The Good and The Beautiful Marine Biology [1 ed.]

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COVER_MARKS_Science_Marine-Biology.pdf 14 12/14/2018 10:52:08 AM

MARINE BIOLOGY K- 8 Science Unit Study C

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THE GOOD AND THE BEAUTIFUL

Marine Biology Created by Lezlie-Anne Ivie, Karee Brighton, and Jenny Phillips

Table of Contents Unit Information........................................................................................... ii Supplies Needed.......................................................................................... iii Optional Read-Aloud Story Books......................................................... v Vocabulary..................................................................................................... vii Lesson 1: Ocean Characteristics............................................................. 1 Lesson 2: Tides and Intertidal Zones................................................... 15 Lesson 3: Marine Life.................................................................................. 22 Lesson 4: Coral Reefs................................................................................. 30 Lesson 5: Marine Invertebrates: Part 1................................................. 40 Lesson 6: Marine Invertebrates: Part 2................................................ 52 Lesson 7: Marine Reptiles......................................................................... 61 Lesson 8: Fish............................................................................................... 70 Lesson 9: Sharks......................................................................................... 78 Lesson 10: Marine Mammals: Part 1 ...................................................... 87 Lesson 11: Marine Mammals: Part 2........................................................ 94 Lesson 12: Marine Birds and Animal Reports..................................... 107 Lesson 13: Ocean Exploration................................................................. 115

i © Jenny Phillips

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Marine Biology Unit Information Journal

Lesson Preparation

All of The Good and the Beautiful science units include activities for a science journal. For each child, prepare a 1” to 2” 3-ring binder to function as his or her science journal. Tabbed divider pages can be used to separate the different units. Also, have wide-ruled paper and blank white paper on hand for journal activities. All completed journal activities are to be kept in the science binder. You may also consider having children create a cover for their journals, which they insert under the clear cover of the binder.

All of The Good and the Beautiful science units include easy-to-follow lesson preparation directions at the beginning of each lesson.

Science Wall All of The Good and the Beautiful science units include vocabulary words to be placed on your science wall, which is a wall (or a 3-fold presentation board) in your learning area on which you can attach the vocabulary words and other images. Print and cut out the vocabulary word cards at the beginning of the unit. The course will indicate when to place them on the wall.

Teaching Older Children? This unit study is designed for Grades K–6. If you are teaching older children (Grades 7–8), look for the “older children” symbol (a magnifying glass) at the end of most lessons. There you will find ideas for guiding older children through more in-depth research and study. This course, even with the extensions, is not considered sufficient for high school levels.

Lesson Mini Books Some lessons in this unit incorporate science mini books and require very little assembly. To make your mini books, simply print the pages single-sided, cut them in half along the dotted lines, stack the pages together, and staple twice along the left side.

©2 0 1 8 Je nny P hil l ips | www.Theg o oda n dthebeau tif u l .c om No part of this PDF may be copied or reproduced for those outside of your family or your school group of eight children or less. If you are using this document for a school group, you must purchase a copy for each set of eight children in the class.

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Marine Biology Supplies Needed Lesson 1

Lesson 4

• A globe or map

• A bottle of bubbles

• An ice cube tray

• Colored pencils or crayons

• Blue food coloring

Lesson 5

• A 9”x13” baking dish

• Colored pencils or crayons

• 3 fresh eggs • 8 tablespoons sugar

Lesson 6

• 8 tablespoons salt

• The children’s “My Marine Invertebrates Booklet” from the last lesson

• A funnel

• Colored pencils or crayons

• A spoon • 3/4 cup vegetable oil

Lesson 7

• 3 tall glasses or jars

• A paper plate for each child (optional)

• A pitcher

• Scissors for each child (optional)

• A clear plastic water bottle

• Green and brown crayons (optional)

• Water (including hot tap water)

• A glue stick for each child (optional) • A handful of buttons for each child (optional)

Lesson 2

• 12–15 one-inch square pieces of white, yellow, or green tissue paper for each child (optional)

• 10 cups of sand (any type) • 8 cups of water

Lesson 8 • A glue stick for each child • Scissors for each child

• A handful of small rocks • 4–5 drops blue food coloring • An 11”x17”x3” disposable aluminum pan • A variety package of seashells (with starfish and sand dollars if possible), available from local craft stores or online

Lesson 9 • 1 small can of tomato juice or a bottle of lemon juice • 8 paper cups

Lesson 3

• Tablespoon and teaspoon measuring spoons

• A timer

• Water • A permanent marker iii © Jenny Phillips

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Lesson 10

Lesson 13

• Water

• A glue stick • A large plastic storage bin or cooler (see picture at end of lesson)

• Ice • About 2 cups of shortening • 4 zip-lock quart bags

• Five pieces of string or yarn the length of the bin or cooler

• A thermometer

• Tape

• A large mixing bowl

• Dirt, rocks, and pebbles (enough to fill the bottom of the bin or cooler)

Lesson 11

• 20–25 items, such as pom-poms, buttons, beads, pipe cleaners, screws, rubberbands, erasers, and paper clips (4–5 of each item)

• A hair comb • Water

• Water (to fill the bin or cooler)

• A skein of yarn

• Blue food coloring (optional)

• 2 empty paper towel rolls • A metal cake pan • A small bowl • A cup • A handful of cereal, grapes, raisins, or other small food items

• A variety of items, such as a ball of string or yarn, paper clips, skewers, spoons, measuring cups, magnets, duct tape, rulers, straws, glass canning jars, pencils, etc. (See “Before Lesson Preparation” for more details.)

Lesson 12 • A variety of kitchen tools and utensils, such as salad tongs, a serving spoon, ladle, fork, butter knife, spatula, rubber scraper, etc. • A couple handfuls of small food items, such as goldfish crackers, pieces of fruit, candies, cereal, etc. • A paper cup for each child • A paper plate for every three children

iv © Jenny Phillips

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Marine Biology Optional Read-Alouds Many of the lessons include a list of optional read-aloud story books that may be read to the children at any point during the lessons. The lessons include all the information necessary for the children to learn and understand the unit concepts. The optional read-aloud books are suggested as additional information to complement the unit, if you choose. The books listed can typically be purchased online or found at your local library. F=Fiction, NF=Nonfiction, B=Biography K—6=indicates interest level­of the book from kindergarten through sixth grade

Lesson 5 - Marine Invertebrates: Part 1

Lesson 1 - Ocean Characteristics •

A Day in the Deep by Kevin Kurtz [NF, K–4]

•

I Wonder Why the Sea is Salty by Anita Ganeri [NF, K–6]

•

The Berenstain Bears: Under the Sea by Mike Berenstain [F, K–3]

Lesson 3 - Marine Life

•

A House for Hermit Crab by Eric Carle [F, K–4]

•

Jellyfish (A Day in the Life: Sea Animals) by Louise Spilsbury [NF, K–3]

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Seashells by the Seashore by Marianne Berkes [F, K–3]

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Star of the Sea by Janet Halfmann [NF, K–4]

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Starfish by Edith Thacher Hurd [NF, K–2]

•

Ocean Animals by Laaren Brown [NF, K–6]

•

•

The Usborne Big Book of Sea Creatures by Minna Lacey [NF, K–6]

Starfish: The Stars of the Sea by Peter Roop and Connie Roop [NF, K–3]

•

•

Who Eats What? Food Chains and Food Webs by Patricia Lauber [NF, K–6]

Next Time You See a Seashell by Emily Morgan [NF, K–6]

•

What Lives in a Shell? by Kathleen Weidner Zoehfeld [NF, K–5]

Lesson 4 - Coral Reefs

Lesson 6 - Marine Invertebrates: Part 2

•

Coral Reefs by Steve Parker [NF, K–6]

•

Coral Reefs: A Whole New World Under the Sea by Baby Professor [NF, 2–6]

•

An Octopus is Amazing by Patricia Lauber [NF, K–4]

•

Gentle Giant Octopus by Karen Wallace [NF, K–6]

•

Here is the Coral Reef by Madeleine Dunphy [NF, K–6]

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Giant Squid: Mystery of the Deep by Jennifer Dussling [B, K–5]

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Over in the Ocean: In a Coral Reef by Marianne Berkes [NF, K–2]

•

How to Hide an Octopus by Ruth Heller [NF, K–3]

•

Octopus (A Day in the Life: Sea Animals) by Louise Spilsbury [NF, K–3]

v © Jenny Phillips

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Optional Read-Alouds

Science Lesson 7 - Marine Reptiles

Lesson 11 - Marine Mammals: Part 2

•

Follow the Moon Home by Philippe Cousteau [NF, K–6]

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One Tiny Turtle by Nicola Davies [NF, K–6]

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Sea Turtle (A Day in the Life: Sea Animals) by Louise Spilsbury [NF, K–3]

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Turtles in My Sandbox by Jennifer Keats Curtis [NF, K–5]

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Turtle, Turtle, Watch Out! by April Pulley Sayre [NF, K–4]

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Amazing Giant Sea Creatures by DK [NF, K–3]

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Big Blue Whale by Nicola Davies [NF, K–6]

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Dive, Dolphin! by Shira Evans [NF, K–1]

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Dolphins by Seymour Simon [NF, 2–6]

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Dolphin Baby! by Nicola Davies [NF, K–4]

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Little Gray's Great Migration by Marta Lindsey [F, K–4]

•

Our Amazing World: Dolphins by Kay de Silva [NF, 2–6]

Lesson 8 - Fish •

Sea Horse: The Shyest Fish in the Sea by Chris Butterworth [NF, K–6]

•

Our Amazing World: Whales by Kay de Silva [NF, 2–6]

•

Swimmy by Leo Lionni [F, K–3]

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Whales: The Gentle Giants by Joyce Milton [NF, K–5]

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The Rainbow Fish by Marcus Pfister [F, K–6]

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What's It Like to Be a Fish by Wendy Pfeffer [NF, K–3]

Lesson 9 - Sharks

Lesson 12 - Marine Birds and Animal Reports •

A Day in the Salt Marsh by Kevin Kurtz [P, K–4]

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High Tide for Horseshoe Crabs by Lisa Kahn Schnell [NF, K–6]

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Henry the Impatient Heron by Donna Love [F, K–4]

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If Sharks Disappeared by Lily Williams [NF, K–4]

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Shark Baby by Ann Downer [F, K–4]

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Sharks and Dolphins: A Compare and Contrast Book by Kevin Kurtz [NF, K–5]

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If You Were a Penguin by Wendell and Florence Minor [NF, K–2]

•

The Best Book of Sharks by Claire Llewellyn [NF, K–6]

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The Emperor's Egg by Martin Jenkins [NF, K–4]

Lesson 10 - Marine Mammals: Part 1

•

Manfish: A Story of Jacques Cousteau by Jennifer Berne [B, K–6]

Ocean Seasons by Ron Hirschi [NF, K–6]

•

See What a Seal Can Do by Chris Butterworth [NF, K–5]

Submarines and Submersibles by Deborah Lock [NF, K–4]

•

Water Beds: Sleeping in the Ocean by Gail Langer Karwoksi [NF, K–6]

Super Submarines by Tony Mitton and Ant Parker [NF, K–4]

•

Weird Sea Creatures by Laura Marsh [NF, K–6]

•

Oceans by Johnna Rizzo [NF, K–6]

• • •

Lesson 13 - Ocean Exploration

vi © Jenny Phillips

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Instructions: Cut out the vocabulary cards in this section. Place them on your “Science Wall” when prompted to do so in the lessons. Review the vocabulary words several times during this unit and at various times throughout the school year.

Vocabulary-

Marine Biology

Marine Biology

the branch of science that investigates the organisms that live in salt water

Ocean

a vast expanse of sea typically divided into geographic locations: Atlantic, Pacific, Indian, Arctic, and Southern

Oceanic Pelagic Zones

water in the open ocean divided into different zones based upon how much sunlight reaches that depth of water

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High Tide

when the ocean reaches the highest point along the shore due to the gravitational pull of the moon and sun

Low Tide

when the ocean reaches the lowest point along the shore due to the gravitational pull of the moon and sun

Tide Pool

shallow bodies of water that remain within rocks along the intertidal zone during low tide

Intertidal Zone

the area of the ocean shore found between the high tide and the low tide

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Continental Shelf

the section of shallow seawater that gently slopes from the shore into the ocean

Continental Slope

the portion of the ocean that slopes between the edge of the continental shelf and the deep sea floor

Benthic

a living organism that lives on the bottom of the ocean

Pelagic

a living organism that lives away from the shore and ocean bottom

Coral Polyp

a small, single, soft-bodied animal that secretes a limestone shell that forms coral reefs Marine Biology_Working File.indd 9

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Coral Colony

a group of coral polyps that grow together

Coral Reef

a ridge of limestone formed from hard coral

Zooxanthellae

microscopic algae that live inside of and have a symbiotic relationship with coral

Fringe Reef a coral reef that develops right along the shoreline

Barrier Reef

a coral reef that is separated from the shoreline with a channel of water

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Atoll

a ring-shaped coral reef, formed from the sinking of a volcanic island

Invertebrates

animals that do not have a backbone or spinal column

Vertebrates

animals that have a backbone or spinal column

Schooling

a group of fish that swims together in the same direction in a synchronized manner

Shoaling

a group of fish that live together for social aspects

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Migration

movement of animals from one location to another based upon the seasons

Toothed Whales

cetaceans that have teeth; these include beaked whales, porpoises, and dolphins

Baleen Whales

cetaceans that have baleen plates, instead of teeth, and filter feed; these whales are usually larger than toothed whales

Echolocation

the ability of an animal to find the location of an object by making a sound and hearing the sound reflected back to them Marine Biology_Working File.indd 12

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Science

Lesson 1

Lesson 1 - Ocean Characteristics Objectives Help the children identify Earth’s oceans, understand the basic characteristics of the ocean that God created, and learn about the oceanic zones. Preparation o Make sure you have the vocabulary cards, at the beginning of this unit, cut out for this lesson and for all upcoming lessons. o *Note: Allow time for colored ice cubes to freeze prior to starting this lesson. (See “Before Lesson Preparation” under the heading titled “Activities: Ocean Characteristics”) o Print one copy of the sheet titled “Oceans of the World” for each child. o Print one copy of the sheet titled “Salt Water Experiment” for each child. o Cut and assemble the “Oceanic Pelagic Zones” mini book. Supplies needed o A globe or map

o An ice cube tray

o 3 fresh eggs

o

8 tablespoons salt

o A funnel

o A spoon

o 3/4 cup vegetable oil o 3 tall glasses or jars

o A pitcher

8 tablespoons sugar o

o A clear plastic water bottle

o

o Blue food coloring

o Water (including hot tap water)

Optional Read-Alouds At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit.

o

o A 9”x13” baking dish

Opening Activity

Show the children the painting of an ocean that is included in this lesson.

ocean, but the wonders in it. In the Bible we read: ​“O thou that dwellest upon many ​​​waters​, abundant in ​​​ treasures . . . ” (Jeremiah 51:13). About 70% of the surface of the earth is covered with oceans. In this unit we are going to discover the abundant treasures of the ocean and the variety of God’s creations of plants and animals that live in the ocean.

o

Read to the children: Imagine that we were all standing safely on the top of these cliffs overlooking the ocean, feeling and smelling the fresh, salty sea wind, hearing the crying seagulls and crashing waves, and gazing out across the mighty, seemingly endless ocean. It’s hard not to have feelings of wonder and awe when we behold the mighty oceans. In this lesson, we will gain even more awe and wonder as we explore not just what we see on the surface of the

Activity: Vocabulary Words Place the vocabulary words MARINE BIOLOGY, OCEAN, and OCEANIC PELAGIC [peh-LA-jik] ZONES on your science wall. Read and discuss the words and definitions.

Marine Biology

Ocean

Oceanic Pelagic Zones

1 © Jenny Phillips

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Lesson 1

Science o

Activity: Photograph Observation

Have the children observe the photographs included in this lesson titled “Creatures of the Ocean.” Discuss the grandeur of God, who creates such majestic things.

o

Activity: Oceans of the World

Display a globe or map and with the children observe the oceans on Earth. Read to the children: What do you notice about the oceans on the earth? Pause for response. How much of the earth is covered by water? [70%] Do you notice that all of the oceans are connected together? Pause for response. Some scientists now consider this to form one “world ocean,” but for our purposes, we will divide the oceans into the traditional five oceans: Pacific, Atlantic, Indian, Arctic, and Southern (near Antarctica). Have the children use the globe or map to fill in the names of each ocean on the “Oceans of the World” page. Place completed pages in their science journals.

o

Activities: Ocean Characteristics

Before Lesson Preparation: Fill a pitcher with tap water. Add 2–3 drops of blue food coloring. Pour it into an ice cube tray and freeze for 3–4 hours. Read to the children: The ocean has many unique characteristics that allow marine animals to live and thrive. We will learn about three of these characteristics: water temperature, salt content, and light. WATER TEMPERATURE AND CURRENTS Display the globe again and read to the children: Where do you think the warmest water in the ocean would be? [around the equator] Where do you think the coldest water would be? [near the poles, and at greater depths] We are going to do an activity to demonstrate how the colder waters nearer the poles and the warmer waters nearer the equator mix together. When the water temperatures mix together, it causes the water to move to create ocean currents.

