aquarium Careers 7 th -8 th Grade Teacher Guide Overview and Resource Materials
EcoVenture Class: Aquarium Careers 7 th -8 th Grade Teacher Guide Overview and Resource Materials For more information contact: Amy Ehrhart School Programs On-site Manager 725 East 10600 South Sandy, UT
More informationBony Fish Anatomy Worksheet
Educational Material Bony Fish Anatomy Worksheet Teacher Information This activity is designed to be team-taught by the classroom and art teacher. Use this guide in conjunction with fish-related art to
More informationFishy Adaptations. Adapted from: Fashion a Fish in Project Wild Aquatic Education Activity Guide. The Council for Environmental Education, 1992
Fishy Adaptations Adapted from: Fashion a Fish in Project Wild Aquatic Education Activity Guide. The Council for Environmental Education, 1992 Physical Structure Grade Level: Basic Duration: 45 minutes
More informationWorld Oceans Day at ZSL Whipsnade Zoo
World Oceans Day at ZSL Whipsnade Zoo Teachers notes KS 1 & KS 2 This booklet will help you to focus your self guided trail on ocean animals, looking at the adaptations of the species and focusing in on
More informationAnimal Adaptations Investigation (K-3)
Animal Adaptations Investigation (K-3) At a glance Students explore the Zoo in search of animals that fit certain categories and discover their adaptations. Time requirement One Zoo visit of at least 60
More informationAnimal Adaptations. Standards. Multiple Intelligences Utilized. Teaching First Step Nonfiction. Titles in this series: Reading.
Teaching First Step Nonfiction Animal Adaptations K 2nd Grade Interest Level 1st Grade ing Level Titles in this series: What Can Live in a Desert? What Can Live in a Forest? What Can Live in a Grassland?
More informationEcoVenture Class: Symbiotic Relationships 7 th -12 th Grade Teacher Guide Overview and Resource Materials
EcoVenture Class: Symbiotic Relationships 7 th -12 th Grade Teacher Guide Overview and Resource Materials For more information contact: School Programs On-site Manager 725 East 10600 South Sandy, UT 84094
More informationUnit: Plants & Animals (Grade 2)
Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals
More informationGrade 5 Standard 5 Unit Test Heredity. 1. In what way will a kitten always be like its parents? The kitten will...
Grade 5 Standard 5 Unit Test Heredity Multiple Choice 1. In what way will a kitten always be like its parents? The kitten will... A. be the same color. B. learn the same things. C. have the same body structures.
More informationStructures of animals
Structures of animals Name: All animals have been designed with different parts, which we call structures, that make up their bodies. Each of these structures is important as it is used to perform a specific
More informationLesson 6: Fisheries Management in the Open Ocean. Open Ocean
!!! Open Ocean Concepts How does fishing equipment affect the amount of fish and bycatch caught in a fishery? How can we change the way we fish to use the ocean better? Standards Addressed HCPS 5. & 5.2
More informationAnimal Colors and Shapes Teacher s Guide
Teacher s Guide Grade Level: K 2 Curriculum Focus: Math, Science Lesson Duration: 1 2 class periods Program Description Animals come in all colors, shapes, and sizes. Learn about the shapes animals have
More informationBuild Vocabulary Students will have a more successful lab experience if they understand these terms.
Chapter 18 Lab Dichotomous Keys Open-Ended Inquiry Design Your Own Lab Problem Can you construct a dichotomous key that could be used to identify organisms? Introduction In May 2007, scientists and other
More informationTeacher directions for Light up the deep-sea. Getting prepared for the class:
Teacher directions for Light up the deep-sea Getting prepared for the class: Copy one of the following pages for each class. Cut the pieces up to give one piece to each group. Remember to keep the number
More informationThese pages build on Units 2B & C and introduce predator-prey relationships and food chains.
Unit 4B Habitats Teaching Notes These pages build on Units 2B & C and introduce predator-prey relationships and food chains. Curriculum, resource and other links Sc1 & Sc2 Resources Associated with this
More informationWEATHER, CLIMATE AND ADAPTATIONS OF ANIMALS TO CLIMATE
7 WEATHER, CLIMATE AND ADAPTATIONS OF ANIMALS TO CLIMATE TEXTBOOK QUESTIONS AND ANSWERS Q.1. Why weather changes so frequently? Ans. All changes in the weather are caused by the sun. The movement of the
More informationPlant and Animal Adaptations [4th grade]
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 6-14-2006 Plant and Animal Adaptations [4th grade] Jennifer Mahler Trinity University Follow
More informationUNIT 3 SALMON ANATOMY
UNIT 3 SALMON ANATOMY SALMON ANatOMY Overview The class identifies the body parts of a fish and compares them to human body parts. They see how fish shape, skin, scales and gills help salmon live in water.
