Download 6th Grade Great Barrier Reef

6th Grade Visual Art Training
“Underwater Sea Life”
Texas State Aquarium and Alaska Sea Life Center
“Art completes what nature
cannot bring to finish.”
- Aristotle
• Throughout history countless artists used nature as the spark to
the flame of their imagination.
• Winslow Homer as well as many other artists like Monet and
Whistler took inspiration from the ocean.
• We chose this year to take our framework for 6th Grade visual art
training from the ocean life in the Great Barrier Reef, the Alaska
Sea Life Center and the Texas State Aquarium.
Famous Artists that were drawn to the
ocean for inspiration: Winslow Homer
“Breezing Up”
Famous Artists that were drawn to the
ocean for inspiration: Katsushika Hokusai
“The Hollow of a Wave off the Coast at Kanagwa
(from a series Thirty-six Views of Mount Fuji)”
Famous Artists that were drawn to the
ocean for inspiration: Paul Klee
“The Golden Fish”
Famous Artists that were drawn to the
ocean for inspiration: Claude Monet
“Low Tide at Pourville, near Dieppe”
Famous Artists that were drawn to the ocean for
inspiration: Joseph Mallord William Turner
“Keelmen Heaving in Coals by Moonlight”
Famous Artists that were drawn to the
ocean for inspiration: Casper David French
“The Chalk Cliffs of Rugen”
“Travel is fatal to prejudice, bigotry,
and narrow-mindedness, and many
of our people need it sorely. Broad,
wholesome, charitable views can not
be acquired by vegetating in one’s
little corner of earth.”
- Mark Twain
From Innocents Abroad, 1869
Two Visual Art Trainings
in 2009-2010
• October 28th
– 6th Grade Level PLC with Heather Campbell
• January 26th
– Video-Conference: Texas State Aquarium or
Alaska Sea Life Center with Tyson Ledgerwood and
Heather Campbell
School Wide Art Show 2009-2010
• The winners of the individual school art shows will be framed and
displayed at the Western Heritage Museum on May 8th 2010.
“The word art, derived from an ancient
Indo-European root that means “to
fit together,” suggests as much. Art
is about fitting things together:
words, images, objects, processes,
thought, historical epochs.”
- Jeffrey J. Schnapp
Director of Stanford Humanities Lab
Stanford University
Hour #1
“Hands On” Classroom Lesson #1
“Ocean Animal Drawing”
1.
2.
3.
4.
5.
6.
7.
8.
Cut out the stencil.
Trace the stencil on the paper.
Draw the details – eyes, fins, tails, whiskers, gills
Trace the line with a sharpie.
Color inside the lines with color pencil.
Sign your name in dark color pencil.
Paint a colorful background with cool colors.
Work on a “how to draw” ocean animal on the
small paper.
Hour #2
Video-Conference
• Virtual Classroom Lesson
• Questions and Answers from Presenter
• Sign-up for Video-Conference in your
classroom.
Hour #3
“Hands On” Classroom Lesson #2
“Sea Life Symbol”
1. Paint the entire paper in colors.
2. Keep the colors separate and avoid mud.
3. Let dry.
4. Cut out shape of a sea animal.
5. Lay the shape on the colorful paper.
6. Paint blue tempera over the shape.
7. Add lids on top of your shape and paper.
8. Trace white tempera around the lids.
9. Take off the lids and stencil shape.
10. Put the lids back in the container and throw away
your stencil.
Resource Information
•
The Texas State Aquarium website has teacher
resources at this link:
http://www.texasstateaquarium.org/index.php?op
tion=com_content&view=article&id=20&Itemid=4
•
The Alaska Sea Life Center website has teacher
resources at this link:
http://www.alaskasealife.org/New/education/ind
ex.php?page=teacher-links.php
•
•
The Great Barrier Reef website has teacher
resources at this link: http://www.reefhq.com.au/
What a 6th Grader Needs to
Know about Oceans
Copyright
Great Barrier Reef Marine Park Authority
Photographer
R. Berkelmans
The World Ocean
• Earth is unique among
the planets because of
its abundance of liquid
water.
• With over 71 percent
of Earth under the
ocean, there is good
reason Earth is called
the blue planet.
The World Ocean
• The Atlantic, Pacific,
and Indian Oceans are
Earth’s three largest
bodies of salty water.
• In fact these oceans
are all connected.
• Water flows from one
to another and
circulates all around
the planet.
The World Ocean
• Ocean water may look like
water in lakes and rivers, but
there is one important
difference- the amount of salt.
• All water, even water in lakes
and rivers, contains some salt,
but not nearly as much as the
ocean.