We are going to fill a baking dish with warm water and then add ice cubes at each end of the dish to represent the north and south poles. The warm water represents the water at the equator. What do you predict will happen when we add the ice cubes to the water? Pause for responses. 1. Fill a 9”x13” baking dish halfway up with hot water. 2. Place three of the frozen, blue ice cubes at each end of the baking dish (for a total of six). 3. In their science journals, have the children draw what they observe in the baking dish. Read to the children: When the cold ice cubes melted, the water from the ice cubes sank to the bottom of the baking dish and moved towards the warm water in the middle of the baking dish. Then the warm water, being closer to the surface, moved towards the end of the baking dish. When the cold water warmed up, it began to rise. This mixture of warm and cold water is what causes the ocean currents. The currents of the ocean affect marine life habitats, feeding, and migration. Show the children the page titled “Ocean Currents.” Look at and discuss the different ocean currents. SALT CONTENT Read to the children: Ocean water is unique because it contains salt. Salt affects ocean currents; it also creates buoyancy. Buoyancy is how well an object floats. We are going to do an experiment to demonstrate buoyancy. 1. Fill three tall glasses with water. Label one Control, one Salt Water, and one Sugar Water. 2. In the glass labeled Salt Water, add 8 Tablespoons of salt and stir. 3. In the glass labeled Sugar Water, add 8 Tablespoons of sugar and stir. Read to the children: We are going to place one egg in each glass. What do you predict will happen when we place an egg in each glass? Pause for responses.

2 © Jenny Phillips

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Lesson 1

Science Give each child a “Salt Water Experiment” sheet and have them fill out the prediction portion. With a spoon, carefully place a fresh egg in the glass labeled Control. Slowly remove the spoon from underneath the egg and observe what happens. Repeat this step with each glass. Discuss what the children observed and have them record their observations on the “Salt Water Experiment” sheet. Have them place this page in their science journals. Read to the children: What determines if the egg is buoyant? Pause for responses. The density of an object is what determines if it sinks or floats. Density is the amount of weight an object has in relation to its size. If an object is less dense than water, then it will float. An egg is denser fresh water salt water than water, so it will sink. When we added salt to the water, it increased the mass of the water without greatly changing the volume. (The amount of salt in the water is referred to as salinity.) The salt water caused the water to become denser, so the egg floated. How would you describe the density of the sugar water? [It is less dense than salt water, but more dense than regular water.] The salinity of water explains why things float more easily in the ocean. The ocean has a salinity rate of 3.5%. It is more dense than freshwater. The Dead Sea has a salinity of 34% and is famous for its extremely high density of salt water. People can easily float in it without much effort. The Great Salt Lake ranges in salinity between 5% and 27% depending on the conditions and depth. The Great Salt Lake is also known for how easily people and objects can float in it. LIGHT Read to the children: The sun provides light and life to all the plants and animals on Earth. This is true with the ocean as well. Some marine life needs more light to survive, but even animals living at depths where

no light reaches rely indirectly on sunlight. The food chain relies on nutrients from above drifting down. The only cases where sunlight is not the base of the food chain are the ecosystems that grow around black smoker vents, where chemosynthesis (the metabolism of sulfur compounds from the vents) provides the base energy. Smoker vents are like huge chimneys that release extremely hot seawater, reaching temperatures of over 700 degrees Fahrenheit. Scientists are still discovering unique creatures that live in the darkness. 1. Fill a clear plastic water bottle halfway with water and add 10–12 drops of blue food coloring. 2. Using a funnel, fill the water bottle the rest of the way with vegetable oil. 3. Put the lid on tightly, shake the bottle vigorously, and then place the bottle on the table. Read to the children: What do you notice about the bottle? Pause for responses. [lighter at the top, gradually gets darker near the bottom] This also happens in the ocean. When sunlight enters the ocean water, the rays of the sunlight are refracted or they bend because of the density of the water. This causes the sunlight to slow down and spread apart, thus there is not as much sunlight as it goes deeper. Water appears blue because it absorbs longer wavelengths (as found in the colors red, orange, yellow) more than shorter wavelengths, giving the light passing through a blue tint. The specific shade can vary depending on depth, sediments in the water, and certain types of algae or plankton. The majority of marine life lives in the upper layers of the ocean where the rays of light are brighter. When scientists refer to the different layers of light in the ocean, they identify them as zones. There are three main zones in the ocean: sunlight, twilight, and midnight or dark zones. The dark zone can be divided into two zones: the abyss and the trench zones.

o

Mini Book Read the mini book Oceanic Pelagic Zones included in this lesson.

3 © Jenny Phillips

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“Rocky Cliff with Stormy Sea” by William Trost Richards (1833–1905), 1902

Creatures of the Ocean

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Oceans of the World Marine Biology_Working File.indd 6

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Pacific

Atlantic

Southern

Arctic

Indian

Oceans of the World KEY

Pacific

Salt Water Experiment My Predictions: Control

I predict the egg in the water will:

Salt

Sugar

I predict the egg in the salt solution will:

I predict the egg in the sugar solution will:

Salt

Sugar

My Results: Control

The egg in the water:

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The egg in the salt solution:

The egg in the sugar solution:

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OCEAN CURRENTS Marine Biology_Working File.indd 9

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Oceanic Pelagic Zones

The ocean is one of the most vast and mighty of God’s creations. There are many living organisms, discovered and undiscovered, that live in the ocean. In the Bible we read, “For by him were all things created, that are in heaven, and that are in earth, visible and invisible, whether they be thrones, or dominions, or principalities, or powers: all things were created by him, and for him.” (Colossians 1:16) 1

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The sun gives light and life to all the creatures of the earth.

In the ocean there are places where the sunlight never reaches, yet living organisms still exist in these dark places. Marine life can be divided into the area or zone where they are best adapted to live. These zones are defined by how much light exists in the zone and other physical and biological properties. 2 Oceanic Pelagic Zones The intertidal zones and continental shelf are the zones closest to the shore. The open ocean or oceanic pelagic zone generally begins where the continental shelf ends. The oceanic pelagic zone is divided into different zones based on how much sunlight reaches each zone.

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The brightest zone of the open ocean is the sunlight zone. Scientists also refer to this as the epipelagic [e-pi-peh-LA-jik] zone. This zone is the only zone that is fully lit by the sun. This zone extends 650 feet below the surface of the ocean, and is home to about 90% of marine life. It contains phytoplankton (which support many larger marine animals), sea turtles, dolphins, sharks, jellyfish, blue whales, fish, and plants. Fish that live in this zone largely have smooth bodies, large mouths, and a two-pointed tail. Sea plants such as seaweed, free-floating algae, brown algae, green algae, red algae, angiosperms, mangroves, and seagrass exist here because they are able to use the sun to produce food in a process called photosynthesis. The temperatures in the epipelagic zone can range from 27 to 104 degrees Fahrenheit. Many sea creatures can migrate between zones as needed for food and air. 4

Cuttlefish

Twilight is defined as “the soft, diffused light from the sky when the sun is below the horizon, either from daybreak to sunrise or, more commonly, from sunset to nightfall.” (Dictionary.com) This is the common name of the mesopelagic [ME-suhpeh-LA-jik] zone because the diffused light from the sun dimly reaches in this zone. It lies just below the sunlit or epipelagic zone and extends from 650 feet down to depths of 3,300 feet. Because only small amounts of light reach this zone, fewer marine creatures live here. Also, photosynthesis is not possible, so plants do not exist in this zone. Sperm whales, crabs, eels, cuttlefish, and squid can be found here. One fascinating fish in this zone is the stoplight loosejaw dragonfish. It produces a small red light that helps it find prey in the darkness. Temperatures in the mesopelagic zone range from 39 to 69 degrees Fahrenheit. 5 Marine Biology_Working File.indd 12

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The zone below the mesopelagic zone is the bathypelagic [BA-thi-pe-LA-jik] zone. It is also known as the dark or midnight zone because virtually no light reaches this zone and below. The bathypelagic zone descends from about 3,300 feet to 13,000 feet below the surface. The pressure in these depths of the ocean is so great that scientists who explore here would be crushed if they did not have special marine technology. Creatures that live here can withstand the pressure. These creatures are also less colorful and swim slower than fish in the sunlight zones. Some fish here feed on decaying material that falls from the other zones. The bathypelagic zone is home to the vampire squid, crustaceans, eels, viperfish, and hagfish. The angler fish and dragonfish are bioluminescent (they make their own light) to attract prey. Sperm whales do not live in this zone but can dive to these depths and beyond to hunt for squid.

Jellyfish

Sea creature using bioluminesence

Anglerfish

6

Deep below the bathypelagic zone is the abyss or the abyssopelagic [uh-BIS-so-pe-LA-jik] zone. Abyss comes from the Greek term meaning “bottomless sea.” It can extend up to 20,000 feet deep or almost four miles! There is no sunlight in this zone. The marine life in this zone rely on dead and decaying material that fall from the other zones. This falling material is sometimes referred to as "marine snow." This zone is home to the giant squid, the dumbo octopus, the tripod fish, deep sea shrimp, sea cucumbers, and echinoderms. Many creatures in this zone are also bioluminescent. Scientists are still discovering the mysteries of this zone. Temperatures here are around 35 degrees Fahrenheit; as cold as a winter’s day.

Giant Squid. Photos at the National Institute of Water and Atmospheric Research - NIWA, Greta Point, Wellington, New Zealand, 20 February 1999

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The trench zone is also known as the hadopelagic [HA-do-pe-LA-jik] zone, after the Greek god Hades. This zone lies within the caves and trenches of the deep ocean. The Mariana Trench in the Southeast Pacific Ocean is the deepest known place in the ocean, with Challenger Deep being the very deepest point. Mt. Everest would fit in this trench! Underwater volcanic and earthquake activity occur here. Underwater thermal vents and extreme pressure make this part of the ocean very difficult to inhabit.

I, Kmusser [GFDL (http://www.gnu.org/copyleft/fdl.html), CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0/) or CC BY 2.5 (https:// creativecommons.org/licenses/by/2.5)], via Wikimedia Commons

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Although very few species exist here, there are creatures that can live in these extreme environments. The Riftia pachyptila (shown on the right) are giant tube worms that live near hydrothermal vents. Scientists have also discovered hadal snailfish and shrimp-like amphipods living in the deep sea. One supergiant amphipod (Alicella gigantea) was found in a trench in the Pacific Ocean and was more than a foot long! That is quite large compared to its shallow water cousin, which is the size of a grasshopper. More people have been to the moon than have explored the deep hadopelagic zone. The pressure in this zone would feel like 100 elephants standing on your head! The ocean zones, light, salt, and currents are just a few treasures of the ocean! We will continue to discover more treasures of God’s majestic ocean. Marine Biology_Working File.indd 14

Photo of one of the largest concentrations of Riftia pachyptila observed, with anemones and mussels colonizing in close proximity. From the 2011 NOAA Galapagos Rift Expedition.

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Science

Lesson 2

Lesson 2 - Tides and Intertidal Zones Objectives Help the children understand the tides and the intertidal zones.

Preparation o

Print one copy of the poem titled “A Life on the Ocean Wave” for each child.

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Print one copy of the sheet titled “Marine Life Environment Zones” for each child.

Supplies needed o

10 cups of sand (any type)

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8 cups water o

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An 11”x17”x3” disposable aluminum pan

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A variety package of seashells (with starfish and sand dollars if possible), available from local craft stores or online

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Activity: Quote Discussion

Have a child read the following quote, then discuss what it means.

4–5 drops blue food coloring

shore.” Discuss with the children their feelings of hearing and seeing the ocean waves.

o

Read to the children:

In the Bible we read, “And God called the dry land Earth; and the gathering together of the waters called he Seas: and God saw that it was good.” (Genesis 1:10) In this lesson we are going to talk about the place where the dry land and seas meet and the habitats of the ocean along the shore.

“The sea, once it casts its spell, holds one in its net of wonder forever.” --Jacques Yves Cousteau

o

A handful of small rocks

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Activity: Poetry Reading

Read the poem entitled, “A Life on the Ocean Wave” by Epes Sargent included in this lesson, and then discuss the following with the children:

Optional Video Activity

If desired, watch the first two minutes of the video of ocean waves crashing against the shore at https:// www.youtube.com/watch?v=JZmTbT4mgro. If it is not available, you may want to search “virtual ocean

Can you hear the rhythm of the waves in the poem? What animals are discussed in the poem? What other animals do you think live near the shore?

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Lesson 2

Science

o

Activity: Intertidal Zones

1. Put ten cups of sand in the left half of a disposable aluminum pan. Pack the sand down so that it slopes down towards the middle of the pan, leaving very little sand on the right side of the pan. This will represent the shore and the continental shelf of the ocean.

with the high tide. Have them draw what they see and label the following: Intertidal Zone Tide Pool

Continental Shelf

Continental Slope Pelagic Zones

2. Create a small “hole” in one corner of the sand and surround it with rocks. This will create a tide pool. 3. Add 4–5 drops of blue food coloring to eight cups water and stir, then gently pour it into the end of the pan that has less sand.

o 4. Read to the children: This represents the shore at low tide. Let’s see what happens at high tide. 5. With a cup or water bottle, create waves in the deep end of the pan by pushing the water in circular movements; continue for 30 seconds.

Read to the children: What observations can you make? How has the sand changed? Discuss answers.

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Science Journal On a blank page in their science journals, have the children record their observations of the changes that occurred on the shore

Read to the children:

Twice each day the ocean tides flood the shore. This happens when a bulge is created in the ocean because of the gravitational pull of the moon. The water facing the moon feels a stronger gravitational force, or pull, than the water on Earth facing away from the moon. This creates a low tide and a high tide twice each day, usually in the early morning and evening, with one stronger than the other. God made sea creatures that live in the intertidal zone with special characteristics that allow them to live even during times of low tide when they have little or no water. The intertidal zone is the area of the shore that is caught between the low tides and high tides. Although it is small in size compared to the vastness of the ocean, it is the oceanic zone most studied by scientists, and more is known about this zone than any other. There are hundreds of organisms living within the intertidal zone. The shore can be sandy or rocky. When it is low tide, there can be moist areas in depressions or rocks where the water has pooled. This is called a tide pool. Many sea creatures live in these tide pools

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Lesson 2

Science as a way to hide and survive the harsh, changing conditions in the intertidal zone. The intertidal zone is divided into four different parts. The splash zone where water rarely reaches, the high intertidal zone where water reaches only during high tide, the middle intertidal zone, and the low intertidal zone.

o

Activity: Vocabulary Words Place the vocabulary words HIGH TIDE, LOW TIDE, TIDE POOL, INTERTIDAL ZONE, CONTINENTAL SHELF, CONTINENTAL SLOPE, BENTHIC, and PELAGIC on your science wall. Read and discuss the words and definitions.

High Tide

Low Tide

Tide Pool

Intertidal Zone

Continental Shelf

Continental Slope

Benthic

Pelagic

o

and causing them to lose their tiny hairs. It is legal to collect dead sand dollars. Other animals that live in the intertidal zone include barnacles, mussels, sea anemones, hermit crabs, crabs, sea sponges, sea lettuces, sea cucumbers, sea urchins, algae, and sea birds. We will continue to learn more about these amazing animals God has created in upcoming lessons.

o

Read to the children:

So far we have learned about how the land and the sea interact where they meet together. This is called the intertidal zone. There is one other type of marine environment we will learn about in this lesson. It is called an estuary. An estuary is where fresh water from a river flows into the salt water of the ocean. Because it contains a mixture of fresh water and salt water, it is called brackish water. There are three types of estuaries. Salt Marshes Salt marshes have many salt tolerant grasses and a muddy bottom. These marshes provide a home for many birds, reptiles, and amphibians.

Activity: Shell Observation

Show the children the seashells and sand dollars. Have them use their senses of touch, smell, and feel to observe the shells. Read to the children: These are remnants of creatures that live within the intertidal zones. Close your eyes and imagine for a moment that you are one of these animals, living in the intertidal zone. Looking at their skeletons, what characteristics do you notice that would allow them to live in their changing environment? Pause for responses. [Discuss size, shape, color, and other characteristics—such as how a starfish’s tube feet help it adhere to rocks in the tide pool, the shape of shells can help animals avoid drying out, spiral-shaped shells can become homes to hermit crabs or other small creatures, and how a shell’s color can help protect a sea creature against predators by blending into their environment.] *Note: In most places it is illegal to take live sand dollars from their environment. When the sand dollars have died, they become bleached by the sun, turning them white,

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Lesson 2

Science Mud Flats

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Mud flats have little or no grasses. They have dark mud from decomposing bacteria and a bad smell because of decaying organisms.

Science Journal

Give each child a copy of the sheet titled “Marine Life Environment Zones.” Have the children follow the instructions on the page and complete the activity. If needed, refer to the mini-book, “Oceanic Pelagic Zones” in Lesson 1 for an additional reference. Put the completed “Marine Life Environment Zones” sheets in their science journals.

o

Older Children - Lesson Extension Have older children (Grades 7–8) read and complete the following activity:

Research more about the four levels of the intertidal zones: splash, high, medium, low, and the marine life that lives within each zone.

Mangroves Mangroves are often found in warm tropical areas. They have a variety of trees and sea life. They are swampy and absorb a lot of moisture from storms and high waters from the ocean. Snakes, crabs, rats, alligators, insects, and birds all live in the mangrove community.

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A Life on the Ocean Wave "A Life on the Ocean Wave" by Epes Sargent (1813–1880) portrays the swing and motion of the water of the great ocean. Children remember it almost unconsciously after hearing it read several times.

