Download Jellyfish

Infusion of Literacy into the Science Curriculum
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Jellyfish
Carol Lindeen
Capstone Press
1976
9780736826006
Fascinating creatures swim Under the Sea. In Jellyfish young
readers in grades 1–3 are invited to explore these
invertebrates in their natural habitats. Through vivid language
and beautiful photographs, readers learn about the jellyfish’s
adaptations for survival, the meaning of "smacks," and the
many variations in this group.
Each book is designed in a large, visually appealing format
with a single sentence or two of text on the left page and
wonderful photographs on the right. Although the single
sentences are rich in new and challenging vocabulary, they
are well supported by the photos and the book's glossary.
After a read-aloud introduction or while supported by an older
reader, most primary students will enjoy the challenge of this
text, especially since the content is more interesting than
many other books for this age group.
Arlington Central Library; Amazon for purchase
How can the book content be infused into the science curriculum?
Grade Level
Strands
1-2
Life Processes, Living Systems, Earth Patterns, Cycles and
Change
Grade 1
Life Processes
1.5
The student will investigate and understand that animals,
including humans, have basic needs and certain distinguishing
characteristics. Key concepts include
a) basic needs include adequate air, food, water, shelter, and
space (habitat);
b) animals, including humans, have many different physical
characteristics; and
c) animals can be classified according to a variety of
characteristics.
Earth Patterns, Cycles, and Change
1.7
Grade 2
The student will investigate and understand weather and
seasonal changes. Key concepts include
a) changes in temperature, light, and precipitation affect
plants and animals, including humans
Life Processes
2.4
The student will investigate and understand that plants and
animals undergo a series of orderly changes as they mature and grow.
Key concepts include
a) animal life cycles;
Living Systems
2.5
The student will investigate and understand that living
things are part of a system. Key concepts include
a) living organisms are interdependent with their living and nonliving
surroundings;
b) an animal’s habitat includes adequate food, water, shelter or cover,
and space;
c) habitats change over time due to many influences;
Earth Patterns, Cycles, and Change
2.7
The student will investigate and understand that weather
and seasonal changes affect plants, animals, and their surroundings.
Key concepts include
a) effects of weather and seasonal changes on the growth and
behavior of living things; and
Sample Activities:
Grade 1
The children may design their own jellyfish to be hung around the
classroom throughout the week, creating an under-the-sea environment.
Each child will color a coffee filter, then lightly spray with water to soften
the colors. Allow the filters to dry, then attach to a clear plastic cup, turned
upside down. Glue around the edge of the cup, tentacles of long paper
streamers. Pierce the cup and hang with a length of fishing line.
Encourage art creativity by providing ideas using various painting medium,
such as saltwater painting. Simply add 6 tablespoons of salt and 3 drops
of food coloring to 1/4 cup of water. When the "paint" has dried, only the
salt remains. The children may design ocean pictures by painting a sheet
of white paper, then gluing pictures of fish or sponging on fish shapes.
Always praise and display their artwork.
Grade 2
Jellyfish Lesson
Summary
This lesson introduces students to jellyfish.
Objectives
• To be able to describe jellyfish.
• To be able to know some types of jellyfish.
• To be able to describe the physical characteristics of jellyfish
Even though jellyfish have no bone structure, they are still able to defend
themselves. In fact, scientists estimate that jellyfish have been in
existence for more than 650 million years. This makes jellyfish older than
dinosaurs. Jellyfish are often very effective predators.
The Box Jellyfish is actually one of the deadliest sea animals in the world.
Over the years, Box Jellyfish have killed more humans than sharks have
killed. The Lion’s Mane Jellyfish is another example of a powerful jellyfish.
The body of a Lion’s Mane Jellyfish can be over 26 feet in diameter. Their
tentacles can also be over 196 feet long.
Jellyfish have no specialized digestive respiratory, circulatory, or central
nervous systems. They are able to digest things using the lining of the
gastrovascular cavity. Jellyfish do not need a respiratory system because
their skin is so thin that their bodies are oxygenated by diffusion. Diffusion
is the process by which molecules are transferred from an area of higher
concentration to an area of lower concentration.
The body of a jellyfish is composed of more than 90% water. Jellyfish also
have limited control of movement, so some species do not move much.
Other species actually swim most of the time. The “jelly” or gelatinous
material that makes up the top of the body of the jellyfish is called
mesoglea.
Groups of jellyfish are often called blooms, swarms, or smacks. The term
bloom generally indicates that a larger than usual number of jellyfish is
present. The term swarm is generally applied to a group that appears to
have an active ability to stay together. The species Aurelia, also known as
the moon jelly, demonstrates this swarming ability.
Jellyfish are seasonal creatures. Blooms generally develop in the ocean
during spring and summer. This occurs because the jellyfish are
responding to the availability of prey. The temperature and sunshine of the
spring and summer seasons typically lead to greater numbers of natural
prey being available.
There are many jellyfish in captivity in aquariums around the world. Many
times, the background color of the tank is blue and the jellyfish are
illuminated by light. This is done because many jellyfish are so transparent
that they are nearly impossible to see. The blue color and the light
produce a high contrast that makes it easier for humans to see the detail
of the jellyfish.
1. A jellyfish’s shape is essentially maintained by:
a. Its skeleton structure
b. Water that fills its inner tissues
c. Jelly that fills its inner tissues
d. None of the above
2. Jellyfish do not need a respiratory system because:
a. They rise to the surface
b. Their skin is so thin that their bodies are oxygenated by infusion
c. Their skin is so thin that their bodies are oxygenated by diffusion
d. Their inner tissues creates oxygen
True or False:
__F__ 3. Large jellyfish have solid skeletons to support their bodies.
__T__ 4. The body of a jellyfish is composed of more than 90% water.
__F__ 5. Jellyfish have extremely specialized digestive respiratory,
circulatory, or central nervous systems.
__T__ 6. Jellyfish have limited control of movement.
__T__ 7. Scientists estimate that jellyfish have been in existence for more
than 650 million years.
__F__ 8. The Box Jellyfish is actually one of the least harmful and
friendliest sea animals in the world.
Fill In:
9. The term ___bloom___ generally indicates that a larger than usual
number of jellyfish is present.
10. The term ___swarm___ is generally applied to a group that appears to
have an active ability to stay together.
11. Jellyfish are able to digest things using the lining of the ___
gastrovascular ___ cavity.
12. __Diffusion___ is the process by which molecules are transferred from
an area of higher concentration to an area of lower concentration.
13. The “jelly” or gelatinous material that makes up the top of the body of
the jellyfish is called __ mesoglea __.