• The salt left when you boil
away a cup of ocean water is
85 percent sodium chloride,
the same salt you might
sprinkle onto your popcorn.
• Ocean water is actually a
weak solution of many salts,
often in minor amounts.
The World Ocean
• Gases such as oxygen and carbon
dioxide, are also present, along
with organic (carbon containing)
molecules.
• Organic molecules are produced
mainly from decaying organisms.
• Nearly all natural elements are
found in ocean water, even gold!
• Some of these elements are
considered nutrients essential to
ocean life such as
–
–
–
–
Phosphorous
Nitrogen
Silica
Iron
Waves and Tides
• Another constant of the ocean is waves.
• Pretend you are standing on a cliff high
above the shoreline where wave after
wave tumbles onto a beach.
• Depending on the day, the surf might
crash in a foaming rage.
• Either way, waves continuously wash onto
the shore.
• Most waves are formed by wind blowing
over the ocean’s surface, as wind energy is
transferred to wave energy.
• A light breeze might cause small ripples,
but as wind speeds increase, so does the
size of the waves.
Waves and Tides
• When you look at waves,
it appears as if the water
is moving forward with
each wave, but in fact
the water only moves up
and down in little circles
as the wave passes by.
• This is much like the
cheer known as “the
wave” travels around a
stadium.
– People move up and down
but still stay in their seats.
Waves and Tides
• Scientists describe waves with a few
basic terms.
–
–
The top is the crest
The bottom is the trough.
• The distance between two wave
crests is called the wavelength.
• The vertical distance from the crest
to the trough is the wave height.
• As a wave enter the shallow water it
slows down due to friction between
the water molecules and the bottom.
• The wave energy propels the wave
upward until its crest crashes
shoreward.
• When a wave reaches the shore, its
energy is transferred to the land,
sculpting cliffs or eroding beaches.
Waves and Tides
• One of the most damaging
types of ocean wave is the
tsunami.
• Tsunamis are often
incorrectly referred to as
tidal waves, although they
are not caused by tides.
• Tsunami is a Japanese word
meaning “harbor wave”.
• These massive waves can
devastate coastal areas.
Waves and Tides
• Tsunami's are usually triggered by vibrations – seismic waves – from
volcanic eruptions or earthquakes , on land or underwater.
• When they start, tsunamis are very small but very fast.
• They can travel hundreds of miles across the open ocean.
• They become most dangerous when they reach shallow water, where they
rise into a towering wall of water and release their enormous power onto
the shore.
Waves and Tides
• Tides rise and fall at
predictable intervals.
• At high tide the water in
particular place may rise so
high that it covers much,
or maybe all, of the beach
and rocks.
• At low tide the water
recedes, exposing large
areas of the beach, and
creating tide pools, ready
for you to explore.
• In most places there are
usually two daily tides.
Waves and Tides
• What causes tides?
• The tides are caused by gravitational forces among the moon, sun,
and Earth.
• These gravitational forces “pull” on the oceans making them rise.
Ocean Circulation
• Winds and waves keep the ocean’s
surface in constant motion.
• Winds blowing consistently from a
particular direction create ocean
surface currents.
• These currents are like rivers in the
ocean.
• Sailors navigating across the oceans
long ago noticed predictable ocean
currents such as the Kuroshio and
Gulf Stream.
• Sailors discovered they could make
much better time sailing from North
America to Europe using the Gulf
Stream and the westward moving
winds than they could during the
return trip.
Ocean Circulation
• Notice that the currents in the
Northern Hemisphere move in
a clockwise direction, while
the currents in the Southern
Hemisphere move in the
counterclockwise direction.
• When the wind blows over the
ocean, water is deflected to
the right in the Northern
Hemisphere and to the left in
the Southern Hemisphere.
• This deflection is caused by
the Earth’s rotation: it is
called the Coriolis Effect.
Ocean Circulation
• Currents can also move vertically in a
process called upwelling.
• Upwelling near the coast occurs when wind
blows warm surface water offshore,
allowing deeper, colder water to reach the
surface.
• This deeper, colder water tends to be rich
in nutrients because dead organic matter is
constantly sinking to the bottom of the
ocean.
• When an upwelling brings cold, nutrient-
rich water to the surface, microscopic
algae, called phytoplankton, consume the
nutrients and flourish.
• Larger marine animals then feed on the
phytoplankton.
• This is why upwelling often supports large
fisheries such as those off the west coast of
South America.
Ocean Circulation
• Ocean water is continuously on
the go, rising and sinking.
• Imagine a giant ocean conveyor
belt moving water throughout the
ocean.
• It can take 1,000 years for a drop
of ocean water to sink to the
ocean bottom , resurface and sink
again.