A life on the ocean wave, A home on the rolling deep, Where the scattered waters rave, And the winds their revels keep! Like an eagle caged, I pine On this dull, unchanging shore: Oh! give me the flashing brine, The spray and the tempest's roar! Once more on the deck I stand Of my own swift-gliding craft: Set sail! farewell to the land! The gale follows fair abaft. We shoot through the sparkling foam Like an ocean-bird set free;— Like the ocean-bird, our home We'll find far out on the sea. The land is no longer in view, The clouds have begun to frown; But with a stout vessel and crew, We'll say, Let the storm come down! And the song of our hearts shall be, While the winds and the waters rave, A home on the rolling sea! A life on the ocean wave! --EPES SARGENT

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Tide Pool

Be c

nth i

Continental Shelf

Low Tide

Intertidal Zone

Oceanic Divisions

High Tide

en ta l

nt in

Co pe

Slo

Be nth ic

Oceanic Pelagic Zone

Hadopelagic (Trench)

Abyssopelagic (Abyss)

Bathypelagic (Midnight)

Mesopelagic (Twilight)

Epipelagic (Sunlight)

Cut out the pictures below the dashed red line and glue each animal in the correct marine environment. Use the dotted red squares as guides.

Marine Life Environment Zones

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Tide Pool

Be c

nth i

Continental Shelf

Low Tide

Intertidal Zone

Oceanic Divisions

High Tide

en ta l

nt in

Co pe

Slo

Be nth ic

Oceanic Pelagic Zone

Hadopelagic (Trench)

Abyssopelagic (Abyss)

Bathypelagic (Midnight)

Mesopelagic (Twilight)

Epipelagic (Sunlight)

Cut out the pictures below the dashed red line and glue each animal in the correct marine environment. Use the dotted red squares as guides.

Marine Life Environment Zones Key

Science

Lesson 3

Lesson 3 - Marine Life Objectives Help the children understand the different classifications of marine life.

Preparation o Cut out the three sheets titled “Marine Living Organisms.” o Cut out the sheet titled “Classification of Marine Life.” Supplies needed o A timer

o

Optional Read-Alouds At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit.

o

Opening Activity

Have the children sit in a circle with you. Read to the children: We are going to play a game. I am going to set the timer for 20 seconds. Then I will say a word, and the person next to me will say the word that comes to mind. Then the next person will say the first word that comes to mind when the last word was said. We will keep taking turns until the timer runs out. Play the game three times using the words given below to start each game. Round 1 ‑ Ocean Round 2 ‑ Marine animals Round 3 ‑ Minuscule (or very tiny)

o

organisms in the ocean meet all six requirements? Why or why not? Pause for responses. While all living organisms move, some movement may be very small compared to others. Even plants move by reaching out their roots to find water or by reaching toward the sun for light. Some land plants open their flowers during the day and close them at night. Humans and land animals breathe air. It might seem difficult to imagine that other animals can breathe oxygen underwater, but they can! Just like our air contains oxygen that our lungs can diffuse into our bloodstreams, water has dissolved oxygen that marine organisms can diffuse into their bloodstreams by using gills. Our lungs cannot take in oxygen underwater, and gills cannot take in oxygen from the air.

o

Read to the children:

Today, we are going to learn more about what lives in the oceans. All living organisms need three things: water, air to breathe, and food. Living organisms can do three things: move, grow, and reproduce. What three things do living things need? [water, air to breathe, and food] What three things can living things do? [move, grow, and reproduce] Do you think that

Activity: Ocean Life Classification

Read to the children: Everything that surrounds us can be put into groups according to shared characteristics; this is called classification. We classify things to help us order, organize, and better understand the things around us. Classification is especially important to scientists. Scientists have classified all living things: bacteria, protists, fungi, plants, and animals. All of these types of organisms not only live on land, but they also live in the ocean.

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Lesson 3

Science Lay out all of the “Marine Living Organisms” cards on the table. Then have the children work together to arrange the cards into groups that share similar attributes. They can make as many groups as desired and classify the groups any way they would like. Then have the children explain why they classified their groups that way. Read to the children: Scientists classify living things, but scientists do not always agree on how things should be classified. Sometimes there are changes made or differences in classification. Scientists generally classify marine organisms in the following groups. Place the “Classification of Marine Life” headings on the table. Then have the children move the “Marine Living Organisms" cards under the appropriate heading, as indicated in the headings below. Complete one heading at a time, in the order listed. Read the information below before moving on to the next heading. Bacteria and Archaebacteria (Cards: 1, 4, 18) Bacteria and Archaebacteria are often separated into two kingdoms. They are both bacteria and are very similar. The main difference is that Archaebacteria can survive in extreme conditions, like in the extreme heat shown on card 1. This is a picture of a hydrothermal sea vent. Hydrothermal vents occur when cold ocean water seeps down through cracks in the ocean floor and is heated up to extreme temperatures then released through these volcanic vents. Temperatures of hydrothermal vents can reach up to 700 degrees Fahrenheit! Other examples of Archaebacteria are found in areas of high salt content (like the Great Salt Lake or the Dead Sea). Bacteria are the smallest forms of living organisms; they cannot be seen, except with microscopes. Despite their small size, they play a huge role in recycling and decomposing nutrients for the use of all marine life. Along with other microorganisms, they make up 90% of all the ocean’s biomass (meaning, if you were to take the weight of all the organisms in the ocean, microorganisms would make up over 90% of the weight). The role of bacteria is so important, that without it, life could not exist!

Fungi (Cards: 19, 23) Only 5% of the world’s fungi—including mushrooms, molds, and yeasts—reside in the oceans. Fungi grow on other organisms like decaying wood, coral, algae, mollusks, and other animals, or they can be found in sand and mud. Fungi also help to decompose dead organic material in the ocean. They also live as a parasite on other living plants and animals in the ocean. Protists (Cards: 2, 9, 20, 24) Some organisms are plant-like, fungi-like, or animallike, but they do not meet the requirements to actually fit into one of those kingdoms. These diverse organisms are collectively classified as protists. Protists can help to recycle nutrients through the environment. Diatoms, like the ones pictured on card 20, are common types of phytoplankton, which are important for providing the base of the food chain. Card 2, kelp (seaweed), may seem like an ocean plant; but it does not have the same complex cellular make-up that a plant cell has, so it is classified as a protist. This is also the case for algae (card 24) and red tide (card 9), which is a microscopic algae. Even though green plant-like protists (such as kelp and green algae) are not classified as plants, they do contain chlorophyll and they do have photosynthetic processes. These processes are made possible in marine habitats through cyanobacteria. Cyanobacteria have proteins which help to absorb whatever light is available. When light shines into the ocean, there is much more blue and green light that is able to penetrate through the water than red and yellow. Phycobiliproteins (FIE-ko-BY-la-PROteens), the proteins produced by cyanobacteria, are able to turn the light they absorb into the type of light that the chlorophyll needs. For example, the blue portion of the light would be turned into red light. Several phycobiliproteins work together, passing on light, until it becomes the right color.

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Lesson 3

Science While there is much good that protists provide, protists can also be very harmful. Protists are the culprit in spreading diseases like giardia, dysentery, and malaria. Dinoflagellates are a type of protist that produces toxins which cause a type of algae bloom called red tide, as in card 9. A red tide is harmful to sea life and can cause illness in humans if fish found in a red tide are eaten. Plants (Cards: 7, 25) In the ocean there are not many living organisms that are actually classified as plants. Part of this is because plants need sunlight. With the limited amount of sunlight that penetrates through the water, there is a limited amount of plants that grow. The few that do are able to handle high salt content and low oxygen levels. They grow in calm, shallow waters. An example of this is on card 25. These are mangroves. They only grow near the equator where it is warm. They have a large, tangled root system that can handle the tides. Another type of plant is called seagrass, pictured on card 7. Seagrass is very important to the food chain. Hundreds of animals feed on seagrass, including turtles, crabs, fish, and swans. Dried seagrass was once used for mattress filling and to roof houses. Animals Animals are multicellular organisms that eat plants or other animals for their food. When we think of ocean life, this is the kingdom we most likely think of. You can divide the animal kingdom into two groups: invertebrates and vertebrates. Invertebrates

live almost anywhere in the ocean, from the very shallow to the very deep waters. Cnidarians (ny-DARE-ee-uns) (Cards: 5, 16, 21) These animals are simple, sac-like organisms with radial symmetry, meaning they are symmetrical around the center axis point. They have special cells which sting as a defense mechanism. Animals such as jellyfish (card 16), corals (card 5), and anemones (card 21) are included in this group. Crustaceans (Card: 15) Crustaceans are part of the arthropod phylum. Arthropods have a segmented body with jointed limbs. When we think of arthropods, we usually think of insects and spiders, but many of these types of animals do not live in the ocean. In the ocean we see a type of arthropod called crustaceans. They include animals such as crabs (card 15), shrimp, and barnacles. Mollusks (Cards: 13, 14) These animals have a head, a large soft body mass, and a leg or legs. Most of them also have a hard external shell. Mollusks include animals such as mussels, clams (card 14), snails, squid, and octopuses (card 13). Echinoderms (Cards: 8, 27) These animals are often star or ball shaped with five-point symmetry. You will recognize animals such as the starfish (card 8) and sea urchins (card 27) in this group. Vertebrates

Invertebrates are animals that do not have a backbone. The following are some of the most common marine invertebrates.

Vertebrates are animals that have a backbone or spinal column. The following are some of the most common marine vertebrates.

Sponges (Card: 26)

Reptiles (Card: 12)

Sponges are one of the simplest multi-cellular creatures. They are covered in small pores that move water through the sponge and absorb nutrients or small food particles. Sponges can

Reptiles include turtles (card 12) and snakes. They have dry, scaly skin and lay eggs. Reptiles are different from fish because they lay their

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Lesson 3

Science o Older Children - Lesson Extension

eggs on land. Even sea turtles must return to the land to lay their eggs.

Have older children (Grades 7–8) read and complete the following activity:

Pisces (PIE-seez) (Cards: 6, 10, 22) These animals are cold-blooded and breathe through gills. Cold-blooded means that their body temperature changes according to the temperature of the environment. Their backbone can either be made of bone, like the fish in card 10, or cartilage like sharks (card 22) and rays (card 6) have.

Research and draw a model of the nitrogen cycle, then write an explanation on why it is so important for ocean life.

Mammals (Cards: 3, 11, 17) Mammals are warm-blooded animals. This means they keep a warm body temperature even when they are in cold water. These animals give birth to and nurse their young. They also are different from fish in that they breathe air and have hair. Mammals include whales (card 3), seals (card 11), and dolphins (card 17).

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9

6

3 2

5

8

1

4

7

Marine Living Organisms Marine Biology_Working File.indd 26

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18

15

12 11

14

17

10

13

16

Marine Living Organisms Marine Biology_Working File.indd 27

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20

23

26

19

22

25

Marine Living Organisms

27

24

21

by Kirt L. Onthank

by Bernard Dupont

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Mollusks

Reptiles Echinoderms

Cnidarians

Crustaceans

Mammals Pisces

Sponges

Invertebrates

Vertebrates

Plants

Protists Animals

Fungi

Bacteria and Archaebacteria

Classification of Marine Life

Science

Lesson 4

Lesson 4 - Coral Reefs Objectives Help the children understand what makes coral reefs and their importance in our oceans.

Preparation o Cut out the “Picture Activity” cards. o Cut out along the dotted line on the page with “Hard Corals” and “Soft Corals” pictures. o Cut and assemble “The Story of a Coral Reef” mini book. o Print a copy of the coloring page at the end of the lesson for each child. Supplies needed o A bottle of bubbles o Colored pencils or crayons

o

Optional Read-Alouds At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit.

o

Read to the children:

Do you remember which kingdom coral is classified under? [animal] Coral may seem a lot like a plant, but it does not produce its own food, so it cannot be classified as a plant. It is one of the many invertebrates of the ocean. Corals get much of their nutrients from the zooxanthellae [ZO-uh-ZAN-thell-uh], a type of microscopic algae, that live in them. But corals also have tentacles that can reach out and attack zooplantkon and small fish with their poisonous barbs.

o

Picture Activity

Show the children picture #1. This is often what we think of when we think of coral. But what you see here is actually more than a single coral animal. Coral is made of hundreds of tiny little animals called coral polyps.

Show the children picture #2. If you were to take a very close up look at coral, this is what you would see. Individual animals; each of them usually no bigger than the eraser on a pencil. Together they form a coral colony as we saw in the first picture. Show picture #3. Do you see each individual coral polyp? Pause for responses. Show the children picture #4. Colonies that grow together form a coral reef.

o

Activity: Vocabulary Words

Review the vocabulary words on your science wall. Then place the vocabulary words CORAL POLYP, CORAL COLONY, CORAL REEF, and ZOOXANTHELLAE on your science wall. Read and discuss each of the words and meanings.

Coral Polyp

Coral Colony

Coral Reef

Zooxanthellae

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Lesson 4

Science

o

Read to the children:

There are many colors, shapes, and sizes of coral, but all coral is divided into two types: hard coral and soft coral. Show the children the sheet titled “Hard Corals.” Hard corals are made of calcium carbonate, also known as limestone. When a coral polyp dies, it leaves behind a hard skeleton on which the new polyps will grow. Thus, the coral grows bigger after each generation. Hard coral tentacles grow in multiples of six. Show the children the sheet titled “Soft Corals.” Soft corals have more protein in their makeup, making them less rigid than hard corals and able to sway with the current. Soft corals are rooted to surfaces other than their parent polyps. Soft coral polyps always have eight tentacles.

o

Mini Book Read the mini book The Story of a Coral Reef included in this lesson.

o

Activity: Vocabulary Words

o

Coloring Activity

Give each child a copy of the coloring page included in the lesson. Using crayons or colored pencils, have the children color the page and draw in any of their favorite coral reef animals.

o

Optional Video Activity

If desired, and if they are still available, watch one or more of the videos on YouTube listed below: Exploring the Coral Reef: Learn about Oceans for Kids - FreeSchool (9:22)

Review the vocabulary words on your science wall. Then place the vocabulary words FRINGE REEF, BARRIER REEF, and ATOLL on your science wall. Read and discuss each of the words and meanings.

Fringe Reef

the ground and see if there are any that remain a bubble after landing. Blow some more bubbles. The bubbles that popped are like larvae that did not land in a suitable place to grow and died. The bubbles that remained were able to find an adequate place to grow. However, they face another threat: predators. This time, as I blow, see how many bubbles you can pop. You are acting as the other marine animals that feed on coral larvae. Blow more bubbles. You can see that many eggs are released, but not many actually grow into adult coral.

Great Barrier Reef - Allen Farmer (2:39) Solomon Islands Coral Reef in 4K - Stephano Pierini (14:18)

Barrier Reef

Coral Reef Zones by Khaled bin Sultan Living Oceans Foundation (5:05)

Atoll o

Activity: Coral Bubbles

Prepare to blow bubbles when instructed. Read to the children: One of the most common ways corals reproduce is by releasing eggs into the ocean. Many types of coral will release eggs at the same time during the year, after a full moon. Blow some bubbles toward the children. During their travels, they become a baby coral larvae called planulae [PLANyu-lay]. Notice that some larvae travel far and some land not very far away at all. This time just watch the bubbles. Watch which ones pop when they hit

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2

4

1

3

Picture Activity

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Hard Corals staghorn coral

Leaf Plate coral

by Nick Hobgood

by John Martin Davies

by Pakmat

Table coral

Brain coral

Great Star coral

Pillar Coral

Soft Corals Tree coral

Carnation coral

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by Chaloklum Diving

Sea Pen coral

by Haplochromis

by Revolver Ocelet

by Nick Hobgood

by Nick Hobgood

Sea Fan coral

Bubble coral

Toadstool coral

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The Story of a Coral Reef

Coral reefs are an incredible part of our oceans! They need just the right conditions to grow, so they mostly develop in warm, shallow water. You can find coral reefs in tropical waters that are near land, like the orange areas on the map above. The tropics are closest to the equator and are warm all year. 1

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Coral reefs are very important for ocean life. Even though coral reefs cover a relatively small percentage of the ocean, over 25% of the ocean’s living organisms live in or around coral reefs. Some of the animals that rely on coral reefs include rays, sea turtles, sharks, fish, starfish, eels, crabs, zooplankton, sponges, anemones, and sea urchins.

2

Most coral grows very slowly, so it can take hundreds of years for a coral reef to form. Corals first develop along coastlines. This type of coral reef is called a fringe reef. Over time, volcanic islands sink and separate from the fringe reef, creating a barrier reef. Islands that continue to sink below the surface of the water leave a type of coral reef called an atoll (AT-awl).

Atolls in the Maldives (south of India)

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The Great Barrier Reef is the longest reef in the world. It is the largest structure built by a living thing, and it can be seen from space! With over 100 islands, the Great Barrier Reef is one of the seven natural wonders of the world. It is located off the northeast coast of Australia.

4

There are three zones in a coral reef. The types of animals living in the reef vary, depending on the zone, because each zone has different amounts of sunlight and movement from the waves. The flat zone is closest to the shore. It is shallow and has calmer waters. The crest zone is further away from the shoreline. The reef is higher here, so the water is more shallow. It is also where the waves break over the coral. The last zone is the reef slope zone. It is furthest from the shore, and the water is much deeper there, as it slopes to a drop-off.

