Download An Educator`s Guide - American Museum of Natural History

Milstein Hall
of Ocean Life
An Educator’s Guide
I N S I D E
ACTIVITIES YOU CAN DO WITH YOUR STUDENTS BEFORE YOUR VISIT
M U S T- R E A D I N F O R M AT I O N TO HELP YOU PREPA R E
W H AT TO DO WHEN YOU GET TO THE MUSEUM
C O N N E C T I O N S TO OTHER PLACES IN THE MUSEUM
TIES TO NEW YORK STATE STA N D A R D S
PRE-, DURING-, AND POST-VISIT A C T I V I T I ES
FO R FU RTHER INFORM ATION AND ACTIVITIES, V ISIT OUR WEB S ITE AT W W W. A M N H . O R G / R E S O U R C E S / H A L L S / O C E A N L I F E
key concepts
and orientation
Spanning two levels, the Milstein Family Hall of Ocean Life explores the diverse, complex web
of life supported by the ocean and the vital interrelationships between human and aquatic systems. The Hall is organized around five main themes:
Origins and evolution of life. Life on Earth originated in the ocean about 3.5 billion
years ago and continues to evolve over time. Some animals—including vertebrates, organisms possessing backbones—moved onto land about 350 million years ago. However, most
of the major groups of life, or phyla, have remained in the ocean.
Biodiversity. The o cean has the greatest variety and abundance of life on the planet. While
come prepared !
The Milstein Hall of Ocean Life contains a rich
array of information regarding ocean life and
marine science. This guide introduces the
structure and layout of the Hall. To provide
focus for your visit, the Exhibition section of the
guide highlights six topics that can be readily
i n t e grated into your science curriculum.
Activities and additional resources are ava i lable throughout the guide.
The Hall is a challenging environment that introduces new topics and skills to your students.
Teachers may encounter new material as well.
Therefore, we encourage you to visit the Hall
before taking your class and familiarize your
students with the content of the Exhibition prior
to visiting the Hall (see Before Your Visit).
Exhibition materials can also be viewed before
or after your visit online at:
www.amnh.org/exhibitions/permanent/ocean/.
As an informal learning environment, the
Museum offers many opportunities for selfdirected learning. In visiting this Exhibition and
related halls, students will be exposed to, and
inspired by, wonderful artifacts and specimens
supported by a range of media. Build flexibility into your plans to allow students to follow
their interests.
Teaching Volunteers, with an activity cart, are
available in the Hall Monday to Friday from 10
a.m. to 12:30 p.m.
the ocean might appear homogenous, it is not. More than 95 percent of Earth’s living spaces are
below the water’s surface. This diversity of habitats supports the great variety of marine life.
Physical setting. The properties of water affect marine life functions such as reproduction,
locomotion, feeding, respiration, and sensory perception.
Conservation. The protection of marine life and habitats is essential to preserving the
diversity and balance of life in the ocean. Though vast, the ocean is actually quite fragile
and vulnerable.
Research and exploration. Earth’s five great oceans (the Pacific, Atlantic, Indian,
Antarctic, and Arctic) form the interconnected World Ocean, which covers about 70 percent
of the planet’s surface. Yet scientists have only been able to explore a fraction of this connected ocean. Their ongoing research in areas such as the deep sea and ocean floor expands
our knowledge of ocean habitats and the myriad of organisms that live there.
MEZZANINE LEVEL
Blue Whale and Open Ocean Ecosystem — The centerpiece of the Hall is a life-size model
of the world’s largest animal, the giant blue whale. Text panels on drifters, migrants, ocean
exploration, and the food web can be found along the mezzanine rail.
An int e ractive on whale research and cons e r v a t ion intro duces students to biologist Dr. Howard
Rosenbaum, who shares his kno w l e dge on humpback behavior, mig ra t ions, populations, song s,
and whale protectio n.
Marine Ecosystems — Displays feature models, text, and graphics that illustrate information on eight major marine ecosystems, or communities of interacting organisms, and their
physical environments. These eight ecosystems are marked on the map of the Hall. Highdefinition videos above the displays present images of each ecosystem.