• Deep ocean circulation is driven
by differences in water density.
• Density is the mass, or amount of
matter, packed into a certain
volume.
• You may have studied the
equation D= M/V (density is
equal to mass divided by volume).
Ocean Circulation
• Both temperature and salinity affect
the density of water.
• Cold water is denser than warmer
water, and saltier water is denser
than less salty water.
• More salt means
–
–
more dissolved matter
higher density.
• Salt also lowers the freezing point of
water, so ocean temperatures can
drop below 0 degrees Celsius (32
degrees Fahrenheit) without the
water freezing.
• Therefore, ocean water becomes
denser
–
–
with decreasing temperatures
increasing salinities.
Ocean Circulation
•
Here’s one example of how these two factors can help create movement beneath the
water.
•
At the poles, frigid air cools the ocean surface.
•
When ice forms, most of the dissolved salts in the ocean water does not get frozen into
the ice crystals.
•
They are left behind in the water.
•
So the formation of sea ice further increases
•
As a result , a blob of very cold, very salty, and very dense surface water forms.
–
–
the salt concentration
the density of the remaining cold surface water.
Ocean Circulation
• This dense surface water
near the poles begins to
sink.
• As it sinks, it is replaced by
surface water that had
been warmed near the
equator and transported to
the poles by currents.
• On the ocean’s conveyor
belt, warm surface water
continuously circulates to
the poles where it cools,
becomes very dense, and
sinks to start another cycle.
The Ocean Floor
• Ocean circulation is also
affected by the ocean floor.
• Deep water changes
direction when it
encounters features similar
to those found on land.
• Just as rivers meander
between riverbanks, so
currents make their way
among chains of
underwater mountains.
• These submarine mountain
chains are riverbanks of
the ocean.
The Ocean Floor
• Imagine you are navigating a
tiny submarine from near the
shore towards the open ocean,
known as the pelagic zone.
• The first thing you notice is the
nearly flat plain called the
continental shelf.
• The shelf is the shallow edge of
a submerged continent,
reaching depths of about 200 M
(660 feet).
• As you motor on, you notice the
seafloor dropping away.
The Ocean Floor
• You have reached the
continental slope.
• As you reach the bottom of
the slope, your sub hovers,
above the continental rise, a
wedge of sediment several
kilometers thick.
• These sediments washed
from the land, across the
shelf, and down the slope to
settle at the bottom.
• At the end of the rise, a
huge expanse of flat ocean
floor is before you.
The Ocean Floor
• You are now in the deep ocean
basin about 4 KM (2.5 miles)
deep, gliding over an abyssal
plain.
• An abyssal plain is an extremely
flat, broad area.
• If your sub’s robotic arm could
scrape away about 500 M
(1,600 ft.) of sediment, you’d
find jagged volcanic rocks.
• Originating from the land and
from the remains of marine life
from above, these sediments
buried the original volcanic
ocean floor to form Earth’s
flattest areas.
The Ocean Floor
• Before you go too far , you
cruise over a deep-sea trench.
• A trench is a long, narrow,
steep-sided depression in the
ocean bottom.
• Deep-sea trenches are the
deepest places in the ocean.
• The Marianas Trench in the
Pacific is the deepest at about
11 km (7 miles).
• Deep-sea trenches form at
convergent boundaries
between plates.
The Ocean Floor
•
In the distance, a mid-ocean ridge, an
underwater volcanic mountain range,
looms up over the abyssal plain, just
as the Rocky Mountains overlook the
prairies.
•
Mid-ocean ridges form an almost
continuous chain through the ocean
basins.
•
The Mid-Atlantic Ridge is the longest
mountain range in the world, longer
than any mountain range on land.
•
It runs right down the middle of the
Atlantic Ocean, and it is almost
entirely submerged.
•
There are a few places, such as
Iceland and the Azores, where the
ridge pokes above the ocean's surface.
The Ocean Floor
• It is in the Pacific Ocean
where you will find the tallest
mountain on the planet.
• Most of this mountain is under
the ocean.
• Only the top of Mauna Kea, in
Hawaii, sticks above the
ocean’s surface.
• Mauna Kea is about 9.5 KM
(about 6 miles) high.
• That is about 1 KM (.06 miles)
taller than Mount Everest, the
tallest mountain on land.
The Ocean Floor
• In tropical areas, coral
reefs can build up
around a volcanic
island.
• Over tens of thousands
of years, the island can
weather, erode, and
completely submerge,
leaving behind a ringshaped reef called a
coral atoll.
Copyright
Great Barrier Reef Marine Park Authority
Photographer
L. Zell
Ocean Life
• The ocean is teeming with life.