Reef Slope Zone

Crest Zone Flat Zone

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Coral are naturally white; the color we see on them is actually from the zooxanthellae that live inside their tissues. Coral and zooxanthellae help each other survive. Coral reefs provide zooxanthellae with a protected place to grow and complete photosynthesis, which provides oxygen and other needed products like fats, proteins, carbohydrates, and calcium carbonate. Corals are mainly composed of calcium carbonate, which gives them a hard skeleton base from which future corals can grow.

6

If the water conditions are not favorable, and temperatures rise too high, it puts corals under too much stress, and they expel the microscopic zooxanthellae. This is called coral bleaching, as it leaves the coral colorless. If high temperatures stay too long, the corals die because they do not have the nutritional aid from the algae.

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Along with high temperatures, pollution, fishing, and boating can also destroy reefs. Because coral reefs grow so slowly, (about one to two centimeters a year) new coral cannot replace dying coral quickly enough to replenish it. We can help protect coral reefs by reducing pollution. If you get a chance to go scuba diving or snorkeling, be sure to enjoy the reefs by looking but not touching. Coral reefs are an incredible part of God’s creations, and it is important to do our part to take care of the earth. 8

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Science

Lesson 5

Lesson 5 - Marine Invertebrates: Part 1 Objective Help the children understand marine invertebrates, identify radial symmetry, and study characteristics of cnidarians, echinoderms, and sponges. Preparation o Cut and assemble a “My Marine Invertebrates Booklet” for each child. Supplies needed

o

o

Colored pencils or crayons

Optional Read-Alouds At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit.

o

Activity: Vocabulary Words Review the words that have been placed on your science wall thus far in the unit. Then place the vocabulary word INVERTEBRATES on your science wall. Read and discuss the word and definition.

Invertebrates o

Read to the children:

The coral reefs we learned about in the last lesson are invertebrates. There are many other types of marine invertebrates that we are going to learn about today. Many of these creatures have something called radial symmetry. To understand what this is, we are going to do an activity.

o

Activity: Identifying Symmetry

Show the children the page titled “Identifying Symmetry.” Have one child draw a line straight down the starfish, using the vertical dots as a guide.

Read to the children: Is the starfish the same on each side of the line? Pause for responses. A starfish divided exactly down the center of its body is the same on each side; it is symmetrical. Have a child draw a line straight down the crab, using the vertical dots as a guide. Read to the children: Is the crab the same on each side of the line? Pause for responses. A crab divided exactly down the center of its body is the same on each side; it is symmetrical as well. Have a child draw a line straight down the sponge using the vertical dots as a guide. Read to the children: Is the sponge the same on each side of the line? Pause for responses. A sponge divided exactly down the center of its body is not the same on each side; it does not have any symmetry. Rotate the page so that the adjacent leg of the starfish is at the top of the page. Have a child draw another line on the starfish, using the dots as a guide. Read to the children: Now is the starfish the same on each side of the line? Pause for responses. A starfish can be divided in more than one way through its center, and it is still symmetrical. This is called radial symmetry. Have a child draw three more lines through the center of the starfish, using the dots as a guide. You may turn the page to view each line vertically.

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Lesson 5

Science Have a child draw another line on the crab; this time going straight across the crab, using the perpendicular dots as a guide.

• They are carnivores, eating anything from small plankton to animals much bigger than themselves.

Read to the children: Now is the crab the same on each side of the line? Pause for responses. A crab cannot be divided in more than one way. There is only one line of symmetry. This is called bilateral symmetry.

• They have radial symmetry.

Have a child write the type of symmetry that each animal has below each animal. [starfish: radial symmetry, crab: bilateral symmetry, and sponge: no symmetry]

Have the children identify photographs of jellyfish on the page you are showing. As you continue to read, have the children color the jellyfish picture in their booklets and write in any facts they find interesting. •

Jellyfish can be clear or have vibrant blue, pink, or yellow colors. Some jellyfish are even bioluminescent. This means that they can produce their own glowing light. This attribute can distract their predators; it can also attract their prey.

•

If a jellyfish is cut in two, it can regenerate each half, becoming two separate functioning jellies!

•

Jellyfish begin as polyps and are attached to a hard surface. As they enter the medusa phase (the phase we typically think of when we think of jellyfish), they detach from the surface and are free to float through the ocean. They do this by contracting the muscles in the bell-shape part of their body. This allows them to draw in water, then they release it to propel themselves forward.

Place the completed page on the science wall.

o

Activity: Marine Invertebrates Booklet

Read to the children: As we learn about the different types of marine invertebrates today, we will notice which ones have radial symmetry and which ones do not. To learn about each animal, you will also complete a “My Marine Invertebrates Booklet.” You will only complete the first half of the booklet today. The second half will be completed during the next lesson. Give each child a “My Marine Invertebrates Booklet.” Instruct the children to turn to page 1. Show the children the page of pictures labeled “Cnidarians” included at the end of the lesson. As you read each of the facts below, have the children write or draw three facts they find most interesting in their booklets. Cnidarians Jellyfish, coral, and sea anemones are all cnidarians [ny-DAR -ee-uns]. These animals are very simple animals; they have nerves and muscles but do not have brains or hearts. •

Cnidarians have two distinct surfaces: the oral surface (orifice), where the mouth is, and the aboral surface, which is opposite the oral surface.

• They eat by capturing and stinging their prey with poisonous tentacles. The prey is pushed into the orifice (mouth cavity), where special cells digest the meal. The waste from the meal is then discarded back through the orifice.

• There is a type of jellyfish called Turritopsis nutricula, or “immortal jellyfish.” When it is under distress, it can revert back to the polyp stage by attaching itself to a surface, converting into a blob, and regrowing as a polyp again! Have the children identify photographs of anemones on the page you are showing. As you continue to read, have the children color the anemone picture and write in any facts they find interesting. • The sea anemone is named after a flower that grows on land because they look similar. Sea anemones are also known as “the flower of the sea,” although we know they are actually animals. •

Sea anemones, like other cnidarians, are usually

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Lesson 5

Science attached to hard surfaces, but they can also burrow into sand or gravel on the sea floor. • They are found living in the deep sea, along reefs, or even on other animals. • To avoid predators, some anemones can detach themselves from the hard surfaces on which they live and float along a current until they land on another hard surface on which to reattach. •

While anemones prey on fish, attacking them with their tentacles, anemones do not eat clown fish. Clown fish have a layer of mucus on them which makes them immune to the anemone’s stings. Clown fish and anemones have a mutualistic relationship. This means they work together to help each other even though they are different species. The anemone shares its home and food, and the clown fish lures in other fish and cleans the sea anemone.

Read to the children: What similarities do you see between the echinoderms in these pictures? (Referring to the page of photographs titled “Echinoderms.”) Pause for responses. While these animals are grouped together because of their similarities, they do have differences. Even though their mouths are on the underside of their bodies, they obtain food in different ways. •

A sea urchin has five teeth in its circular mouth that grasp food from rocks and other surfaces. This type of mouth is called “Aristotle’s lantern.” Sea urchins can also catch food in their spines and send it to their mouth through special grooves along their bodies.

In their booklets, have the children color the sea urchin and add facts about how they eat. •

Starfish, also known as sea stars, use their tube feet to latch onto their prey and pry open the shells of sea creatures such as oysters and clams. The starfish’s stomach then extends outside of its body to engulf and digest its prey!

Instruct the children to turn to the page titled “Echinoderms.” Show the page of pictures labeled “Echinoderms” as you read each of the facts below. Have the children write or draw three facts that they find most interesting.

In their booklets, have the children color the starfish and add facts about how they eat.

Echinoderms

•

•

Echinoderms include starfish, sand dollars, sea cucumbers, and sea urchins.

• They have an external spiny skeleton. •

•

Echinoderms have tube feet with suckers that suction to surfaces. They stretch their tube feet to move very slowly. While their movement is slow, their tube feet are powerful enough to pry open shells.

• Their tube feet breathe, bringing oxygen in and sending waste out.

A sea cucumber obtains organic matter by ingesting sand. They can also obtain food with their tentacles that are covered in a sticky substance, allowing them to catch plankton and other small prey.

In their booklets, have the children color the sea cucumber and add facts about how they eat. •

A sand dollar feeds on food particles that are found in the sand. When the particles land on its spine, the tube feet and small cilia hairs move the food to the center of its body, where its mouth is. Sand dollars also have an Aristotle’s lantern like sea urchins.

•

Echinoderms communicate with each other by releasing chemicals called pheromones.

In their booklets, have the children color the sand dollar and add facts about how they eat.

•

Echinoderms, like cnidarians, have radial symmetry.

Read to the children: We know that starfish, sand dollars, and sea urchins are actually animals. They are also items you might see washed up on a beach. 42 © Jenny Phillips

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Lesson 5

Science If you were to walk along a beach and find a sand dollar, what would you do? Pause for responses. Most echinoderms that we see washed up on the beach are no longer alive, but it is important to know before taking them home with you. If you find a beautiful starfish in a tide pool and take it home, it may end up dying on your way home. We should protect living animals and leave them to live in their natural habitats. Taking home tests, or the skeletons left behind from echinoderms, is a fine thing to do, as long as you know it is no longer alive. Taking home live ones is illegal in most areas. You can know if the animal is dead by looking at a few clues. •

A sea urchin loses its spines when it is dead.

•

Sand dollars slowly lose their color, and the small hairs that cover their body. A dead sand dollar is bleached white; live sand dollars will have a brownish color to them and you will be able to see thin hairs on them.

•

Starfish do not look much different when they are dead; you have to look closely at the tube feet on the underside of their bodies and see if they are moving. Gently touching the tube feet or dipping them in water can stimulate more movement.

•

If you are not sure if it is alive, then leave it there.

Have the children fill out the page labeled “Dead or Alive?” in their booklets. Answers below: If you are not sure if it is dead or alive: leave it there. 1. dead 2. alive 3. alive 4. dead 5. it could be either (check for movement or leave it there)

Sponges Have the children turn to the page titled “Sponges.” Instruct the children to fill in the blanks as you read: Sponges may seem like a plant, but they are in the animal kingdom because they do not use photosynthesis, and they do not have a cell wall (as plants do). They obtain their food from organic matter that is in the water around them. Sponges have porous surfaces through which water can flow. As the water flows through its pores, the sponge takes the nutrients from the water and then sends the water back out, like a water filter system. They also filter out other unwanted materials, like rocks. Sponges have a very simple cellular structure. God designed each cell in their body to do everything the sponge needs to know how to do, unlike human cells, which are specialized. A human skin cell can only function as skin, liver cells for liver. Because of a sponge’s cellular structure, it can be cut into eight pieces and become eight living, functioning sponges. For a sponge to live, it only needs a single cell. Sponges can be found at any depth of the ocean; they only need salt water to survive. Once cut and removed from the ocean, a sponge will die. You may have a dead sea sponge in your home! A dead sea sponge can be used for cleaning, bathing, painting, etc. Answers: belong to the animal kingdom need only one cell to survive are like a water filter system need salt water to survive can be used for cleaning, bathing, painting, etc. can live at any depth water and food flow through pores

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My Marine Invertebrates Booklet

Cnidarians ‑ Corals, Jellyfish, and Anemones Cnidarian Facts 1.

Jellyfish

Anemones

2.

3.

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_________________ _________________ _________________ _________________ _________________ _________________

_________________ _________________ _________________ _________________ _________________ _________________

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Echinoderms ‑ Starfish, Sand Dollars, Sea Cucumbers, and Sea Urchins Feeding Echinoderms

Echinoderm Facts

Sea Urchin

Starfish

_________________ _________________

_________________ _________________

1.

2.

Sand Dollar

Sea Cucumber

3.

_________________ _________________

_________________ _________________ 2

Dead or Alive? Look for COLOR Look for HAIR

Look for SPINES Look for MOVEMENT

If you are not sure if it is dead or alive: __________________________

4.__________

2.__________

1.__________

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3.__________

5.__________

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Sponges

belong to the

kingdom can be used for

need only are like a need

cell to survive

can live at

system

depth

water and food flow through

water to survive

4

Mollusks ‑ Mussels, Clams, Snails, Squid, and Octopuses How are mollusks different from other invertebrates?

5

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Bivalve Mollusks ‑ Mussels and Clams

“Again, the kingdom of heaven is like unto a merchant man, seeking goodly pearls: Who, when he had found one pearl of great price, went and sold all that he had, and bought it.” (Matt. 13:45–46)

6

Cephalopoda Mollusks ‑ Octopus, Squid, and Cuttlefish Cephalopoda Facts 1.

2.

3.

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Crustaceans ‑ Crabs, Lobsters, and Shrimp

8

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Cnidarians

Photo by Tomas Castelazo 49 © Jenny Phillips

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50 © Jenny Phillips

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Photo Ed Bierman

Photo by Marco Busdraghi

Photo by M. Buschmann

Photo by Chan Siuman

Photo by NOAA

Echinoderms

Photo by M. Buschmann

Photo by Andrea Westmoreland

Photo by Frederic Ducarme

Identifying Symmetry

Photo by NOAA

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Lesson 6

Science

Lesson 6 - Marine Invertebrates: Part 2 Objectives Help the children understand characteristics of mollusks and crustaceans and to help the children learn how to obtain their own pearl of great price.

Preparation o Cut and assemble the “Crustaceans” mini book. Supplies needed

o

o

The children’s “My Marine Invertebrates Booklet” from the last lesson

o

Colored pencils or crayons

Optional Read-Alouds

Mollusks

At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit. o

Read to the children:

What do you think a mollusk is? Pause for responses. Did you know that you probably have mollusks in your yard? Pause for responses. Snails and slugs are mollusks. Thinking about slugs and snails, what can you tell me about mollusks? Pause for responses. Just like all other invertebrates, mollusks do not have a backbone. The word “mollusk” actually means “soft.” How do you think they are different from the other invertebrates we have learned about so far? Pause for responses.

o

Activity: Marine Invertebrates Booklet

Have the children turn to page 5 in their booklets. Read to the children: I am going to read some interesting facts about mollusks. As I do so, label the mollusk body parts and write or draw anything you notice about mollusks that is different from the other invertebrates we have studied so far.

A mollusk’s body has three main sections: the head, which includes a brain, the muscular foot/feet, and the visceral hump. The visceral hump includes all the other organs and body systems, including the heart(s), respiratory system (using gills to breathe underwater), circulatory system, digestive system, and nervous system. If the mollusk has a shell, then the shell will cover the visceral hump. Shelled mollusks are born with their shells, and their shells grow with them. How are these invertebrates different from the ones we already learned about? Pause for responses. [brain, digestive system, respiratory system, heart, head, and some have shells] Have the children turn to the next page, labeled “Bivalve Mollusks.” Read to the children: Bivalve means “two-shells.” The heads and brains of bivalve mollusks are not as developed as those of other mollusks. Bivalves like to burrow underground or attach themselves to something. They open their shells to take in food and nutrients and close their shells to protect themselves from predators. Most bivalves make pearls. Pearls are made when an irritant, like a grain of sand, gets inside the bivalve.

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Lesson 6

Science The mollusk coats the grain of sand in thin layers of nacre [NAY-cur]—the same mineral substance their shell is built of. Smooth, protective layers are added until a pearl is formed. It is interesting that pearls are such a valuable jewel, when they started out as a small irritating speck of sand. As we learn about mollusks, their behavior can be an example to us. In life we will experience difficulties, but as we turn to our God for strength and recognize the positive power of our attitude and choices, hard experiences can be turned into beautiful gems in our life. Pearls are also mentioned in the Bible. In Matthew 13:45–46, it reads: “Again, the kingdom of heaven is like unto a merchant man, seeking goodly pearls: Who, when he had found one pearl of great price, went and sold all that he had, and bought it.” There is nothing more valuable than the Kingdom of Heaven. This man sold all that he had so that he could inherit the Kingdom of God. Our souls are precious to God, He loves us and wants us to come unto Him. There may be things that we have to let go of or leave behind so that we can follow Christ. On the Bivalve page in their booklets, have the children write or draw things in the blank space around the pearl that they are willing to do so that they can follow Jesus Christ. Have the children turn to the next page titled “Cephalopoda Mollusks: Octopus, Squid, and Cuttlefish.” Read to the children: Octopuses do not have shells. Their cousins, the squid and cuttlefish, have small internal shells. They are all considered cephalopoda, meaning “head-footed” because their heads are connected directly to their feet, and their visceral humps are located off their heads. Show the children the page of photographs labeled “Cephalopoda,” included at the end of the lesson. Look at picture #1 in the top left corner of the page. In this picture you can easily see where the head and visceral hump are located. Look at the picture #2. Next to the eye, do you see the straw-looking part with a round opening? It is

called a siphon. What do you think an octopus uses a siphon for? Pause for responses. An octopus’s siphon is used for swimming! An octopus will fill itself with water and then push the water out through the siphon, which propels the octopus forward. It uses the same concept as jet propulsion. Have the children write interesting facts in their booklets as you read the following: •

Cephalopoda are expert at camouflage and can change color when they feel threatened or need to hide. They can also squirt ink as a defense mechanism to help them escape.

•

Cephalopoda have three hearts and bleed blue blood because of the high copper content in their blood. Humans have high iron content and bleed red.