Tree of Life Walls — Two cladograms, family trees that outline the relationships between
groups of marine organisms and reconstruct the evolutionary history of a group of organisms,
flank the left and right sides of the Hall’s entrance. On one side an aquatic vertebrate tree
stems from a single branch of a larger tree and represents 500 million years of evolution. The
other side displays aquatic invertebrates, organisms without backbones, and plants. This
broader marine tree covers about 1.5 billion years. The two trees fit together, but they show
only a fraction of the many species living today.
Life in Water — Adjacent to the Tree of Life Walls, text displays and videos highlight
the unique characteristics of life in water.
Ancient Oceans — An introductory panel, a fossil stromatolite, a fossilized seabed slab, and
three displays about ancient oceans are located at the far end of the mezzanine.
LOWER LEVEL
Dioramas — Fourteen dioramas of marine animals that live in and adjacent to the ocean are
displayed on the main floor. Some include touchable models such as a pearl oyster and a
walrus tusk.
The Andros Coral Reef dio ra ma spans two levels: the upper depicts the shoreline above a reef
and the lower displays the coral reef. Near the lower level diorama a touchscreen video highlights past expeditions to the Andros Coral Reef, and introduces students to biologist Dr. Dan
Brumbaugh and local researchers, who provide firsthand perspectives and current information on the conservation status of this re e f.
Video Wall — Between the stairs to the lower level is a six-minute looping video divided
into three segments: ocean formation, marine diversity, and critical connections between
humans and the ocean.
h
milstein hall
of ocean life
tree of life
(vertebrates)
4
deep sea
2
mangrove forests
5
dolphin and tuna
3
continental shelf
6
polar bear
1
KEY
MEZZANINE
LOWER LEVEL
INTERACTIVE
VIDEO
how to read the labels
Wall labels in each display provide
general information about the ecosytem
and the importance of its protection.
exhibition
teaching in the
tics. Food, for ins t a nce, is extremely scarce in some areas, water cont a i ns
less “free” oxygen than air, and areas of the ocean can be completely dark.
Life in Water — Explore the displays adjacent to the Tree of Life Walls
that illustrate biological features, such as breathing, feeding, moving,
and reproduction, of different aquatic vertebrates and invertebrates.
Ecosystem Displays — Study the label text of the eight ecosystems,
which provides information on the implications of living in water.
Biodiversity: Adaptations
T
his section describes six possible topics on ocean life
that can be incorporated into your science curriculum.
Origins and evolution of life: History of Marine Life
In certain areas, the Hall takes an historical approach to our
knowledge about marine life, a kind of study known as
phylogenetic evolution. All life on Earth shares a common
ancestor and originated in the ocean; evidence suggests that marine life
was already present about 3.5 billion years ago. Students can find examples of the history of marine life throughout the Hall.
Ancient Oceans — Compare three views of ocean life at different
points in time: 450 million years ago, 270 million years ago, and 70
million years ago; observe a 1.5-billion-year-old filament of a photosynthetic marine bacteria called cyanobacteria; and touch a stromatolite, a structure formed by communities of microorganisms.
Tree of Life — The cladograms found here show how groups of organisms relate to each other. Search the touchscreen interactives for
detailed information on the species displayed.
Many marine species possess special adaptations. These are characteristics resulting from the evolutionary process in response to environmental and biological changes. Adaptations permit organisms to live in particular ocean habitats, such as the deep sea or mangrove forests. Some
organisms have adaptations that allow them to move from one habitat
to another. Certain whales and sharks, for example, can overcome
changes in pressure and move from the surface to the deep sea.
Ecosystem Displays and Marine Mammal Dioramas — These cases
suggest some of the challenges that exist for plants and animals and
their adaptations for survival. For example, the deep sea ecosystem
case highlights adaptations involving bioluminescence (light produced by living organisms), big mouths, and the ability to detect red
light. Investigate how these adaptations help animals.
Diving for Pearls Diorama — Consider how the human body lacks
adaptations for life in water.
Biodiversity: Ecosystems
The displays in the Hall illustrate the amazing diversity of marine ecosystems and reveal the variety of species within each. The health of an
ecosystem is related to the ecological balance between its species and
the physical environment. This balance is the result of the relationships
among the ecosystem species. Each ecosystem is also connected to both
surrounding marine ecosystems and some to those on land.