• Marine life can be categorized into
three kinds of organisms.
–
Benthos are organisms living on,
under, or attached to the bottom.
• Giant kelp and snails are two
examples.
–
Nekton are free-swimming animals.
• Fish and whales are examples.
–
Plankton, are small, drifting
organisms.
• Plantlike plankton are called
•
phytoplankton
Animal-like plankton are called
zooplankton.
• Plankton, nekton, and benthic
organisms live throughout the
ocean – from shallow coastal
regions to deep-sea trenches.
Copyright
Great Barrier Reef Marine Park Authority
Photographer
L. Zell
Ocean Life
• All organisms need energy to live
and grow.
• Food energy is passed from one
organism to another through a
food chain.
• Most food chains start with
energy from the sun.
• Phytoplankton living near the
surface use the sun’s energy to
produce their own food through
photosynthesis.
• However, most organisms cannot
make their own food; they must
– eat other plants or animals
– scavenge the bodies of dead
organisms
Ocean Life
• Here is a simple marine food chain:
Sunlight
Large predator (squid)
Phytoplankton (diatom)
Zooplankton (copepod)
Small fish (anchovy)
Ocean Life
• Because most
organisms eat and
are eaten by more
than one kind of
organism many
different food chains
interconnect to form
food webs.
• In marine
ecosystems,
phytoplankton form
the base of most food
webs.
• Large populations of
phytoplankton can
support healthy
marine ecosystems.
Copyright
Great Barrier Reef Marine Park Authority
Photographer
R. Berklemans
Ocean Life
• Like plants on land,
phytoplankton require sunlight to
carry out photosynthesis, but
they also need nutrients.
• On land, nutrients are provided by
the soil.
• In the ocean, the nutrients are
found in the surrounding water.
• The ocean water carries essential
nutrients such as
–
–
Phosphorus
Nitrogen
• Phytoplankton thrive only where
there is adequate light and an
adequate supply of nutrients.
• Surface waters of the pelagic
zone have plenty of sunlight but
are usually low in nutrients.
Copyright
Great Barrier Reef Marine Park Authority
Photographer
R. Berkelmans
Ocean Life
• Deeper parts of the ocean contain nutrients but very little or no sunlight.
• Nutrients trapped deep in the ocean cannot be used by the phytoplankton
unless they are brought to the surface.
• Shallow coastal areas often have both light and nutrients.
• The water may be enriched with nutrients brought in by rivers or by
upwelling from below.
• This is why these coastal areas are home to 90 percent of marine species.
Ocean Life
• Does that mean there is not life in
the deep ocean?
• Definitely not?
• Deep water organisms are quite
successful at living on the
decaying marine life that is always
raining down.
– Benthic organisms, such as
sponges and scallops, filter
decaying particles from the water.
– Crabs and worms scavenge the
bottom for food.
• Deep sea fish take another
approach.
– Jawfish have huge mouths to
gobble up large prey
– Anglerfish have a glowing or
bioluminescent fin shaped to lure
in prey.
Copyright
Great Barrier Reef Marine Park Authority
Photographer
L. Zell
“Art is the cleverness of Odysseus; the intimate
knowledge of materials in a sculpture by
Renaissance master Benvenuto Cellini or a dress
designed by Issey Miyake; the inventive genius of
a Leonardo da Vinci, Thomas Edison, or computer
visionary Douglas Englebart; the verbal craft in
everything from an aphorism (“Time is Money”)
to an oration (“Four Score and seven years ago,
our fathers brought forth on this continent a new
nation”) to a commercial slogan (“Just Do It”).
In short, art isn’t to be found only in galleries and
museums; it is woven into the warp and woof of
an entire civilization.”
- Jeffrey J. Schnapp
Director of Stanford Humanities Lab
Stanford University
“Why then the world's mine oyster,
Which I with sword will open.”
- William Shakespeare
Story time
References
• Text:
–
“What a 6th Grader Needs to Know” by E.D. Hirsch Jr.
• Images:
–
The pictures in the presentation are from the websites of:
• Reef HQ All Great Barrier Reef photos are property of The Great Barrier Reef Marine Park Authority. pages 21, 25,
35, 47-48, 51-52
• Alaska Fisheries Science Center National Marine Mammal Laboratory pages 1,14,16,18,23•
•
•
•
24,31,33-34,36-40,41,53,58
Alaska Sea Life Center pages 20
Texas State Aquarium pages 1,20,37-39,46,49
Cleveland Art Museum pages 7,28
WebMuseum http://sunsite.icm.edu.pl/wm/net/ The Paul Klee “The Golden Fish” page 6