•

Octopuses have eight legs. Squid and cuttlefish have eight legs and two tentacles. If they lose a leg, they can grow a new one. Their legs are covered in suckers with which they can taste all the surfaces they move along. Their suckers also help to quickly grasp and pry open shelled prey. Their legs have a large number of neurons which function independently from their brain.

•

A squid’s body is slender and torpedo-shaped. This body shape allows them to move very quickly through the water.

•

Cuttlefish have wider bodies, with wavy fins on their sides. If you look into their eyes, you will see W-shaped pupils.

•

Octopuses are very intelligent animals. They have been known to escape from tanks, open jars (even from the inside), and make tools out of shells.

•

Cephalopoda are carnivores that eat fish, crabs, and even other cephalopods. They have strong, parrot-like beaks to devour their prey.

Have the children try to identify each cephalopod on the photograph page. [#1 octopus; #2 octopus; #3 squid; #4 cuttlefish; #5 cuttlefish; #6 squid; #7 octopus]

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Lesson 6

Science Crustaceans Have the children turn to the next page titled “Crustaceans.” As you read the facts below, show the children the page titled “Crustacean Body Structure.” Have the children use the information to label their own Crustacean body parts in their booklets on the page titled “Crustaceans.” •

Crustaceans have hard exoskeletons (a hard outer-covering of the body).

• They have a head, a thorax, an abdomen, and ten jointed legs, including their pincer claws. They also have swimming legs on the underside of their abdomen. • They have two pairs of antennae (during some point in their life cycle) which are used for sensing the environment around them, swimming, mating, and eating. •

When crustaceans get too big for their exoskeleton (hard shell), they shed it and grow a new one.

o

Mini Book Read the mini book Crustaceans included in this lesson.

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2

1

4

3

7

6

5

Cephalopoda

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pincer claws

antennae

antennae

eyes

head

thorax

walking legs

Crustacean Body Structure

segmented abdomen

swimming legs

tail fan

Crustaceans

Crustaceans come in all colors, shapes, and sizes, but they all get their name for the hard, “crusty” exoskeleton that they shed and grow anew as they grow—this is called molting. Crustaceans are also arthropods, and are related to insects and spiders. Almost all crustaceans live in the ocean; only a few species can survive in fresh water. Like fish, crustaceans get their oxygen from the water through gills.

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Lobsters are sea-bottom dwelling animals. They eat small fish, seaweed, mollusks, and scavenge larger dead sea animals. They crawl along the ocean floor, and can swim forward and backward using their tail as a flipper. Lobsters are preyed upon by certain types of fish, but their main predator is humans; they are a popular commercial food. Lobsters are typically a blackish or brownish green color. We think of them as red because they turn red when they are cooked.

2

Most crabs live in the ocean, but there are many species that live in fresh water or on land, returning occasionally to the water. Land crabs have gill cavities that are modified to act like lungs so that they can survive above water. Crabs are omnivores, meaning they eat both plants and animals. They are typically scavengers, eating whatever dead animals they can find, but they also can be predators. 3 Marine Biology_Working File.indd 58

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Hermit crabs have a softer exoskeleton, so they utilize empty shells left by snails. As hermit crabs grow, they must find bigger shells. Without these shells, the hermit crab would be very vulnerable to predators. Hermit crabs usually live in sandy-bottomed ocean water. They have five sets of legs, like most crustaceans. Their first set of legs are used as pincers, they walk with their second and third set, and the fourth and fifth set are used to hold the shell. Some hermit crabs carry other animals, like anemones, on their shells.

4

Shrimp live at all depths of the ocean and in lakes and streams. They are smaller than most other crustaceans, being typically 1.5 to 3 inches long, although some can be as large as 8 inches. Larger shrimp are usually considered prawns. Shrimp have semi-transparent bodies that are quite flat. They feed mostly on smaller plants and animals. Like lobsters, they can swim forward and backward. 5 Marine Biology_Working File.indd 59

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Barnacles do not look like most other crustaceans. As adults they are covered with plates made of calcium carbonate and attach themselves to rocks, driftwood, and other sea creatures. They use a special glue to cement themselves to other creatures and objects. As they do so, they have their head down and their feet out, using their feet to catch food. The plates that encase them can open and close like a door. When they are covered in water, they open up “the doors” and use their feet to find food. When the tide goes out and the water lowers, they close up. Barnacles are considered crustaceans because they look and swim like tiny shrimp when they are in their larval stage. 6

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Science

Lesson 7

Lesson 7 - Marine Reptiles Objectives Help the children learn the characteristics and variety of marine reptiles in the ocean.

Preparation o Print a copy of the sheet titled “Sea Turtle Cut-Outs” for each child. o Cut and assemble the “Marine Reptiles” mini book. Supplies needed o A paper plate for each child (optional) o Scissors for each child (optional) o Green and brown crayons (optional) o A glue stick (optional) o A handful of buttons for each child (optional) o 12–15 one-inch square pieces of white, yellow, brown, or green tissue paper for each child (optional)

o

Optional Read-Alouds At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit.

o

Activity: Vocabulary Words Review the words that have been placed on your science wall thus far.

o

Picture Activity

Show the children the picture of the “Sea Turtle” included in this lesson. The picture you observed was a closeup of this sea turtle. What are other characteristics you notice about the sea turtle? Pause for responses. (Make note of the barnacles on its shell if they do not mention them.)

Show the children the picture on the right. Then ask the children the questions below, pausing for responses after each question: What type of animal do you think this is? What do you notice about its skin? How many different kinds of animals can you think of that have skin similar to this?

o

Read to the children:

Sea turtles are reptiles. Reptiles usually have scaly skin, lay eggs on land, and are cold-blooded. Unlike

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Lesson 7

Science fish, they have lungs and breathe air. They cannot breathe underwater, but they can hold their breath for several hours!

o

Mini Book Read the mini book Marine Reptiles included in this lesson.

o

Science Journal In their science journals, have the children write or draw several facts they remember about marine reptiles from the mini-book.

o

o

Activity: Sea Turtle or Turtle Show the children the sheet titled “Sea Turtle or Land Turtle.” Have the children read and point out the differerences between the two types of turtles.

Have the children open to an empty page in their science journals. Have them draw a line down the center of the page. Label the left side “Sea Turtle” and the right side “Turtle.” Then have them list or draw the different characteristics of each type of turtle.

Older Children Video Activity

Have the children watch one or more of the following videos on YouTube: Sea Turtle Migration Video by SEE turtles (4:41) Sea Snake Facts: 10 Facts about Sea Snakes by Stand Out Facts (2:54)

o Optional Activity for Younger Children: Sea Turtle Craft Have each child complete the following instructions. 1. Color the bottom of a paper plate with any of the crayons provided. 2. Glue paper tissue squares onto the bottom of the paper plate. 3. Color the items on the sheet titled “Sea Turtle Cut Outs” with any of the crayons provided. If desired, place buttons under the paper while coloring. This will give the sea turtle skin a scaly look. 4. Cut out the body parts. 5. Glue the body parts onto the paper plate as shown in the picture on this page.

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Marine Reptiles

There are many amazing reptiles that live in the ocean. One of them is the salt water crocodile. Most crocodiles are freshwater animals, but there are a few salt water crocodiles that live in Australia, Asia, Africa, and the Americas. We often think of crocodiles as aggressive, but not all of them are; some are quite shy. Some crocodilian mothers build a nest for their eggs and guard it until they hatch, but most crocodiles lay their eggs in the sand and never meet or raise their young. 1

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Lizards are mostly land-dwellers, but there is one type of lizard called the marine iguana which feeds and swims in the ocean. Their tail is more flat than the typical lizard’s tail. This helps them to swim. These lizards live on the Galapagos Islands, feeding on the kelp and algae that grow in the ocean. Like other reptiles, because they are cold-blooded, they return to land and lay in the 2 sun to warm up and then cool themselves off in the water when they get too hot.



Marine reptiles have special adaptations that allow them to live in the water. Sea snakes are a good example of this. Like marine iguanas, they have a flattened body and tail. Their tails are often paddle-like to aid in swimming. Sea snakes also have flaps that close down over their noses when they swim so that water does not flow in and get into their lungs. They can also get rid of the excess salt that soaks in their skin through special glands that remove salt. In contrast to most marine reptiles, sea snakes usually give live birth to their young in the ocean, although there are a few species that lay eggs on land. Sea snakes live in more shallow waters since they have to return to the surface for air. They live mostly in the Atlantic, Indian, and warmer places of the Pacific oceans. Sea snakes eat fish, fish eggs, and eels. Eels look like snakes but they are not; they are fish and have gills. Sea snakes are extremely venomous but usually do not bite unless they feel threatened. 3

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The most popular marine reptiles are sea turtles. They are found throughout the world, except in the very coldest oceans. The shell on their backs is called a carapace; it is made of bones covered with scales. Unlike land turtles, sea turtles do not retract their head into their shells. Female turtles lay their eggs (between 70 to 190 at a time) in a sandy place on land, and often in the same place that they were born. This means that sea turtles migrate thousands of miles a year. Baby sea turtles break open their egg with a special tooth and then quickly scurry to the ocean. There are many predators for baby sea turtles, including birds, crabs, and raccoons. Many baby sea turtles do not survive to adulthood. Most adult sea turtles live to be about 60 years old, although some species survive over 100 years. 4

Sea turtles use their strong jaws to crush and “chew” their food. The type of food they eat depends on the species. Green sea turtles eat seagrass and seaweed, leatherbacks eat jellyfish, while other species eat crabs, sponge, mollusks, and other invertebrates. Adult sea turtles do not have many predators, mostly just sharks and killer whales. Another killer of sea turtles is humans and the pollution they cause. Plastic bottles and plastic bags do great harm to sea turtles and other sea animals who mistake these items as food.

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The largest sea turtle is the leatherback. It gets its name because its shell has more of a leathery surface. Leatherbacks are usually about four to six feet long, but the largest reported leatherback was ten feet long and weighed over 2,000 pounds! Leatherbacks can withstand water as cold as 40 degrees Fahrenheit; no other reptile can handle such cold temperatures and remain as active as Leatherbacks. Leatherbacks are on the endangered species list.

6

God made so many beautiful and interesting animals for us to enjoy and learn about. Each has special characteristics that allow them to thrive in their environments. It is important for us to do our part to avoid harming these incredible creatures.

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no claws

does not migrate

some are good swimmers

webbed feet

lives in the ocean, except when nesting

excellent swimmer

cannot pull inside its shell

good hearing

claws

most do not hear well

lives on land and in fresh water

can pull inside its shell

flippers

some migrate great distances

Sea Turtle or Turtle

Sea Turtle Cut-Outs

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Science

Lesson 8

Lesson 8 - Fish Objectives Help the children learn the characteristics and variety of fish in the ocean.

Preparation o Cut out the sheet titled “Fish Characteristics—Cut-Outs.” o Print a copy of the sheets titled “Fish/Not Fish” and “Fish or Not Fish?— Cut-Outs” for each child. Supplies needed o A glue stick for each child

o

Optional Read-Alouds At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit.

o

Read to the children:

Do you know what a vertebrate is? Pause for responses. The first set of marine animals we learned about in this unit were invertebrates. What is an invertebrate? [invertebrates do not have a backbone] Vertebrates do have backbones or spinal columns. The reptiles we just learned about in the last lesson are vertebrates and the animals we will continue to learn about in this unit are also vertebrates. Fish are the largest group or class of vertebrates.

o

Activity: Fish Characteristics

Read to the children: Fish have special bodies which allow them to live in the ocean. Have the children look at the sheet titled “Fish Characteristics.” What characteristics do you notice that allow fish to live underwater? Pause for responses. Place the “Fish Characteristics—Cut-Outs” on the table. Have the children pick any cut-out, then read the corresponding information included below. Have

o Scissors for each child

a child match the cut-out with the same spot on the “Fish Characteristics” sheet and glue it in place. Continue until all the pieces have been picked and glued in place. Scales: Almost all fish have scales. Although there are some fish, like catfish, that do not have any scales. Scales are beautiful and colorful, but they have other purposes, too. Scales help protect the fish from being cut or scratched. They also help the fish “hear” with sensory receptors that feel the vibrations of movement in the water. You can even determine the age of a fish by examining its scales. Scales grow with the fish. Scales have circular rings that form each year as the fish grows larger. By counting the rings on a fish’s scale, you can determine its age! Eyes: Fish do not have eyelids, nor do their eyes produce tears; they do not need these characteristics! The water that surrounds them cleans their eyes, and without direct sunlight, they do not need to shade their eyes. Fish see more or fewer colors depending on how deep in the ocean they live. Some deep sea fish have specialized eyes that can see ultraviolet light or have telescopic vision. Mouth: Fish mouths vary according to the type of food they eat. Some fish are strictly carnivores, eating only meat, and others are omnivores, eating

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Lesson 8

Science both plants and meat. Eating is not the only purpose of a fish’s mouth, a fish uses its mouth as it breathes. A fish also uses its mouth in a similar way that humans use hands. Fish clean their habitat with their mouth, and some even carry eggs or their young inside their mouths. Nares (nostrils): Fish have noses strictly for smelling, not breathing. They can sense predators, find a mate, and even migrate using their sense of smell. Fish that live deeper in the ocean rely more on their sense of smell to navigate than fish that live in lighter areas of the ocean.

o

Fish are cold-blooded, this means that their body temperature will be the same as their environment. While you may feel the heat of the sun or notice the cold of the wind or rain, the internal temperature of your body does not change; it remains at about 98.6 degrees Fahrenheit. A fish is not this way. If the water they are in is 72 degrees Fahrenheit, then their body temperature will be 72 degrees Fahrenheit.

o

Caudal Fin: The caudal fin is also known as the tail fin. This fin helps fish to swim fast. Anal Fin: Most fish have one anal fin, but there are some fish that have more than one (like the Atlantic cod in our picture), and there are some that do not have any. This fin is on the center line of their bellies and helps to stabilize fish while they swim. Pelvic Fins: There are always two pelvic fins on either side of a fish, near the base of its body. They are found somewhere between the anal fin and the throat of the fish. These fins allow the fish to turn, stop, and swim backwards. Pectoral Fins: There are always two pectoral fins on either side of a fish. These fins are usually just behind the gills. They help the fish to turn and to move up and down. They also can counteract the forward propulsion from the water passing through the gills.

Activity: Vocabulary Words Review the vocabulary words on your science wall. Place the vocabulary words VERTEBRATES, SCHOOLING, and SHOALING on your science wall. Read and discuss the words and definitions.

Operculum (gill cover): Fish breathe in water (which has dissolved oxygen in it) through their mouths. Then their gills, which are inside of their body, absorb the dissolved oxygen and send the rest of the water out through the operculum. This action can actually help to propel fish forward. The operculum protects the delicate gills. Dorsal Fin(s): Fish may have one or more dorsal fins on top of their bodies. These fins help hold the fish upright while it swims. In some fish their dorsal fin can extend to provide them with protection from predators.

Read to the children:

Vertebrates

Schooling

Shoaling o

Movement Activity: School of Fish

Read to the children: Not all fish school, but most small fish do school sometime during their life. Fish school together for protection. Fish that swim together in a school can swim faster and conserve energy because they encounter less water friction when swimming together as a group. Fish swimming in a school sense each other’s movement and move as a synchronized group. To do so, fish use all of their senses to swim together without bumping into each other. The eyes on the sides of their heads help them to see the other fish next to them and follow their movement. They also use their sense of hearing and smell. If a fish moves in a different direction, they recognize it with their senses and follow suit—all working and sticking together. Work together as a school of fish to move around the room. Instruct everyone to stand close together and walk as a group around the room (you may also

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Lesson 8

Science choose to go outside where there is more room). Any person may choose to change directions at anytime. Just remember that you are trying to work together and stick together as a team. If desired, you may try doing different movements together, such as marching, skipping, jumping, etc.

o

Activity: Fish or Not Fish? Give each child a copy of the sheets titled “Fish/Not Fish” and “Fish or Not Fish— Cut-Outs” and a pair of scissors.

o

Older Children - Lesson Extension Have older children (Grades 7–8) read and complete one or more of the following activities:

1. Research the three different types of fish under which all fish are classified. Find out what their scientific names are, their defining characteristics, and specific species that fall into each group. 2. Research the three different types of scales that fish can have.

1. Give the children a few minutes to cut out the different marine animals and place them under the heading they think is correct. (Do not glue them on at this time.) 2. When they are finished, use the key to see if they are correct. 3. As you go over each animal, read the facts that correspond to each animal and have the children move any animals that are in the wrong places and glue them all under the correct headings. 4. When they are finished, place the pages in their science journals.

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Fish Characteristics Marine Biology_Working File.indd 73

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Caudal Fin

Pectoral Fins

Dorsal Fin(s)

Operculum (gill cover)

Anal Fin(s)

Scales

Fish Characteristics— Cut-Outs

Mouth

Pelvic Fins

Nares (nostrils)

Eyes

FISH

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NOT FISH

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FISH or NOT FISH—Cut-Outs

Sawfish

Starfish

Seahorse

Sea Cucumber

Sea Lion

Cuttlefish

Great Whale Shark

Salmon

Great White Shark

Dolphin

Pufferfish

Humpback Whale

Stingray

Jellyfish

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FISH

KEY

Although commonly known as “starfish,” they are indeed invertebrates, as we learned earlier in the unit.