More informationName Class Date. Adapting to the Environment Adaptations and Survival
CHAPTER 3 4 SECTIN Adapting to the Environment Adaptations and Survival EFRE YU READ After you read this section, you should be able to answer these questions: What adaptations help animals survive? What
More informationMAPS AND GLOBES: WHERE IN THE WORLD ARE WE?
MAPS AND GLOBES: WHERE IN THE WORLD ARE WE? Grade Level: Kindergarten Presented by: Karen Davis and Tamara Young, Tate Elementary, Van Buren, AR Length of unit:5 lessons I. ABSTRACT A. This unit focuses
More informationPlants, like all other living organisms have basic needs: a source of nutrition (food),
LEARNING FROM LEAVES: A LOOK AT LEAF SIZE Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air, and optimal
More informationPaper Plate Fishes Lesson Plan
Paper Plate Fishes Lesson Plan Development and distribution funded by the National Science Foundation Paper Plate Fishes Abstract This activity is a fun, basic craft, but can be adapted to incorporate
More informationPlant In a Cup. When considering what to do for our curriculum project, our main goal was
Sammi Meril and Grace Slone Final Paper Kindergarten Education 200 May/6/2013 Plant In a Cup When considering what to do for our curriculum project, our main goal was to create stimulating lesson that
More informationGod, the Great Creator
Pre-Session Warm Up God, the Great Creator (Genesis 1: 2:3) Today we re going to start a new series of lessons all about God s attributes. An attribute is a character trait or quality about someone. For
More informationTitle: Create A New Animal. Grade Level: 3 rd -5 th. Subject: Biology. Time: 60-90 minutes
Title: Create A New Animal Grade Level: 3 rd -5 th Subject: Biology Time: 60-90 minutes Objective: Students will better understand physical adaptations of certain animals, and how those adaptations increase
More informationinvestigations. K.2 C Gather information using simple equipment and tools to extend the senses.
KINDERGARTEN Unit 7: Exploring Characteristics and Basic Needs of Living Organisms 2010 TEKS 1998 TEKS Curriculum and Instruction Considerations K.2 The student develops abilities to ask questions and
More informationLesson Overview. Biodiversity. Lesson Overview. 6.3 Biodiversity
Lesson Overview 6.3 6.3 Objectives Define biodiversity and explain its value. Identify current threats to biodiversity. Describe how biodiversity can be preserved. THINK ABOUT IT From multicolored coral
More informationFish: One-of-a-kind Animals (30 minute activity)
FISH HEALTH/Activity Fish: One-of-a-kind Animals (30 minute activity) Objectives Materials Background I have known you in your streams and rivers where your fish flashed and danced in the sun, where the
More informationThis booklet was prepared by the Conservation Education Department at The National Aquarium in Baltimore.
This booklet was prepared by the Conservation Education Department at The National Aquarium in Baltimore. Nancy Hotchkiss, Director Dianne Wilkes, Administrative Assistant Susi Ridenour, Librarian Staff:
More informationMythical Monsters Made Real!
Mythical Monsters Made Real! A Cooperative Lesson on Physical and Behavioral Adaptations Purpose (Teacher Version): The purpose of this lesson is use the skills and knowledge learned in previous adaptation
More informationOverview. Suggested Lesson Please see the Greenlinks Module description.
Overview Plants interact with their environment in many ways that we cannot see. Children often enjoy learning about these hidden secrets of plant life. In this lesson, children will learn about role of
More informationA MIDDLE SCHOOL LESSON FOR CREATING AND USING DICHOTOMOUS KEYS By Sharon Donovan
A MIDDLE SCHOOL LESSON FOR CREATING AND USING DICHOTOMOUS KEYS By Sharon Donovan INTRODUCTION One of my most enjoyable lessons is on the concept of dichotomous keys. It not only addresses a multitude of
More informationHow do abiotic factors and physical processes impact life in the ocean?