M a n g rove Fo rests Display — One of the eig ht ecosystem displays,
this example de p icts the conne c t ion between the ma ng rove ecosystem and seagrass beds. For exa m p l e, bara c c uda live in ma ng roves as
juveniles and move to seagrass when they ma t u re.
hall of ocean
Physical setting: Living in Water
The properties of water, such as density (the amount of substance found
within a specific volume) and viscosity ( t he resistance to flow exhibited
by a liquid), influence the fundamental structures and ways of life of all
marine organisms. For example, locomotion is influenced by the fact that
water is denser and more viscous than air. In addition, feeding, re s p i ration, and sensory perception are influenced by other marine chara c t e r i s-
before your visit
Key Words
Review the vocabulary in bold throughout this guide (as appropriate for the ages
and levels of students).
One Ocean
Explain to students that there is only one world ocean: a single interconnected
body of water that surrounds every continent and island. To demonstrate this
concept, ask students to examine an inflatable globe. Using washable markers,
challenge students to draw a route around the globe—starting and finishing at
your location—that touches only land. Now ask students to find a route around
the globe using only waterways. Students will discover that, unlike landmasses,
the oceans are all connected.
Water Vs. Land
Brainstorm with your students a list of things that are possible in water that are
not possible on land, and vice versa. Record responses on the board. Possible
answers include types of locomotion (e.g., swimming or walking), feeding
methods (e.g., filtration or chewing), and different kinds of communication (e.g.,
sonar or talking). Ask students to look for additional abilities unique to organisms living in water when they visit the Hall.
Discuss with students that on land, life is either supported internally by cell
walls or it possesses an endo- or exoskeleton. In water, organisms that lack
“organic support” such as a skeleton rely on the properties of buoyancy for
external support. This activity will help students visualize the how the properties of buoyancy affect the structure of an organism.
What you need:
“zip lock” baggie
water
large clear container
1. Explain to students that the baggie represents certain kinds of marine life
(such as jellyfish) that do not have exo- or endoskeletons.
2. Fill a plastic “zip lock” baggie with water and seal it closed.
3. Place the “flimsy” water-filled baggie on a solid surface.
4. Ask students to examine and describe the way it looks.
5. Now, place the baggie in a clear, liquid-filled container. Ask students to
notice the difference in the baggie’s appearance in water, where it receives
support from the surrounding water, as compared to out of the water, where
there is less support.
Comparison of Ecosystem Displays — Ask students to compare two different displays, such as estuaries and the polar sea. What species live in these two ecosystems?
What do they eat? What are the morphological (relating to the form, structure, or
anatomy of an organism) characteristics of a particular organism living in each
ecosystem? How have they adapted?
Conservation: Human Impacts on the Ocean
A complex interrelationship exists between humans and the ocean. Each ecosystem display contains text entitled “Critical Connections,” detailing many examples of humanrelated threats to the ocean, such as pollution, overfishing, and mining. Consider the
impact humans have on the ocean based on information found throughout the Hall.
Open Ocean Label Text — These panels indicate such ongoing threats to ma r i ne life
s uch as the overfishing of shark species, the effects of global warming, and the mo b i lity of “long - d i s t a nce” pollutants like oil, plastic bags, and chemicals such as DDT.
Video Wall — Watch this video mo nt a ge for examples of hu man int e ra c t ion with and
impact on the ocean.
Ocean Impacts on Humans
More than half the world’s population—2.7 billion people—lives within 60 miles (100
kilometers) of a coast. The ocean and its resources influence the cultures of communities
worldwide, affecting livelihoods, diet, transportation, mythology, and art.
Ask students to consider the following:
Various ocean resources—marine mammals, birds, fish, and marine plants—may be
available to a coastal community but not to a landlocked community. These marine
resources serve and influence coastal communities in different ways. Encourage students to extend their investigation beyond the Hall to compare and contrast the use
of resources in two different coastal communities.
an life
Coastal residents benefit from their proximity to the ocean, but may also contend with
dangers such as hurricanes, typhoons, and tsunamis. Examine how the ocean affects
the weather in different coastal regions around the globe.
Different countries have different coastlines, or none at all. Coastlines have always
been areas where goods and ideas are exchanged. Ask students to explore how bordering the ocean might affect a country.
while you’re at
the museum
Encourage students to record information in both
words and drawings.