Salmon live in the ocean, but they migrate every year to freshwater to lay their eggs. Salmon

Starfish

Despite the deceiving name, cuttlefish are invertebrates that are in the same family as octopuses and squid.

The great whale shark is the biggest fish in the ocean. It is 50 feet long, which is about as long as three cars. Cuttlefish

Great Whale Shark

A sea cucumber is an invertebrate similar to a starfish.

Seahorses are in fact fish. They have very small fins, so they do not swim very quickly. Seahorse

Sawfish

Pufferfish

Great White Shark

Stingray

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NOT FISH

Sea Cucumber

Sawfish are a type of fish in the same family as rays. They use their “saw” to remove crustaceans from the ocean floor and stun fish. When pufferfish feel threatened, they swell to over twice their normal size by inhaling water. Like catfish, they do not have scales. Sharks are fish, and they even have very small scales, called placoid scales. (We will learn more about sharks in the next lesson.) Stingrays are closely related to sharks. They have no bones, just cartilage. Their eyes are on top of their body, with their mouth and gills on the underside. Rays have venom in their tails.

Dolphin

Dolphins look similar to sharks, but they are not fish, they are mammals. We will learn more about mammals in future lessons. Whales are mammals. We will learn more about mammals in future lessons.

Humpback Whale

Sea lions are mammals. We will learn more about mammals in future lessons. Sea Lion

Jellyfish

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Science

Lesson 9

Lesson 9 - Sharks Objectives Help the children learn the characteristics and variety of sharks in the ocean.

Preparation o Cut out the page titled "Shark Facts Puzzle" along the puzzle lines. o

Print a copy of the sheet titled "Shark Body Parts" for each child.

o

Cut out the sheet titled "Shark Sorting Pictures."

Supplies needed o 1 small can of tomato juice or a bottle of lemon juice o Tablespoon and teaspoon measuring spoons

o 8 paper cups

o Water

o A permanent marker

o

Optional Read-Alouds At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit.

o

Read to the children:

What do you think of when you hear the word shark? Pause for responses. Many people think of sharks as scary creatures! Some shark species are at the top of the food chain, have powerful jaws, and razor sharp teeth, but we will discover many more interesting things about sharks in this lesson. Did you know that sharks are a type of fish? Pause for responses. They belong to the class of Chondrichthyes [con-DRIK-theez], which also includes skates and rays. In Greek, chondro [CON-dro] means cartilage and ichthyes [IK-theez] means fish, so the name literally means “cartilage fish.” Feel your ears. Do you feel how soft and flexible they are? Can you move your arm in the same way? Pause for responses. What about your nose? Pause for responses. Your ears and the end of your nose are made of cartilage. The rest of

your body contains bones. Cartilage helps sharks to be more flexible. A shark’s jaw is movable, but needs to be very strong. Calcium salts harden the cartilage in the jaw of a shark to make it harder and stronger. A shark’s mouth is curved downward, often looking like it is frowning!

o

Activity: Shark Facts Puzzle

Have the children take turns choosing a puzzle piece and reading a fact about sharks. Work as a team to put the puzzle together.

o

Science Journal: Shark Body Parts

Read to the children: Sharks have highly developed bodies that help them survive in their environments. They have several fins that help them maneuver in the water as they swim. Sharks that live deeper in the ocean typically have larger eyes than sharks that live near the surface. Some deep sea sharks are also bioluminescent. Using the “Shark Body Parts Key” as a guide, have the children identify and write in the different parts

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Lesson 9

Science of a shark’s body on the page titled “Shark Body Parts.” Have the children place this page in their science journals.

o

1. Label eight paper cups 1–8, with one number per cup. Pour seven tablespoons of water in each cup.

Activity: Shark Sorting

Have the children read the descriptions of each type of shark on the “Shark Sorting Mat.” Then have them look at each shark picture cut-out from the “Shark Sorting Pictures” page. Have them decide in which category each shark belongs. (NOTE: One of the categories has two sharks.)

o

Activity: Shark Senses

Carefully pass around tomato juice or lemon juice and ask the children to smell it. What did you need to do to smell the juice? Pause for responses. When you smell something, you take a breath of air in through your nose, and it enters your lungs. At the same time, sensors take the scent to your brain, and your brain tells you what you are smelling. The organ that controls your sense of smell is called your olfactory organ. What is your olfactory organ? [your nose] Unlike us, a shark’s olfactory organs, called nares, are not connected to their breathing. The organs are small sacs with a hole that extends to two external openings just below the snout. Water flows into the sacs, and receptors inside the sacs detect chemicals that are in the water. These sensors send messages to the brain telling the shark what they are smelling. A shark’s sense of smell varies by species, but most sharks have a very keen sense of smell. The lemon shark can smell tuna oil at one part per 25 million. That means it can smell one drop of tuna oil in 25 million drops of water, or one drop of tuna oil in a backyard-sized swimming pool! Other species of sharks can smell one drop per 10 billion or one drop of oil in 10 billion drops of water! We are going to see how our sense of smell compares to a shark’s sense of smell!

2. Pour four tablespoons lemon juice or tomato juice in cup number 1 and stir. Take two teaspoons out of cup number 1, put it in cup number 2, and stir. 3. Take two teaspoons out of cup number 2, put it in cup number 3, and stir. Continue doing this to each cup. 4. Have the children smell each cup of liquid, beginning with cup number 8. Read to the children: Which cup did you notice the scent in first? Most sharks are easily able to smell at one part per million, but there are some that can smell one part per 10 billion. What part are you able to smell? Use the chart below to find the answer. Cup Number Concentration 1 2 3 4 5 6 7 8

1 part per 10 1 part per 100 1 part per 1,000 1 part per 10,000 1 part per 100,000 1 part per 1,000,000 1 part per 10,000,000 1 part per 100,000,000

Have the children write about this experiment in their science journals. Have them include facts they learned about a shark’s sense of smell and the answers to the two questions they just answered from above. Read to the children: Even though sharks have a keen sense of smell, their sense of hearing is even stronger! Sharks can hear low frequency levels that humans cannot hear. They are specially tuned to hear prey that are struggling or in distress. Look at and discuss the “Shark Senses” page.

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Shark Facts Puzzle Whale sharks each have their own unique pattern on their bodies, much like your fingerprints.

If a shark loses its teeth, it can regrow new teeth. Some sharks can regrow an entire row of teeth in ten days!

Great white sharks are the biggest predator fish in the ocean.

Sharks can see well in dark water and can sense the electromagnetic field of living things.

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A great white shark can jump ten feet out of the water to catch its prey.

The largest shark and the largest fish is the whale shark. It can reach up to 60 feet long.

Sharks can have up to seven rows of teeth with 40–45 teeth in each row. They can go through 30,000 teeth in a lifetime!

Unlike most fish, sharks can only swim forward.

Sharks can hear prey 800 feet away.

Some sharks swim their whole lives; they need to for water to pass over their gills to breathe.

Many species do not have to swim constantly. They switch to buccal pumping, where they open and close their mouths to move water across their gills.

The smallest known shark is the spiny dwarf lanternshark. At full size it is only about eight inches long. 1/7/2019 3:51:27 PM

Caudal fin

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Caudal fin f ares

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These sharks are nicknamed carpet sharks because their unique patterns can resemble patterned carpets. Carpet sharks have a smaller mouth, that does not extend beyond their eyes. They have five gill slits and two dorsal fins. Many sharks in this order have barbels (whisker-like organs near their mouth). Whale sharks, wobbegong sharks, nurse sharks, bamboo sharks, and blind sharks are all considered carpet sharks. Wobbegong sharks have very bold, symmetric, camouflaged-patterns, and live near the bottom of the ocean. They wait this way until prey approaches and then attack!

Sawsharks are known for having a long, saw-like blade for a snout, with sharp tooth edges to catch their prey. The saw is covered with barbels that can detect electromagnetic signals from their crustacean prey, hiding on the ocean floor. They have two dorsal fins and six gill slits. Longnose, shortnose, bahamas, tropical, and Japanese sawsharks are all species of sawsharks.

(Sawsharks)

Squaliformes can be found in almost any ocean and include over 120 different species. They have two dorsal fins, five gill slits, and no nictitating membrane to cover their eyes. Many squaliformes live in deeper waters or are benthic. Sleeper sharks, lantern sharks, rough sharks, gulper sharks, dogfish sharks, and kitefin sharks are all species in this order. Lantern sharks are deepwater sharks that produce light on their bodies. Sleeper sharks produce a type of poisonous antifreeze to survive in cold temperatures!

(mostly deepwater sharks)

Squaliformes

Pristiophoriformes

Orectolobiformes

(Carpet Sharks)

Frilled sharks and cow sharks are species of Hexanchiformes [hex-ON-kuh-FORMS]. This order of sharks is nearly extinct! They have only one dorsal fin and can have seven or eight gill slits. They do not have nictitating membranes.

There are only nine species of bullhead sharks! These are relatively small sharks, and most of them only reach about five feet long. They are benthic (bottom-feeders) and live in tropical, warm waters. A unique feature of a bullhead shark is the placement of their mouth. It is in front of and in between their eyes. They also have small spikes in front of their dorsal fins.

(Bullhead Sharks)

This is the most common order of sharks with over 270 species. Sharks do not have eyelids, but ground sharks have a clear membrane that can cover their eyes when they are hunting for prey (called a nictitating membrane). They have five gill slits, two dorsal fins, and an anal fin. Sharks included in this order are sandbar sharks, hammerhead sharks, cat sharks and swell sharks. Swell sharks can take in water or air when they feel threatened, to appear two or three times bigger!

(Ground Sharks)

Hexanchiformes (nearly extinct sharks)

Heterodontiformes

Carcharhiniformes

Shark Sorting Mat

Angel sharks have flat bodies and broad pectoral fins. They often look like rays and dwell in the sand at the bottom of the ocean. They have powerful jaws and sharp needle-like teeth that sink into their prey. They camouflage well into their surroundings. California, Japanese angel sharks, and sand devils are all types of angel sharks.

(Angel Sharks)

Squatiniformes

Mackerel sharks are known for their large mouths. Some species have very sharp teeth. They have two dorsal fins and five gill slits. The great white shark, goblin shark, megamouth shark, and basking shark belong to this order. Basking sharks are the second largest fish, after the whale shark. Although the basking shark has a large mouth, it does not have large teeth. It filters the food it needs from the nearly one million gallons of water it swallows an hour.

Lamniformes

(Mackerel Sharks)

Shark Sorting Pictures

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Shark Sorting Pictures—Key Ground Shark

Bullhead Shark

Mackerel Shark

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Carpet Shark

Squaliforme Shark

Hexanchiforme Shark

Sawfish Shark

Angel Shark

Carpet Shark

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(

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Science

Lesson 10

Lesson 10 - Marine Mammals: Part 1 Objectives Help the children learn the characteristics and variety of marine mammals in the ocean.

Preparation o Print a copy of the sheets titled "Seals and Sea Lions Facts" and "Seals and Sea Lions" for each child. o

Print a copy of the sheet titled "Blubber Protection Experiment" for each child.

Supplies needed o Water o Ice o About two cups of shortening o Four zip-lock quart bags

o

o A thermometer

Optional Read-Alouds At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit.

o

Read to the children:

We have learned about some amazing marine life so far in this unit! In this lesson we will learn about some of the largest creatures of the sea: mammals. A mammal has skin with hair; if you look closely, whales and dolphins have small hair follicles. Other mammal characteristics are that they give birth to live young, produce milk to feed their young, and are warm-blooded. Marine mammals spend much of their lives in the ocean. There are four main groups or orders of mammals in the sea: • The Pinnipedia [PIN-uh-PEE-dee-uh] order includes seals, sea lions, and walruses. • The Carnivora [CAR-nih-VOR-uh] order includes sea otters and polar bears. • The Sirenia [sy-REH-nee-ah] order includes manatees and dugongs.

o A large mixing bowl

• The Cetacea [seh-TAY-shuh] order includes dolphins, porpoises, and whales.

o

Activity: Mammal Adaptations

Read to the children: If you were to go diving in the ocean, what are some things that you would need? Pause for responses. You would need items that would help you adapt to the ocean environment. Display the picture of the wet suit, snorkel, goggles, and swim fins included at the end of the lesson. How does a wet suit protect you? [keeps you from getting cold and protects your skin] How do swim goggles protect you? [protects your eyes from salt water] How does a snorkel help you? [helps you breathe underwater] How do swim fins help you? [helps you swim faster, maneuver in the water better, and protect your feet] In a similar way that these items help humans if they were swimming and diving in the ocean, God created marine mammals with special characteristics that help them survive and thrive in their marine environment. Have a child point to each picture as you read the corresponding paragraphs below.

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Lesson 10

Science •

Wet suit: Marine mammals, including whales, and pinnipeds have a thick layer of blubber, or fat. This helps protect the animals from the cold water and provides a source of energy in between feedings. Polar bears and sea otters have very thick fur to protect them from the cold.

•

Swim goggles: Marine mammals produce slimy tears which protect their eyes from the salt water.

•

Snorkel: Whales have a blowhole on the top of their bodies which allows air to escape. They are able to hold their breath underwater for long periods of time. Other marine mammals have nostrils high on their heads.

•

Swim fins: Marine mammals can have fins or flippers to help them navigate in the water and in some cases, like sea lions and walruses, on land.

o

Pinniped Order

Read to the children: Pinniped [PIN-nuh-PED] means “fin foot.” Seals, sea lions, and walruses spend time swimming and feeding in the water, and relaxing on rocks near the water. They need feet that can be used in both environments, so their fins are not only fins, but also function as feet. Pinnipeds are carnivorous and feed on fish and squid. They have adapted well to swimming swiftly through the water with their paddle-like flippers and aerodynamic football-like bodies. Pinnipeds have a thick layer of blubber to protect them from cold-water environments.

o

Marine mammals often live in frigid, cold waters. Some whales migrate between warmer and cooler waters for protection from the extreme cold.

o

Activity: Vocabulary Words Review the vocabulary words on your science wall. Place the vocabulary word MIGRATION on your science wall and discuss the meaning of the word and definition.

Migration

Activity: Seals and Sea Lions

Have the children complete the page titled “Seals and Sea Lions,” by looking at the photographs and facts about seals and sea lions on the “Seals and Sea Lions Facts” page. Have the children put the pages in their science journals.

o

of dugongs left. Sirenians [sy-REH-nee-ins] have a pair of front flippers, a paddle-shaped tail, and an egg-shaped head. Sirenians are herbivores, eating only sea plants and vegetation. They have blubber to protect them from the cold, but they are not able to tolerate abnormally cold water or weather. They usually live in warm, shallow coastal waters. They are easy to capture and are used for their meat and blubber. They reproduce slowly, so many species in this group are endangered or threatened, including the West Indian Manatee.

Sirenians

Read to the children: Manatees, sometimes called sea cows, and dugongs are large creatures that belong to the Sirenia order. There is only one species

o

Activity: Blubber Protection

Read to the children: Do you remember what the wet suit represented in our mammal adaptation activity? [blubber] While some mammals do migrate to warmer waters, some whales, polar bears, seals, sea lions, and walruses do not generally migrate great distances for protection from the cold. They have a layer of blubber, or fat, that protects them from the extreme cold. We are going to do an experiment to see how blubber helps marine mammals.

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Lesson 10

Science Experiment:

o

1. Fill a large kitchen mixing bowl about 3/4 full of water, then add two cups of ice. 2. Turn two zip-lock quart-size bags inside out. Place one inside-out bag inside of a right-side out bag. Zipper the bags together as much as you can (the edges will not zip all the way). Label the bag “noninsulated.” 3. Take the second inside-out, quart-size bag and place your hand inside it. Using it like a glove, scoop out a handful (about a cup) of shortening. As you continue to grasp the shortening, carefully place this bag inside of the other right-side out zippered bag. Squish the shortening to the sides.

Carnivora Order

Read to the children: Sea otters and polar bears both belong to the Carnivora order. In addition to blubber, they have a thick layer of fur to keep them warm. Sea otters are playful creatures that live almost exclusively in the water; they even give birth in the water. A sea otter’s favorite meal is sea urchins! Sea otters have webbed feet with movable hands, allowing them to grab sea urchins off rocks. Polar bears spend much of their time in the frigid water or resting on the ice of the Arctic Ocean. Polar bears camouflage themselves in their Arctic environment with their white fur. They also have sharp claws, which help them to grip the ice. They can swim swiftly in the cold water, up to six miles an hour. They have a keen sense of smell and can smell seals, their favorite meal, up to nearly ten miles away! Polar bears can reach up to eight feet long and weigh up to 1500 pounds!

4. With a spoon, carefully place about another cup of shortening in between the layers of plastic. Zipper the bag as much as possible. Label the bag “blubber insulated.” 5. Have the children fill out the prediction portion of the “Blubber Protection Experiment” page. 6. Then have the children take turns placing their hand inside of the “non-insulated” bag while timing how long they can keep their hand in the bowl of ice water, being careful not to let water in the top of the bags. Using the thermometer, have the children check the temperature against the inside of the bag before pulling it out of the icewater. 7. Repeat step 6 with the “blubber insulated bag.” 8. Have them report their data on the “Blubber Protection Experiment” page and place it in their science journals.