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Activitydevelop Ocean Abiotic Factors
More informationThe Facts About Right Whales
The Facts About Right Whales Where have all the right whales gone? Hunters killed almost all the North Atlantic right whales by the early 20th century. It has been against the law to hunt them for more
More informationIDENTIFICATION OF ORGANISMS
reflect Take a look at the pictures on the right. Think about what the two organisms have in common. They both need food and water to survive. They both grow and reproduce. They both have similar body
More informationSymbiotic Relationships Grade Seven
Ohio Standards Connection: Life Sciences Benchmark C Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the
More informationUnderstand numbers, ways of representing numbers, relationships among numbers, and number systems
Equivalent Fractions and Comparing Fractions: Are You My Equal? Brief Overview: This four day lesson plan will explore the mathematical concept of identifying equivalent fractions and using this knowledge
More informationSilent, Nighttime Hunters By Guy Belleranti
By Guy Belleranti Owls are raptors, or birds of prey. They are carnivores who quickly and silently swoop down on their prey from above. Most raptors such as eagles, hawks and falcons are day hunters. They
More informationZoner and the Drip Study Guide
Zoner and the Drip Study Guide Objectives This study guide will emphasize the lessons taught in the Zoner and the Drip puppet show by the Great Arizona Puppet Theater and demonstrate how those lessons
More informationOIMB GK12 CURRICULUM IDENTIFYING WHALES: CETACEAN DICHOTOMOUS KEY
5 th grade 45-60 minutes IDENTIFYING WHALES: CETACEAN DICHOTOMOUS KEY Oregon Science Content Standards: 5.1L.1. Explain that organisms are composed of parts that function together to form a living system
More informationWeek 4 Lesson Plan. Pre-K. Animals in the Wild. Macmillan /McGraw-Hill. Extend. the Unit
Lesson Plan Extend Unit the Unit Pre-K Animals in the Wild Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets................... 6 Content Area......................7-8
More informationHow To Participate In A Summer Learning Adventure Camp At The Aquarium
Summer Learning Adventure Camps 2015 >Please enroll your child according to the grade he/she will enter in Fall 2015. >To register, please visit aquarium.ucsd.edu or call 858-534- 7336. Information for
More informationLesson Plan. Part 1: Go Fish! Exploring The Tragedy of the Commons Lesson Submitted by: Claire Barnett 1 class period
Lesson Plan Part 1: Go Fish! Exploring The Tragedy of the Commons Lesson Submitted by: Claire Barnett Time: 1 class period Aim: This is a hands-on lesson adapted from one written by Jeremy Szerlip (Scarsdale
More informationZoo Activity Packet Grades 3-5. Thank you for choosing Reid Park Zoo for a field trip this year!
Zoo Activity Packet Grades 3-5 Thank you for choosing Reid Park Zoo for a field trip this year! 22ND STREET AFRICAN ELEPHANT Expedition Tanzania Adaptation Zone S. RANDOLPH WAY ALDABRA TORTOISE LEE H.
More informationButterflies and Plants Grades: K and up
Butterflies and Plants Grades: K and up Purpose: To focus exploration on the butterfly life cycle and how that life cycle is related to plants in the garden. Students should be exposed to the 4 stages
More informationFood Webs and Food Chains Grade Five
Ohio Standards Connection: Life Sciences Benchmark B Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.
More informationSatellite Pursuit: Tracking Marine Mammals
: Tracking Marine Mammals Material adapted from: Monterey Bay Research Institute, EARTH: Satellite Tracking OPB NOVA Teachers: Ocean Animal Emergency Teach Engineering: Marine Animal Tracking Introduction:
More informationTeacher s Manual Carnivore/Herbivore Week
Teacher s Manual Carnivore/Herbivore Week This kit contains a week s worth of Lunch and Learn type activities that is, five half-hour lessons related to the theme of Carnivores and Herbivores. It contains
More informationThe Seven Characteristics of Life
Jennifer Hepner Maureen Frandsen Fall 2003 Grade Level: 3 rd grade The Seven Characteristics of Life Abstract: The purpose of this lesson is for students to learn the characteristics of living organisms.