Ask students to make connections between
the lower level dioramas and the ecosystem
displays on the mezzanine. Students can
choose an animal from the lower level, such as
the polar bear, the tiger shark, or the otter, and
link it to its related ecosystem, such as the
polar sea, the open ocean, and the kelp forest,
respectively. How are these animals especially
adapted to their specific environments? What
are the physical properties of the ecosystem?
How does the organism fit into its environment? Is the species a producer or predator,
and how? Is there any symbiotic relationship
between the species and another? What are
the energy sources at the base of the food
web in the ecosystem? (sunlight? chemicals?) What are the threats to the habitat?
For younger age groups, ask students to “be”
an organism of their choosing in the display.
Ask: Where do you live? What and how do
you eat? What threatens you? If you can,
how do you move ?
Ask students to choose one vertebrate and
one invertebrate from the Tree of Life Walls
and to locate information on each using the
interactive computers in front of the cladograms. Have students use this information to
locate their organisms in the Hall’s ecosystem
displays. Are their organisms found in more
than one ecosystem? How do they fit into
each ecosystem?
Marine animals often possess special physical
characteristics that allow them to survive, for
instance, ways of hiding or ways of hunting.
Ask students to locate two or three ocean animals in the Hall that are different colors and
shapes. Have students draw the shapes and
color patterns of these animals. How do these
physical characteristics help them to survive?
Oceans have influenced art and culture worldwide in areas such as design, poetry, and storytelling. Encourage students to draw a picture
or write a poem inspired by the ocean and the
examples of marine life in the Hall during or
after their visit.
back in the
classroom
The Mini Food of Life!
connections
to other exhibits
in the museum
Hall of Biodiversity
Explore the Spectrum of Life display, a cladogram that highlights the diversity of life on Earth.
Gottesman Hall of Planet Earth
Learn about physical oceanography.
Investigate the role of oceans in shaping Earth’s climate.
See a real “black smoker” recovered from a hydrothermal
vent on the ocean floor.
Fourth Floor Fossil Halls
Explore the story of vertebrate evolution in these five halls. The
Hall of Vertebrate Origins tells the story of the evolution of ve rtebrates in the oceans and the movement of some onto land.
Northwest Coast Indians
Investigate the Hall’s featured cultures, which occupy the
northwestern shore of North America from southern Alaska to
Washington State. The artifacts, folklore, and artwork displayed document and celebrate the customs and artistry of
the Kwakiutl, Haida, Tlingit, Bella Coola, and other peoples.
View the full-size Haida oceangoing canoe in front of the
Northwest Coast Indians Hall.
Note ocean-inspired craftsmanship that can be seen in
the textiles, basketry, and masks of the Northwest Coast
communities.
Hall of Pacific Peoples
Explore the South Pacific islands of Polynesia, Micronesia,
and Melanesia, which reflect remarkable geographic and cultural diversity. On display:
Stick charts used for navigation at sea
Fishing gear
Information on sailing and trade
Plankton form the basis of life in the ocean. Phytoplankton are microscopic plants and zooplankton are a mixture of eggs, larvae, and juvenile forms of animals, that drift in the ocean
currents. Both can be found in almost all bodies of water, including rivers, lakes, and ponds.
Plankton is most abundant in the surface waters where sunlight and nutrients are readily
available. In this activity, students will examine and identify plankton.You will need a microscope, petri dish, eye d r o p p e r, and plankton identification charts available at
www.msc.ucla.edu/Sea_World/sea_world_activities.html.
1. Take a sample from a nearby water source.
2. Using an eyedropper, place a drop of sample water in the petri dish.
3. Look for plankton under the microscope. It may be necessary to adjust the focus of the microscope during observation to view plankton that may move up and down in the water sample.
4. Ask students to observe the plankton’s variation in color, form, and movement. What
types of zooplankton or phytoplankton is the most abundant?
5. Ask students to record their observations in writing and with detailed drawings.
6. Using identification plankton charts, students should try to identify the specimens in
their water sample.
Conservation
Research activity: Ask students to examine newspapers and/or magazines from at least 10
years ago and look for warnings about the state of conservation or protection of the ocean.
Possible topics include oil spills, and overfishing. Have students summarize the arguments
for and against taking action, and state what actions were finally taken. Have students study
contemporary newspapers, magazines, and Web sites to examine current conservation
efforts in similar areas.