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examples: elephant seals, harbor seals, leopard seals

mostly quiet; can groan, grunt, or growl

has claws and fur on front flippers

no external ear flaps

eats birds, krill, fish, and lobster

uses front flippers for steering while swimming

mammal

gets greater power when swimming by moving flippers back and forth

bounces on belly to move on land

cannot walk on land

cannot rotate back flippers forward

"fin-footed" or Pinniped

examples: California sea lions and Northern fur seals

no claws, only fur on front flippers

ear flaps

makes loud barking or roaring noises eats birds, octopus, squid, and fish

uses front flippers for power while swimming; appears to fly through the water

mammal

uses back flippers for steering when swimming

can lift bigger bellies up off the ground

can walk on land

can rotate back flippers forward

"fin-footed" or Pinniped

SEA LIONS

found only in marine (salt) water members of the Otariidae [OH-ter-EYE-uh-DIE] family

found only in the Pacific Ocean

Seals and Sea Lions Facts

found in marine (salt) water and freshwater members of the Phocidae [FOE-si-DIE] family

found in the Pacific and Atlantic Oceans

SEALS

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SEALS

BOTH SEA LIONS

After you have looked at the pictures and facts on the Seals and Sea Lions Facts page, write facts that are unique to seals and sea lions in the respective circles. Write facts that are common to both seals and sea lions where the circles overlap.

Seals and Sea Lions

Blubber Protection Experiment

Prediction: How long can I leave my hand in icy water without protection?

Prediction: How long can I leave my hand in icy water with blubber protection?

Results: How long was I able to leave my hand in icy water without protection?

Results: How long was I able to leave my hand in icy water with blubber protection?

What was the temperature inside the non-insulated control bag?

What was the temperature inside the blubber-insulated bag?

Record your thoughts about this experiment:

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Science

Lesson 11

Lesson 11 - Marine Mammals: Part 2 Objectives Help the children learn the characteristics and variety of whales, dolphins, and porpoises in the ocean.

Preparation o Cut out the (two) sheets titled "Toothed and Baleen Whale Sort Cut-Outs" along the dotted lines.

Supplies needed o A hair comb

o

Print a copy of the sheet titled "Whale and Dolphin Movements" for each child.

o

Cut out the sheets titled "Whale Tales." Be sure to keep the whale sheets in order of shortest tail to longest tail.

o Water

o A cake pan o A small bowl

o A skein of yarn

o Two empty paper towel rolls

o A cup

o A handful of cereal, grapes, raisins, or other small food items

o

Optional Read-Alouds At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit.

o

from side to side, and cetacea mammals swim by moving their bodies up and down. Cetacea are divided into two main categories of whales: toothed whales and baleen whales.

o

Read to the children:

Review the vocabulary words on your science wall. Place the vocabulary words BALEEN WHALES and TOOTHED WHALES on your science wall and discuss the words and definitions.

In the Bible we read, “And God created great whales, and every living creature that moveth, which the waters brought forth abundantly, after their kind, and every winged fowl after his kind: and God saw that it was good.” (Genesis 1:21) In the last lesson we learned about the Pinniped, Serinian, and Carnivora orders of the marine mammals. In this lesson we are going to learn about the Cetacea order.

o

Toothed Whales o

Cetacea Order

Read to the children: The Cetacea order includes dolphins, porpoises, and whales. All of these species breathe air and live their entire lives in the water. Dolphins, whales, and porpoises have fins, flippers, and tail flukes to swim in the water. They may look similar to fish, but fish swim by moving their bodies

Activity: Vocabulary Words

Baleen Whales

Toothed Whales

Read to the children: There are approximately 65 different species of toothed whales. Toothed whales belong to the scientific suborder Odontoceti [ohDON-toe-SEE-tie]. Toothed whales have only one blowhole, and they have sharp, pointed teeth. They are able to grasp their prey of seals, fish, squid, and

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Lesson 11

Science other marine life. They do not have flattened teeth to chew their prey, so they swallow it whole. Dolphins, sperm whales, and beluga whales are all toothed whales. Porpoises are closely related to dolphins, but dolphins have longer snouts, longer bodies, bigger mouths, and more curved dorsal fins. Killer whales are categorized scientifically in the dolphin family, as are the false killer whales, the long-finned pilot whales, the short-finned pilot whales, the pygmy killer whales, and the melon-headed whales.

o

Activity: Baleen Whales

Read to the children: Baleen whales have two blowholes on top of their heads and are larger than toothed whales. There are only 11 species of baleen whales. Baleen whales belong to the scientific genus Balaenoptera [BAL-ee-NOP-ter-uh]. Show a hair comb. Similar to this comb, they have long, bristly plates hanging from the top of their mouths. Feel your fingernails. How would you describe your fingernails? [tough, bendy, hard, etc.] The baleen plates are made of keratin; a material similar to your fingernails. The massive blue whale (Balaenoptera musculus) is the largest whale, mammal, and animal in the world. It can have up to 790 baleen plates! Baleen whales have a very different diet than toothed whales. We are going to demonstrate how baleen whales eat. Demonstration Instructions: 1. Put several small food items like cereal, grapes, or raisins into a cup. 2. Fill the rest of the cup 3/4 of the way with water.

holding the comb in place. (The water will flow through the comb, and the food will get stuck.) Read to the children: Baleen whales eat krill (a shrimp-like animal that is pink in color) and plankton about the size of your little finger. Baleen whales can swallow swarms of krill at a time. To eat the krill, the whale swallows a large gulp of water (some species of whales’ throats unfold like a balloon to allow room for a lot of water.) The whale then uses its tongue to “spit” or filter the water back out through the long baleen plates which hold the krill inside. The whale then licks them off and swallows them. A blue whale can eat around 30 million krill in one day! That would be like eating a bus load of krill!

o

Activity: Which Kind of Whales?

Give the children the pages titled “Toothed and Baleen Whale Sorting Mat” along with the whale cut-outs. Have the children work together to sort the whales into the correct category: baleen or toothed whales. A key is provided.

o

Echolocation and Sounds

Toothed whales have a mass of tissue in their foreheads called a melon. Scientists believe that it is from this part of the brain that toothed whales are able to use echolocation. Toothed whales and dolphins produce specific signals, whistles, and clicking sounds that move throughout their environment. Those sound waves echo and bounce off the objects around them and return to the whales. The whales are then able to interpret the sounds and use this information to determine the size and distance of objects around them.

o

Activity: Vocabulary Words Place the vocabulary word ECHOLOCATION on your science wall and discuss the word and definition.

3. Place the hair comb flat down on the edge of the top of the cup. 4. Carefully pour the water into a small bowl, while

Echolocation

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Lesson 11

Science o

Activity: Echolocation

Position two empty paper towel rolls on an empty metal cake pan as shown in the picture below. Have the children experiment with sounds similar to echolocation. Taking turns, one child holds a tube to his ear, while the other child whispers into the other tube.

can move by jumping, running, sliding, clapping, turning, etc. Our bodies can move in different ways. Whales, dolphins, and porpoises can also move their bodies in different ways. Just as we have names for the special actions our bodies can do, like jumping and clapping, there are special actions that whales and dolphins can do. Have the children complete the “Whale and Dolphin Movement” page and put it in their science journals.

o

Read to the children: The sound waves bounced off the bottom of the pan and traveled back up the tube into your ears. This is similar to how toothed whales use echolocation.

o

Read to the children:

Baleen whales also make noises, but scientists believe they may be used for navigation and communication rather than echolocation. The sounds these whales make is varied and fascinating. If desired visit the following website to listen to various noises that toothed whales make. https:// dosits.org/galleries/audio-gallery/marine-mammals/toothed-whales/ Then compare them with the sound that baleen whales make. https://dosits.org/galleries/audio-gallery/marine-mammals/baleen-whales/ (If the website is no longer available, you may choose to search the internet for “toothed whale sounds” and “baleen whale sounds.”)

o

Activity: Whale and Dolphin Movements Read to the children: What are some ways your bodies can move? If desired, have the children demonstrate some of the ways their bodies

Whale Migration

Read to the children: Most whales migrate to eat and give birth, but the extent of the migration depends upon the species. Baleen whales take on extensive migrations. Most baleen whales eat krill, which is found in cold waters, but their young would not survive the cold without first developing layers of blubber. So they migrate to warmer waters where the young whales can survive and have a chance to develop blubber for when they return to colder waters. Gray whales undertake very long migrations each year, traveling round-trips of nearly 10,000 miles from the feeding grounds in the Arctic to the warm coastal waters off Mexico.

o

Whale Tails

With this activity, the children will be able to visually see the length of each whale. This can be done in your home, but the longer strings will need to be stretched throughout your home. If the weather and circumstances permit, this activity can be done outside. Give a child the skein of yarn and have another child hold one end of the yarn (without unraveling it yet). As you read the facts of the harbor porpoise, have the child holding the skein take five steps away from the other child while gently unraveling the yarn. Tell the children that this represents the length of the harbor porpoise. Continue with each of the whales, in order of length, adding the necessary steps and unravelling the yarn accordingly. (The additional steps needed are noted on each sheet.)

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Toothed and Baleen Whale Sorting Mat

• 67 species • complex social system

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Toothed Whales

• pointed teeth • one blowhole

• use echolocation • hunt for food

• generally smaller bodies • generally larger fins

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Toothed and Baleen Whale Sorting Mat

• eleven species • live in small groups

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Baleen Whales

• baleen plates for teeth • two blowholes

• filter feed • make sounds to communicate

• generally larger bodies • generally smaller fins

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Toothed and Baleen Whale Sort Cut-Outs

Killer Whale (Orcinus orca)

Blue Whale (Balaenoptera musculus)

Gray Whale (Eschrichtius robustus)

Humpback Whale (Megaptera novaeangliae)

Beluga Whale (Delphinapterus leucas)

Sperm Whale (Physeter macrocephalus)

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Toothed and Baleen Whale Sort Cut-Outs

Harbor Porpoise (Phocoena phocoena)

Bottlenose Dolphin (Tursiops truncatus)

Minke Whale (Balaenoptera acutorostrata)

Bowhead Whale (Balaena mysticetus)

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Toothed and Baleen Whale Sort

• • • •

Toothed Whales

pointed teeth one blowhole use echolocation hunt for food

Killer Whale

Sperm Whale

Bottlenose Dolphin

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• • • •

67 species complex social system generally smaller bodies generally larger fins

Beluga Whale

Harbor Porpoise

• • • •

KEY

Baleen Whales

baleen plates for teeth two blowholes filter feed make sounds to communicate

• • • •

eleven species live in small groups generally larger bodies generally smaller fins

Blue Whale

Gray Whale

Humpback Whale

Bowhead Whale

Minke Whale

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Whale and Dolphin Movements Cut out the name of the whale movements and match the name to the pictures of the whale movements.

Lobtailing

lifting the tail out of the water and slaping it down hard on the water

Breaching

lifting all or most of the body out of the water

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Spyhopping

lifting the head vertically high out of the water

Logging

lying mostly still in the water with back and head out of the water and tail under

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Whale and Dolphin Movements KEY Cut out the name of the whale movements and match the name to the pictures of the whale movements.

Breaching

lifting all or most of the body out of the water

Spyhopping

lifting the head vertically high out of the water

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Logging

lying mostly still in the water with back and head out of the water and tail under

Lobtailing

lifting the tail out of the water and slapping it down hard on the water

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Cut along the dotted lines. Read the whale facts in order (from shortest to longest) as a child stretches out the length with the string.

Narwhal

15 Feet (+1)

14 Feet (+1)

Beluga Whale

13 Feet (+8)

Bottlenose Dolphin

5 Feet

Harbor Porpoise

Whale Tails

• Among the smallest marine mammals • Make varied sounds, some at frequencies humans cannot hear • Can live up to 24 years • Hunt small fish and squid • Tend to be shy, solo animals • Often found close to the shore • Sometimes travel far upriver away from their ocean homes

• Very social; help each other when mothers give birth

• • Communicate with each other and can make very loud noises • • • Age can be determined by number of layers in their teeth • Can stay up to 15 minutes underwater •

Can jump up to 15 feet out of the water Live in oceans, bays, and river estuaries Can stun prey with their tail and swallow prey whole Work together to hunt for food

• •

Belong to large social pods of hundreds or even thousands • Closely related to the Narwhal whale •

Can move their head up and down and side to side

•

Known as "sea canaries" because they are the most vocal of all whales

Can swim backwards

• •

Usually only males develop tusks Known as the "unicorns of the sea" because of their • long tusk-like tooth The spiral tusk can bend nearly a foot before breaking • • Live their lives in the frigid waters of the Arctic

• •

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•

Like other Arctic whales, they do not have dorsal fins

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23 Feet (+8)

Minke Whale

Whale Tales

Cut along the dotted lines. Read the whale facts in order (from shortest to longest) as a child stretches out the length with the string.

• One of the smallest of the baleen whales

•

Their sounds can be as loud as a jet plane at takeoff

• Have grooves in their throats that expand when eating • Dark gray or black on the top and white on the bottom

• •

Can live 40–60 years Curious animals and often approach boats

50 Feet (+1)

Humpback Whale

49 Feet (+17)

Gray Whale

32 Feet (+9)

Killer Whale

• Nicknamed the "stinky minke" whale because of a foul smell from their spouting

• • • •

Have no natural predators Hunt in packs and are nicknamed "wolves of the sea" Have a complex social system and live in large pods with family Their scientific name is Ornicus orca; Ornicus means "of the kingdom of the dead"

• Gray on top with white barnacles attached to the skin • Bottom feeding whales; they dive down, get a mouthful of sediment, and filter it out through their baleen plates, leaving the amphipods behind to eat

• • •

• • • •

• • • •

Biggest members of the dolphin family Hunt seals, sea lions, sharks, and other whales Can swim up to speeds of 30 miles per hour Sleep with one eye open, while only half of their brain goes to sleep at a time

Can live 40–50 years Produce milk for their young that contains 53% fat (human milk has 2% fat) Known for friendly behavior towards humans Migrate to warm lagoons near Mexico to have their young

Travel the longest for migration Feed in the summer and live off blubber preserves in winter during • Produce the most complex songs and sounds that last for hours mating season Named for the large hump on their back above the dorsal fin • Can stay underwater for 30 minutes

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Cut along the dotted lines. Read the whale facts in order (from shortest to longest) as a child stretches out the length with the string.

Fin Whale

85 Feet (+15)

60 Feet (+5)

Sperm Whale

55 Feet (+5)

North Atlantic Right Whale

Whale Tales

• One of the most endangered species of whales • Head is covered in callosities or bumpy patches • Typically only live 15 years due to ship encounters and entanglements • Baleen plates can be 8 feet long • Slow swimmers at 6 miles per hour • Nicknamed the "right" whale because they were the "right" whale to catch • Can hold their breath for up to 25 minutes • Baby right whales can be 15 feet long

• Can be found in all of the oceans • Can live for 60–70 years • Prey on octopus and giant squid • Can eat thousands of pounds of food a day

Largest known brain of any animal ever to live Largest toothed whale Can dive over 9,500 feet deep (the deepest diving marine mammal) Can hold their breath for over 90 minutes

• • • •

•

Second largest whale

•

Can live up to 100 years

• Fast swimming whale at 25 miles per hour

• Only known predator is a pack of killer whales

100 Feet (+15)

Blue Whale

• Nicknamed "razorback" because of pointed • Gray on top, white on right underside of their body, dark on ridges on their backs and slender shape the left underside • Along with blue whales, they make the lowest frequency sound of any animal • Travel alone or in small pods

•

Their low hum can travel thousands of miles

Can stay underwater for 30 minutes

•

Largest animal to ever live

•

A young calf blue whale can drink more than 150 gallons of milk a day

•

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•

Can live for 70–80 years

•

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Science

Lesson 12

Lesson 12 - Marine Birds and Animal Reports Objectives Help the children learn the characteristics and variety of marine birds and begin an animal report.

Preparation o Print one copy of the sheet titled, "Marine Animal Report" for each child. (There is one for younger children and one for older children.) o Cut out the pictures on the sheets titled "Marine Bird Taxonomy Sorting Pictures." Supplies needed o A variety of kitchen tools and utensils, such as salad tongs, a serving spoon, ladle, fork, butter knife, spatula, rubber scraper, etc. o A couple handfuls of small food items, such as goldfish crackers, pieces of fruit, candies, cereal, etc. o A paper cup for each child

o

Optional Read-Alouds At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit.

o

Opening Activity

o A paper plate for every three children

It is commonly called a seabird. Most seabirds have webbed feet. We are going to see how seabirds use their beaks for survival. o

Activity: Seabird Feeding

1. Give each child a kitchen tool. Have them hold it in their dominant hand. This represents a “beak.”

Show the children a variety of kitchen tools and utensils. Read to the children: If you were living on a deserted island and could only have one of these kitchen tools to provide you food, shelter, clothes, and water, which one would you choose? Pause for responses. Would you choose a different tool if you were living in the Arctic or the jungle? Pause for responses. A bird’s beak is essential to their survival. It is the tool they use for obtaining food, shelter, and water. Marine birds’ beaks are especially designed to live in the ocean environment. A marine bird includes any bird that spends most of its life near the ocean.

2. Give each child a paper cup. Have them hold it in their other hand. This represents the bird’s “stomach.” 3. Place a couple handfuls of food (such as goldfish crackers, pieces of fruit, candies, cereal, etc.) on a paper plate. Make one paper plate of food for about every three children so that they have enough room. This represents the birds’ feeding area. 4. Time the children for 30 seconds and allow them to “feed” using their tool or “beak” and collect as much food as they can into their cup or “stomach.”