More informationLesson 3 Biodiversity
Biodiversity Cachalú Biological Reserve, Colombia Concept Rainforests are comprised of an extraordinary diversity of plants and animals. Diversity of life is an essential ingredient to healthy ecosystems
More informationIntro to the Art of Computer Science
1 LESSON NAME: Intro to the Art of Computer Science Lesson time: 45 60 Minutes : Prep time: 15 Minutes Main Goal: Give the class a clear understanding of what computer science is and how it could be helpful
More informationWho Glows there? Bioluminescence of Fireflies, Mushrooms, and Jellyfish
Who Glows there? Bioluminescence of Fireflies, Mushrooms, and Jellyfish Glenna Smith Anthony Todd Background: Most people think of fireflies when it comes to bioluminescent or glowin-the-dark organisms,
More informationFrog Scavenger Hunt Activity
Frog Scavenger Hunt Activity Materials: Frog questions worksheet (pages 2-3) 18 frog fact cards (pages 4-8) Scissors and scotch tape Preparation: Print the frog fact cards and cut them apart. Make copies
More informationFun Learning Activities for Mentors and Tutors
Fun Learning Activities for Mentors and Tutors Mentors can best support children s academic development by having fun learning activities prepared to engage in if the child needs a change in academic/tutoring
More informationWhat activities do you think an organism would use bioluminescence for?
Relationships for Survival: The Role of Bioluminescence overview In these activities, students will focus on ecological relationships and investigate the many ways that species might interact using bioluminescence.
More informationRain Forests. America's. Web of Life. Rain Forest Ecology. Prince William Network's OVERVIEW OBJECTIVES SUBJECTS
Rain Forest Ecology National Science Education Standards Standard C: Life Sciences Populations and ecosystems. Standard C: Life Sciences Diversity and adaptation of organisms. Standard F: Science in Personal
More informationA STUDY OF BIOMES. In this module the students will research and illustrate the different biomes of the world.
A STUDY OF BIOMES http://bellnetweb.brc.tamus.edu/res_grid/biomes.htm A HIGH SCHOOL BIOLOGY / ECOLOGY MODULE Summary: In this module the students will research and illustrate the different biomes of the
More informationFirst Grade Animal Research Project
First Grade Animal Research Project Dear Parents: As you probably know, our first graders have been learning all about animals. We have spent the last couple of weeks learning to group different animals
More informationRainforest Alliance Learning Site Third Grade-Lesson 2 1 www.rainforest-alliance.org/education
Third Grade Ecuadorian Rainforest National Standards for Grade 3 Lessons Language Arts Writing Standard 4 Level 2 Grade 3-5 2. 3. 4. Gathers and uses information for research purposes (encyclopedias, dictionaries,
More informationA Fishy Tale. Observing the Circulatory System of a Goldfish with a Compound Light Microscope
A Fishy Tale Observing the Circulatory System of a Goldfish with a Compound Light Microscope A Fishy Tale About this Lesson In this lesson, students will explore a computer animation of the human body
More informationScuba Diving for Kids
Scuba Diving for Kids Scuba diving allows kids and adults to explore the fascinating realm of the ocean from under the water. Kids can begin scuba diving at age twelve. Anyone who wants to be able to go
More informationTEACHING Habitats. 1st Grade Reading Level ISBN 978-0-8225-5396-0
TEACHING GUIDE TEACHING Habitats 1st Grade Reading Level ISBN 978-0-8225-5396-0 2 TEACHING HABITATS Standards Language Arts Reading Language Arts Writing Language Arts Listening and Speaking Science Life
More informationNew Species Discovered!
New Species Discovered! Do you remember different ways organisms have adapted to their environments? You can always go back and review at any time. Adaptation plays an important part in biodiversity. As
More informationStarting a Booktalk Club: Success in Just 12 Weeks!
Starting a Booktalk Club: Success in Just 12 Weeks! It s wonderful that you re interested in starting a booktalk club at your school! Before you even begin, you may want to familiarize yourself with some
More informationStandards A complete list of the standards covered by this lesson is included in the Appendix at the end of the lesson.
Lesson 3: Albedo Time: approximately 40-50 minutes, plus 30 minutes for students to paint pop bottles Materials: Text: Albedo (from web site 1 per group) Small thermometers, at least 0ºC to 100ºC range
More informationIf you would like more biome reading comprehensions like this, check out my Biome Bundle. It is on sale for 50% off for 3 days only!
