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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