Visit the Wildlife Conservation Society Web site to download cards that explain what seafood
can be eaten while preserving ecological balance and what seafood should be avoided
because it is endangered: http://wcs.org/home/wild/marine/gofish/
Culture
Ask students to relate some legends or fairy tales about the ocean. Encourage students to
read folktales and myths from different cultures that contain stories about the ocean and
ocean life. Selected references to books and Web sites on ocean folklore are available at
www.amnh.org/resources/halls/oceanlife
Resources:
For a book list, related Web sites, and additional activities visit:
www.amnh.org/resources/halls/oceanlife
Additional activities for students 7-12 years of age:
www.ology.amnh.org/marinebiology
Hall of South American Peoples
Learn about pre-Columbian cultures of South America as well
as its contemporary indigenous peoples. Displays about the
Andes include information on the role of the sea in myth and
religion, and show examples of how ocean resources are used.
The Hall of Asian Peoples
Examine the coastlines of western Eurasia, and learn about
prehistoric storytelling through Siberian engravings on bone
that include images of ocean life. On display:
The traditional trade routes of Asia via seafaring vessels
Malay seafarers
Links to New York State Standards
The exhibition and the activities in this guide fulfill the following standards:
Math, Science, and Technology Standards
Standard 1 – Analysis, Inquiry, and Design;
Standard 2 – Information Systems; Standard 4 – Science;
Standard 6 – Interconnectedness: Common Themes;
Standard 7 – Interdisciplinary Problem Solving
Social Studies Standards: Standard 3 – Geography
This guide was produced and made accessible
online at w w w.amnh.org/resources/halls/oceanlife
through the generous support of
This guide was developed by the Education
Department and the National Center for Science
Literacy, Education, and Technology.
The restoration of the Milstein Hall of Ocean Life
is made possible by the generosity of Irma and
Paul Milstein. The Museum gratefully acknowledges
the critical role of the City of New York, the New York
City Council, the Department of Cultural Affairs, and
the Borough President of Manhattan in the realization of this project. Major support provided by Edwin
Thorne and from Swiss Re. Significant support also
provided by The Marc Haas Foundation, Ruth
Unterberg, MetLife Foundation, and Mikimoto.
Additional funding provided by Jennifer Smith
Huntley, Patricia Stryker Joseph, William H. Kearns
Foundation, Denise R. Sobel and Norman K. Keller,
Mrs. Frits Markus, Jane and James Moore, David
Netto, Mrs. John Ungar, and the Bristol-Myers
Squibb Foundation, Inc.
Produced by: Pa i s l eyGregg
Written by: Bill Doyle
Content research & review: Jennifer Adams, Adriana
Aquino, Lisa Breslof, Stephanie Fi n s , Lisa Grossman,
James McKenna, Amy O’Donnell, Mark Siddall,
Melanie L.J. Stiassny, and Susan Wu
Designed by: Amanda Kavanagh, Ark Design
Photo Credits: Cover – D. Finnin, AMNH
Key Concepts – top: nudibranch, bottom:
scorpionfish, Ian Skipwo rt h
Exhibition – first page – Queen angelfish, John White;
kelp forest, Ian Skipwo rth; second page – walrus,
Captain Budd Christman, N OAA Corps; jellyfish,
Kip Evans, N OAA; anemone, Ian Skipwo rt h
Map – photos 1, 2, 3, 6, D. Finnin, AMNH;
photos 4, 5, R. Mickens, AMNH
Back cover – top: blue shark, Society for
Environmental Education,bottom: R. Mickens, AMNH
Illustrations: Map – Kascha Semon, Insert: ocean
layers & floor – Eric Hamilton
Sea level
EXPLORING THE
OCEAN ZONES
While the surface might sometimes
make the ocean appear “flat,” the
ocean is actually a habitat that can
be divided into five different zones or
layers. Living either on the seabed or
in mid-water (where they swim or
float), marine animals can be found
in each zone of the ocean. The largest
number of animals is located in the
sunlit zone, where food is plentiful.
kelp
hawksbill turtle
Sunlit Zone
Using the ecosystem displays in
the Milstein Hall of Ocean Life,
choose an organism that lives in
each particular ocean zone. Draw
your animal or plant in the related
zone to the right.
0 — 660 ft
(201 m)
Find more information on the
characteristics of each habitat in
this illustration. What is the temperature? How much light is
there?