If you would like more biome reading comprehensions like this, check out my Biome Bundle. It is on sale for 50% off for 3 days only! Includes: Coral Reefs Deserts Grasslands Arctic Tundra Wetlands Rainforest
More informationADAPTATION: A WAY OF LIFE
PLANT AND ANIMAL DESERT ADAPTATIONS Activities that show how desert plants and animals are welladapted to life in the desert and thrive with little moisture and high temperatures. ARIZONA SCIENCE STANDARDS
More informationInvestigating Adaptations
Investigating Adaptations 4 th Grade Duration Pre-Visit: 40 minutes Museum Visit: 60 minutes Post Visit: 50 minutes Concepts Adaptations reveal what organisms need in their environment to survive. Location
More informationTalking About Penguins by Guy Belleranti
Talking About Penguins Penguins are one of the world s most interesting birds. They waddle when they walk, and have flippers instead of wings. The bones in a penguin s flippers are heavier and more solid
More informationDr. Lisa White lwhite@sfsu.edu
Dr. Lisa White lwhite@sfsu.edu edu Associate Dean College of Science and Engineering San Francisco State University Purpose of a Poster To communicate/publicize to others your research/experiment results
More informationIntroducing SEA LIFE centre Children s Activity Packs
Introducing SEA LIFE centre Children s Activity Packs Great news, you re visiting a SEA LIFE centre and we ll do everything possible to make sure you have a wonderful day out. Whether you are a Scout,
More informationA Year in Antarctica. Features of This Text. Focus for Instruction
TM Celebration Press Reading DRA2 Level 38 Guided Reading Level P Genre: Nonfiction Narrative Reading Skill: A Year in Antarctica By Anita Ganeri What happens when a team of scientists sets out to spend
More informationZoo Connections Curriculum
Zoo Connections Curriculum We Like to Move It, Move It: Classifying animals by features 1 st grade Curriculum is aligned with the Mississippi Academic Framework. Lessons and support material are provided
More information1 Characteristics of Living Things
CHAPTER 2 1 Characteristics of Living Things SECTION It s Alive!! Or Is It? BEFORE YOU READ After you read this section, you should be able to answer these questions: What are all living things made of?
More informationA Seahorse Life Cycle: Father Knows Best!
A Seahorse Life Cycle: Father Knows Best! Topics Seahorses, Life Cycle Grades K-5 Site Indoors Duration 45 minutes Materials Chart paper or white board Seahorse Life Cycle Rhyme (1 copy) Seahorse Life
More informationPUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
More informationUnit 3L.4: Body Parts and Functions
Unit 3L.4: Organs in the Human body Keeping Healthy The Skeleton Science skills: Classification Observing Making models Data collection By the end of this unit you should: Compare the structure of humans
More informationLifeSmarts Safety Smart Ambassador Program PowerPoint Discussion Notes
Slide 1 Safety Smart Ambassador Program LifeSmarts challenges teens to engage in service learning and community service This presentation will help you understand more about the Safety Smart Ambassador
More informationExhibit Inquiry. Rainforest. Aug 11
Exhibit Inquiry Exhibit Inquiry Have students look for the following exhibits related to living things during their visit to the Ontario Science Centre: Where to go: (Level 6) What it's about: Tropical
More informationThis hands-on activity incorporates observing, classifying, predicting, sequencing, formulating models, and drawing conclusions.
SCIENCE Science and the Environment 4 th Grade FOOD CHAINS Overview: All organisms, or living things, depend on other organisms for nutrients. The movement of nutrients through an environment is visualized
More informationGrade Level Content Expectations addressed: Activities: Schedule of Field Trip Activities at the Detroit Zoo 8:15 am Board Bus at School
Title: Comparing and Contrasting Ecosystem Biodiversity Submitted by: Tracy Ortiz Email: tracy.ortiz@att.net School: Coffey K-8 Educational Learning Community Date: May 12, 2010 Target Grade: 6 Duration:
More informationLIGHT SECTION 6-REFRACTION-BENDING LIGHT From Hands on Science by Linda Poore, 2003.
LIGHT SECTION 6-REFRACTION-BENDING LIGHT From Hands on Science by Linda Poore, 2003. STANDARDS: Students know an object is seen when light traveling from an object enters our eye. Students will differentiate
More informationBird Scavenger Hunt Activity
Bird Scavenger Hunt Activity Materials: Bird questions worksheet (pages 2-3) 18 Bird fact cards (pages 4-8) Tape and scissors Preparation: Print the fact cards on card stock or brightly-colored paper and
More informationCookie University for Brownies: Learning Has Never Been So Tasty
Cookie University for Brownies: Learning Has Never Been So Tasty Dear Girl Scout Volunteers, As you may know, the Girl Scout Cookie Sale is the largest girl-led Business & Entrepreneurship program in the
More informationWhere Will the Polar Bears Go?