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Lesson 12

Science 5. If desired, have the children switch kitchen utensils and repeat the activity. o

o

Science Journal Have the children look at the page titled “Seabird Beak Types” and discuss which kitchen utensils are most like the beaks shown.

Have the children write about this activity in their science journals, considering the following questions: Which tool worked best as a beak? How much food were you able to collect? What type of beak do you think a marine bird should have? o

Marine Bird Taxonomy Sort

Read to the children: Marine birds are unique because they do not require fresh water to drink. They are able to get rid of unnecessary salts in their bodies to keep them in balance. Marine birds are divided into five main groups.

Animal Reports

God created so many amazing creatures for us to learn about! You are going to pick one of your favorite marine animals that you would like to learn more about. It can be one that we have mentioned in this unit, or it can be one that we have not learned about. After you choose an animal, you are going to create a marine animal report. Using the template provided in this lesson, have the children select a marine animal and research about it in books or on the internet. There is a template for younger children (the one with the circle in the center of the page) and one for older children. Have them research and prepare to give a two-minute presentation. There will be time at the beginning of the next lesson for the children to present their reports. If you have several children, and think that you may need more than about ten minutes for presentations, then you may decide to devote the entire next lesson to presentations before moving on to Lesson 13.

Place the “Marine Bird Taxonomy Sorting Mat” on the table along with the “Marine Bird Taxonomy Sorting Pictures.” Read the five types of marine birds described on the mat and have the children place the pictures on top of the correct type. As you sort, notice how the beaks may help each bird to survive in their environment.

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Seabird Beak Types

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Marine Bird Taxonomy Sorting Mat Sphenisciformes

Pelecaniformes

16 species

8 species

(Pelicans)

(Penguins)

All four toes are webbed.

They live half of their life on land, half on sea.

They have a long beak and a pouch in their beaks.

Almost all live in the Southern Hemisphere.

Their nostrils do not function; they breathe through their mouth.

They are flightless birds with flippers (modified wings). The largest penguin species is the Emperor Penguin at 3.5 feet tall. The smallest species is the fairy penguin at just over 1 foot tall. Puffins are not in the same family as penguins; they are also

They feed on fish, squid, and other marine animals. Brown pelicans feed by diving into the water; they are found all along the Pacific coast from North to South America. Great white pelicans are huge birds with a beak 18 inches long

different because they fly!

and a wing span of up to 11 feet!

Suliformes

Charadriiformes

(Gulls, Terns, Skuas, Puffins)

(Cormorants, Gannets, Boobies, and Frigatebirds)

350 species

56 species

These are divided into three groups: waders live near the shore; gulls live out to sea and come ashore to eat;

They are similar to pelicans, but have a distinct

auks live on rocky coasts and dive underwater to catch fish.

chisel-like beak or bill and a smaller throat.

Puffins are also a part of this order.

Frigate birds are in the air more than any seabird. They are like

Oystercatchers feed on oysters, clams, and mussels

the "pirate of the sea," finding other birds who have just caught

as the tide goes in and out.

food and attacking them until they release their prey.

Gulls and terns are typically different shades of white and black.

Gannets and boobies can dive fast and up to 100 feet deep.

The Arctic tern can travel up to 44,000 miles for migration—that is like

Cormorants are adapted for underwater swimming to catch prey.

going around the world two times!

Procellariiformes

(Albatrosses, Petrels, Shearwaters, Storm Petrels) 125 species

Almost all are pelagic, living in the open ocean. The wandering albatross has the longest wingspan of any bird! The least storm petrel and the fairy prion are the smallest birds in this order with wingspans that are about the length of this piece of paper. Some species can spend years finding a mate; some mate for life. They feed on fish, squid, and crustaceans.

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Marine Bird Taxonomy Sorting Pictures

Great White Pelican

Guanay Cormorant

Common Tern

(Pelecanus onocrotalus)

(Leucocarbo bougainvillii)

(Sterna hirundo)

Magellanic Penguin

(Spheniscus magellanicus)

Atlantic Puffin

(Fratercula arctica)

Northern Gannet

African Penguin

Wandering Albatross

Northern Giant Petrels

Black-Browed Albatross

Kelp Gull

(Spheniscus demersus)

Brown Pelican

(Pelecanus occidentalis) Marine Biology_Working File.indd 111

(Diomedea exulans)

(Thalassarche melanophris)

(Morus bassanus)

(Macronectes halli)

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Marine Bird Taxonomy Sorting Pictures KEY

Pelecaniformes Great White Pelican

Suliformes

Guanay Cormorant

Charadriiformes Common Tern

(Pelecanus onocrotalus)

(Leucocarbo bougainvillii)

(Sterna hirundo)

Sphenisciformes

Charadriiformes

Suliformes

Magellanic Penguin

(Spheniscus magellanicus)

Atlantic Puffin

(Fratercula arctica)

Northern Gannet

Sphenisciformes

Procellariiformes

Procellariiformes

(Spheniscus demersus)

(Diomedea exulans)

African Penguin

Pelecaniformes Brown Pelican

(Pelecanus occidentalis) Marine Biology_Working File.indd 112

(Morus bassanus)

Wandering Albatross

Northern Giant Petrels

Procellariiformes

Charadriiformes

Black Browed Albatross

(Thalassarche melanophris)

(Sterna hirundo)

Kelp Gull

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Marine Animal Report by: _________________________ Animal's Common Name: ___________ Scientific Name: ___________________

A picture of my animal:

This animal is... a vertebrate: o o o o

an invertebrate:

Bird Fish Mammal Reptile

OR

o o o o o

Cnidarian Crustacean Echinoderm Mollusk Sponge

Interesting facts about my animal:

What my animal eats:

Color where in the world this animal lives: Animal habitat: (check all that apply)

o Ocean o Freshwater o Sky o Land o Coral Reef o Intertidal Zone o Epipelagic o Mesopelagic o Bathypelagic o Abyssopelagic o Hadopelagic

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Marine Animal Report by: _________________________ Animal's Common Name: ___________ Scientific Name: ___________________ Kingdom: _____________ Phylum: ______________ Subphylum: ___________ Class: ________________ Order: _______________ Family: _______________ Genus: _______________ Species: ______________

A picture of my animal:

Is it endangered? What are its offspring called? How big does it get? Who are its predators? How long is its lifespan?

Interesting facts about my animal:

What does my animal eat? Is it an herbivore, carnivore, or ominvore?

Color where in the world this animal lives: Animal habitat: (check all that apply)

o Ocean o Freshwater o Sky o Land o Coral Reef o Intertidal Zone o Epipelagic o Mesopelagic o Bathypelagic o Abyssopelagic o Hadopelagic

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Science

Lesson 13

Lesson 13 - Ocean Exploration Objective Help the children learn about the progression of ocean exploration and technology.

Preparation o Cut out the puzzle pieces on the page titled “Ocean Exploration Timeline.” NOTE: Do not cut out the page with plain puzzle outlines. o See the “Before Lesson Preparation” paragraph in the activity at the end of the lesson. o Print a copy of the sheet titled “Ocean Exploration.”

Supplies needed

o A large plastic storage bin or cooler o A glue stick o Blue food coloring (optional) o Water (to fill the bin or cooler)

o Tape

o Five pieces of string or yarn the length of the bin

o 20–25 items, such as pom-poms, buttons, beads, pipe cleaners, screws, rubberbands, erasers, and paper clips (4–5 of each)



o Dirt, rocks, and pebbles (enough to fill the bottom of the bin or cooler)

o A variety of items, such as a ball of string or yarn, paper clips, skewers, spoons, measuring cups, magnets, duct tape, rulers, straws, glass canning jars, pencils etc. (see “Before Lesson Preparation” for more details)

o

Optional Read-Alouds At any point in the lesson, you may read the books listed in the read-aloud section at the beginning of the unit.

o

Animal Report Presentations

Have each of the children take turns presenting the animal reports they prepared in the last lesson.

o

Read to the children:

We are blessed to live in a time when there is already so much that has been discovered about the world in which we live. We have amazing technologies that help us to see out into space and down into the deep sea. But it has not always been so. It may be hard to imagine sitting on a beach thousands of years ago, and looking out to sea, not having any idea what lies within the water, and how deep or how far it goes. But there

was a time when hardly anything was known about the ocean; it was still all to be discovered.

o Timeline Activity: History of Ocean Exploration Puzzle Place the “Ocean Exploration Timeline” puzzle cut-outs on the table. As you read the paragraphs below, have the children work together to find the corresponding puzzle piece and glue it onto the correct space on the blank jigsaw outline. The exploration of oceans began with ancient civilizations that lived along coastlines, such as Greece and China, as they searched for food. The ancient Egyptians also used sailing vessels. They not only transported goods up and down the Nile, but also extended their travels to the ocean for warfare and trade. Ancient Polynesians may have been some of the most courageous and experienced early ocean explorers, voyaging east of New Guinea and settling

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Lesson 13

Science in hundreds of tiny islands known as the Polynesian Triangle. The Polynesians had highly developed sailing vessels, navigational skills, and incredible knowledge of the ocean to be able to weather the storms and waves of the open sea. During the time of Homer, in 1000 B.C., fishermen dove for sponges to sell as a source of income. They reached depths of 100 feet by holding onto a heavy rock and diving into the ocean, while being tied to a rope above the surface. The divers would cut sponges from the ocean floor for as long as they could hold their breath and then be pulled back to the surface. In 500 B.C. King Xerxes of Persia sent sea divers (Scyllias and Cyana) to search for gold and treasure during one of their many wars with the Greeks. In 360 B.C. Aristotle described a bell-shaped diving vessel. He said, “One can allow divers to breathe by lowering a bronze tank into the water. Naturally the container is not filled with water but air, which constantly assists the submerged man.”

supply on the surface. Image 2 shows a suit that was developed by Karl Heinrich Klingert in 1797. In 1825 the first diving suit that could carry its own container of compressed air was developed by William James. This allowed a diver to remain underwater for an hour without needing to be reliant on the surface for air. Plans for an underwater boat were drawn up by William Bourne, an English mathematician in 1578, but it was not until 1620 that the first submarine was built by Cornelius Drebbel. It was a wooden vessel covered in leather, operated by 12 oarsmen seated inside. The holes for the oars were surrounded by leather to keep water out. His submarine successfully descended to the depth of 15 feet. Improvements were made, and in 1800 Robert Fulton built a submarine called the Nautilus (model pictured below). It had a rudder that would allow up and down movement of the submarine. This same rudder design is still used today, but it was not until 1888 that the first electric submarine was invented by Isaac Peral.

Through 900–1500 A.D., many countries and people embarked across oceans to discover other lands, including the Vikings, the Chinese, Leif Erikson, Christopher Columbus, Vasco da Gama, and Ferdinand Magellan. In 1535 Guglielmo de Lorena invented a diving bell that sat on a diver’s shoulders and allowed them to breathe underwater for up to one hour. Beginning in the late 1600s, waterproof suits and helmets were developed and improved. Image 1 shows one that was developed by Sieur Freminet in 1772. Image 1

Image 2

His diving helmet was able to get a constant supply of air through a hose that was connected to an air

The United States Coast Survey was established in 1807 during Thomas Jefferson’s presidential term. The coast survey was commissioned to research the eastern sea coast. The information they gathered provided new and valuable information about the ocean, including characteristics of the sea floor and the tides. The first deep sea canyon, Monterey Canyon, off the coast of Monterey Bay, was discovered by the commanding officer in the U.S. Coast Survey, James Alden, in 1857.

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Lesson 13

Science During dredging operations (excavating sediments from the bottom of waterways) in 1867 and 1868, sea life was found below 1,800 feet (300 fathoms) and as deep as 14,400 feet (2400 fathoms). Before this, it was believed that life could not exist below 1,800 feet. This theory was known as the “azoic theory" or the theory of a lifeless zone. The development of sounding (measuring the depth of the ocean) was improved when Sir William Thomson invented a wire sounding machine in 1872. Previously, sounding was done with hemp rope which could get coiled or broken. The invention of wire sounding improved sounding accuracy. Two years later, Charles D. Sigsbee improved Thomson’s machine. This new machine became the model for deep sea sounding for 50 years. In December 1872 the HMS Challenger embarked on a four-year research mission. Scientists researched the salt content, density, and temperature of ocean water. They also discovered many species and oceanic mountain ranges. The findings from their research is complied in a report called The Challenger Report.

longer without having to be attached to anything else. In 1953 the first ROV, Remotely Operated Vehicle, called Poddle was invented by Dimitri Rebikoff. ROVs are deep sea robotic submersibles that can go places divers cannot. They carry lights and cameras. Some also have arm attachments that can move or grab objects in the ocean.

In 1962 the first underwater habitats were created. From the underwater habitats, researchers could enter the ocean to explore and then return to the habitat to eat and rest. In 1993 an entire undersea laboratory was built called Aquarius. The laboratory held six-person teams that stayed for 10-day missions. In 2012 a portable underwater habitat was developed. It gives deep sea divers a place to decompress as they return to the surface of the ocean. In 1964 deep sea vessel Alvin was launched. It could carry passengers into the deepest part of the Caribbean Sea. In 1977 Alivn discovered hydrothermal vents.

In 1882 a research vessel, Albatross, was built by the U.S. government for the purpose of conducting oceanic research. It was used for 40 years; during that time coral reefs and remote marine life were studied. In 1914 sounding technology was improved with the development of acoustic sounding by bouncing sound waves from icebergs to the ocean floor. In 1925 a map of the ocean floor was made using echo sounding, and in 1951 sound waves were used to find the deepest point of the ocean.

In 2000 ocean robotics were taken to the next step with a program called Project Argo. Project Argo sends out almost 4,000 robotic probes to monitor earth’s oceans, reporting things such as climate and weather. Autosub was also launched in 2000. It is a robotic submarine that can carry out pre-programmed missions.

Between 1934 and 1979 several new records were set for deep ocean dives. In 1943, the Aqua Lung was developed. It allowed divers to stay underwater

Argo Data Management

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Lesson 13

Science In 2010 the first Marine Life Census was released. It includes all of the known oceanic organisms we know of and where they are found.

o

Read to the children:

What are some of the interesting things you have learned about oceans and marine life in this unit? Pause for answers.

4. Fill the bin up with water. The dirt should make the water dark enough that you shouldn’t be able to see through the water very well. If desired, add blue food coloring to give it more of a bluish tint (just gently stir, if you stir too much, the color gets lost in the dirt).

We have discovered many incredible things about the oceans God has created for us. With all that we have learned, it may be easy to think that we know a lot about the oceans. But over 70% of the earth is covered in oceans; that is a lot to explore. It is estimated that over 95% of the ocean is still unexplored!

o

Activity: Ocean Exploration

NOTE: If you have several younger children (about six years old and younger) and older children, you may want to consider having a separate bin for the younger children in which to explore. Before Lesson Preparation: 1. Fill a large plastic bin or cooler with dirt, pebbles, and rocks. Try to make the dirt and rocks vary in height; you don’t want it to be even. 2. Place a variety of items on top of the rocks, pebbles, and dirt. Use items such as: pom-poms, buttons, beads, pipe cleaners, screws, rubberbands, erasers, and paper clips. These items will represent sea life. You will want to have about 4–6 of each item, and about 20–25 items total. Arrange them any way you would like. 3. Tape string across the top of the tub in both directions to make a grid. Tape one string down the center of the long side of the bin and then two on either side of the center string. Tape only two strings, evenly spaced, on the short sides of the bin.

Activity: Give each child a sheet titled “Ocean Exploration.” Then place a variety of exploration items on the table, such as a ball of string or yarn, paper clips, skewers, spoons, measuring cups, magnets, duct tape, rulers, straws, glass canning jars, and pencils. Instruct the children to use any of the items to discover what is in the bin of water. When they discover something, have the children map it on their “Ocean Exploration” sheet. Allow them to explore for 15–20 minutes (or longer, if desired and time allows). You may want to have older children also map out the depth of the water in each part of the grid.

o

Older Children - Lesson Extension Have older children (Grades 7–8) complete the following activity:

Research the effects of pressure on deep divers and how they have to change their breathing gas mixtures to compensate for the pressure at various depths.

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Ocean Exploration Timeline Ancient Civilizations Searched for food, sailed for trade and warfare, and explored

1000 B.C. Fishermen dove for sponges as a source of income

500 B.C. King Xerxes commissioned gold and treasure divers

360 B.C. Crude bell-shaped diving vessel used

900–1500 A.D. Discovery of new lands

1535 A.D. Diving Bell invented

1690-1825 A.D. Waterproof diving suits were developed and improved

1620 A.D. First Submarine was built; in 1888 the first electric submarine was built

1690–1825 A.D. Waterproof diving suits were developed and improved

1807 A.D. U.S. Coast Survey was organized

1867–1868 A.D. The Theory of the Lifeless Zone was disproved

1872 A.D. Wire sounding was developed

Dec. 1872 A.D. 1882 A.D. 1914 A.D. 1934–1979 A.D. New deep ocean dive records

Sounding technology improved

Albatross was built for oceanic research

The HMS Challenger embarked

1953 A.D. First ROVs developed

1962 A.D. Underwater habitats were first developed

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1964 A.D. Deep sea vessel Alvin was developed, and in 1977 Alvin discovered hydrothermal vents

2000 A.D. Robotic probes were developed, and Autosub was launched

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