Twilight Zone
What other organisms live in each
zone?
Can the organisms in this illustration live in more than one zone?
Why or why not?
giant squid
660 — 3,300 ft.
(201 — 1,006 m)
Dark Zone
gulper eel
3,300 — 13,200 ft.
(1,006 — 4,023 m)
Abyss
brittle star
13,200 — 19,800 ft.
(4,023 — 6,035 m)
Trenches
Over 19,800 — 35,827 ft.
(6,035 — 10,920 m)
wet!
Get your toes
Discover just a few of the many
amazing facts about the ocean and ocean life. Use the
questions below as springboards to help expand what you
know about the remarkable ocean.
The great blue whale, Balaenoptera musculus,
is the largest known animal ever to have lived
on the sea or land. One blue whale can weigh
nearly 200 tons – more than the weight of 28
adult elephants! As powerful as they are, these
animals would be helpless on land. Why is
that?
The tiniest sea creatures are the microscopic
p l a n k t o n. They form the basis of the ocean food
web on which all higher animals depend. How are
these tiny organisms connected to the largest
organisms in the ocean—and even to us?
Green turtles can migrate more than 1,400 miles
to lay their eggs. Why do they need to lay
their eggs on land?
Tuna are the fastest swimming f ish in the ocean.
An adult bluefin tuna can swim up to 55 miles per
hour. What features of the tuna’s body helps it
achieve this speed? Think of other “fast
things” you may have seen.
The seahorse can change its color to camouf lage itself, as well to communicate to other seahorses. What role does the male seahorse play
in developing young seahorses?
Penguins “f ly” underwater at up to 25 miles per
hour. What special swimming technique allows
penguins to move so quickly?
Algae produce over half of the oxygen that we
breathe. What effect can global warming have
on algae?
Horseshoe crabs have existed in essentially the
same form for the past 135 million years. Why do
you think its evolved form has been so successful?
Substances from seaweed are used in photographic f ilm, cotton thread, medicines, paint,
face creams, soup, and ice cream. What other
“ingredients” from the ocean are in items you
use all the time?
A group of herring is called a siege. A group of
jellyf ish is called a smack. What is a group of
dolphins called?
Giant kelp are the fastest growing plants in the
world. In warm water, they can grow up to 2 feet
in one day. Why would kelp need feet? (Hint:
This is a trick question!)
At the deepest point in the ocean the pressure is
more than 8 tons per square inch. That’s the same
as one person trying to support 50 jumbo jets!
What would happen if a person went unprotected to the deepest point of the ocean?
If extracted, all the gold suspended in the
ocean’s water would give each person on Earth 9
pounds. How much gold would that be?
If the ocean’s total salt content were dried, it
would cover the continents to a depth of 5 feet.
Why is there so much salt in seawater?
Sound travels five times faster in water than in
air. How do some aquatic animals take advantage of this fact?
WEB-OF-LIFE GAME
1.
2.
3.
4.
5.
On index cards, write the names of organisms from the Kelp Forests ecosystem (see the opposite side of this insert).
Ask students to sit in a circle and take one card each.
Toss a ball of string to one student, who reads aloud the name on his or her card.
While holding the end of the string, the student tosses the ball to another student.
The second student reads out the name on his or her card and explains how it might relate to the previous card.
Suggestions and discussions can follow. (Use photographs with younger students.)
6. The second student holds the string tightly and tosses the ball to a third student. The process is repeated until all
students have participated.
7. The web created by the string illustrates the complex ecology of the continental shelf ecosystem. Have students
predict and discuss what might happen to the web if certain items are removed or become extinct.
© 2003 American Museum of Natural History. All Rights Reserved.
WEB-OF-LIFE GAME
The organisms pictured below are from the Kelp Forests ecosystem
display in the Milstein Family Hall of Ocean Life. Use the plants and
animals pictured here for the Web-of-Life game. (Directions are on the
opposite side of this insert.) The pictures can be photocopied and cut
into cards, or the names of the organisms can be copied onto cards.
Find these organisms in the Kelp Forests display in the Hall. Examine
the characters – shape, color, size, patterns, texture, scales, feathers,
roots – of the different animals and plants. What do these tell you
about:
if and how the organism moves?
what the organism eats?
how the organism protects itself?