Service Stewardship Where Will the Polar Bears Go? Courtesy Kaathy Crane, NOAA Arctic Research Office Science Protect the Earth The Arctic is one of the least explored places on earth, and is changing
More informationSecond Grade Landforms/Sense of Place Project Tami Morrison Linderman Elementary School, Polson, MT
Unit Overview Second Grade Landforms/Sense of Place Project Tami Morrison Linderman Elementary School, Polson, MT The purpose of this unit is to help students learn the major landforms on Earth, to relate
More informationSmithsonian National Museum of Natural History
Smithsonian National Museum of Natural History 2013 2014 School Year Teacher s Guide to Q?rius Part lab, part collections vault, part DIY garage, part hangout, and all fun. Q?rius Unlock your world. qrius.si.edu
More informationM O N T E R E Y B A Y A Q U A R I U M
Topics Biodiversity, Measurement Grades K-2 Sites Schoolyard, Classroom Duration 15-30 minutes each month throughout the school year Materials Quadrats (see Teacher Preparation, page 2) Thermometer Tape
More informationCan You Tell a 'Gator From a Croc? by Guy Belleranti
Can You Tell a 'Gator From a Croc? Look closely at the reptiles pictured below. Can you tell which one is the crocodile and which is the alligator? Many people confuse crocodiles and alligators, and it's
More informationConnected Experience: Evolution and the Galápagos Tortoise
Connected Experience: Evolution and the Galápagos Tortoise GRADE LEVELS 6 th -8 th ; California Content Standards for 7 th and High School Biology Objectives SUBJECTS Life Sciences DURATION Pre-Visit:
More informationJunior Veterinarians School-Age Summer Camp 2014 Monday s Lesson Plan: Marine Animals
Junior Veterinarians School-Age Summer Camp 2014 Monday s Lesson Plan: Marine Animals TIME 6:00-9:00 9:00-9:45 ACTIVITY EARLY DROP- OFF: Students will play games and puzzles relating to the day s theme
More informationScience Grade 1 Forces and Motion
Science Grade 1 Forces and Motion Description: The students in this unit will use their inquiry skills to explore pushing, pulling, and gravity. They will also explore the different variables which affect
More informationHOW TO SELECT A SCIENCE FAIR TOPIC
HOW TO SELECT A SCIENCE FAIR TOPIC STEP #1 List five things you are interested in. Examples: Music, Football, Rock-Climbing, Computers, Horses, or Shopping STEP #2 Pick one of the items you listed and
More informationReading Comprehension Screening For 5 th Grade
NEUHAUS COMPREHENSION SCREENING Fifth Grade Name Date Reading Comprehension Screening For 5 th Grade Suzanne Carreker, Ph.D. Regina Boulware-Gooden, Ph.D. Check Suggested Activities for recommendations
More informationThe Wolf Is a Dog Is a Wolf Or Is It? The Wild Wolf and the Domestic Dog
The Wolf Is a Dog Is a Wolf Or Is It? The Wild Wolf and the Domestic Dog Teacher Notes Grade: 5 and up Subject: Language Arts Duration: Several days of observation of a family dog or that of friends. Much
More informationPlant Parts. Background Information
Purpose The purpose of this lesson is for students to learn the six basic plant parts and their functions. Time Teacher Preparation: 30 minutes Student Activity: 60 minutes Materials For the teacher demonstration:
More informationSocial Studies Fair: February 23, 2012 @ 6:30 P.M.
Student Name: Teacher: Project #: Harbins Elementary School Social Studies FAIR Project Directions 1 4 th & 5 th Grade Project Begins: January 6, 2012 Project Due: February 16, 2012 Social Studies Fair:
More informationObjective: God has a Plan! Bible Memory Verse: Jeremiah 29:11 For I know the plans I have for you, declares the Lord, plans THEME OVERVIEW
Miraculous Catches of Fish Scripture: Luke 5:1-11; John 21:1-6 Objective: God has a Plan! Bible Memory Verse: Jeremiah 29:11 For I know the plans I have for you, declares the Lord, plans to prosper you
More informationKindergarten, What Animals Need 2005 Colorado Summer Writing Institute 1
What Animals Need Grade Level or Special Area: Kindergarten Written by: Karla Burkhalter, Lincoln Academy, Arvada, CO Length of Unit: Eight lessons (seven 20-minute lessons, one lesson with a varying time
More informationThird Grade Science Curriculum
Third Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the third grade level.
More information