Download File - What`s Your Science?

Investigating Aquatic Biomes
To Understand Ecosystems
By Shannon Jephson-Hernandez
Life Science:
Ecosystems
In grades 4-5 and 6-8 students are exposed to
learning about the Life Science topic of Ecosystems.
Students are expected to understand that habitats
contain communities and populations. Through
investigating this subject students develop awareness
for their own influence on the world around them.
There are many biomes on Earth. Each are
fascinating and each contain communities. To help
students fully understand ecosystems, it is good to
focus on a specific topic such as oceans. As students
develop a deeper understanding for Life Science
and the relationships between all biomes, they will
be able to make connections to help them scaffold
knowledge as they become aware of the connections
between the living, non-living and global factors
associated with life. Expanding lessons to other
content areas will be appropriate once students are
prepared to recognize these factors.
• Beer, Amy-Jane & Hall, Derek. (2009). The natural history of marine
fish & sea creatures: Reproduction and survival in habitats from coral
reefs to deep oceans. London: Southwater press.
A comprehensive trade book designed to present the topic of marine life in three main categories. The first is focused
on the challenge of survival at sea. Topics of adaptation & classification help present the information. The other main
topics include the vast variety among the marine habitats, and marine species. Each heading contains complete subheadings, images, and definitions. The book will make a good research tool for research related projects. The book
also aids in explaining the taxonomy of the marine animals.
• Burns, Loree Griffin. (2007). Tracking trash: Flotsam, jetsam, and the
science of ocean motion. New York, NY: Hmhbooks.
The book’s purpose is to introduce readers to issues related to marine pollution issues. The five chapters explain the
historical journey of investigation oceans, the science of motion & movement within oceans & currents, current events,
ocean stewardship and large scale pollution problems at sea. Additional resources within the book include a glossary,
suggested readings, and websites for further exploration. Teachers can use this book at the end of the Ecosystems
unit to help students make connections between personal choices and the sea. Teams can divide each topic for group
queries, and web sources can be utilized to synthesize the experience.
• Clarke, Phillip. (2002). Seas and oceans facts & lists. London:
Usborne.
•
This book contains many graphics and visuals to help students understand ocean trivia. The book is considered
a trade book designed for students. Every page has a new topic, allowing for readers to begin from
anywhere within the book. Although topics are not deeply defined, the facts and information presented is
interesting and can be used to generate inquiry type questions. This book could serve as a good engagement
piece for free-reading before a unit is launched.
• Cole, Joanna. (1992). The magic school bus: On the ocean floor.
New York, NY: Scholastic, Inc.
Although this book is designed for the mid-elementary student it serves the classroom by presenting ocean
facts in an engaging manner. Students of all ages are familiar with the series, and seem to enjoy the layout.
The stories will help lower level learners comprehend the information being presented as it is provided in
context. The cartoon illustrations help students relate to Ms. Frizzle’s students, as the questions mentioned are
similar to typical questions within a science classroom. This book would be well used for differentiation, and
free-reading time.
• Feeny, Kathy. (2001). Manatees. Minnetonka, MN: North Word
press.
This Manatee trade book contains rich imagery, to help draw the reader in. The images contain thorough
explanations of what is occurring in the pictures. The print is wordy, and best serves more advanced learners
willing to invest a lot of time into gathering information related to the specific topic of manatees. Teachers will
most likely use this book to assign students to specific animals for research purposes, where each student can
become an expert regarding the species they have been assigned.
• Harris, Caroline. (2006). I wonder why whales sing. New York,
NY: Kingfisher.
This book uses typical student style questions to present interesting facts about the ocean, sea plants and
animals in an engaging manner. By presenting the question as the introduction, students are immediately
engaged in deciphering the answers before they are discussed. Teachers would use this book to launch lesson
discussions. Teachers can put all of the questions in a jar, without the answers. At the beginning of the class,
students would pull one question, and attempt to answer the question. If stumped, the students can use the
book to check the answer. This could be designed into a class game. As students learn more within the unit,
they will potentially be able to answer the questions drawn daily.
• Katz, Cathy. (1998). The nature of Florida’s ocean life: Including coral
reefs, gulf streams, Sargasso Sea, and sunken ships. Melbourne beach,
FL: Atlantic press.
The author wrote this book after completing field research designed to answer her personal questions about he
communities and habitats near her home. The Ocean Life is presented as a field guide, full of the authors personal
illustrations and sketches. Historical mentions, combined with scientific facts help to integrate the material. Other nontraditional topics are included. This book is best used as a trade book for student research, but will enhance numerous
lessons if themes are pre-selected by the instructor. A thorough bibliography is included for further information.
• Maden, Mary. (nd). A Sea turtle story. Kill Devil Hills, NC: Dog and
Pony Publishing.
This true to life story explains the experience of Lolly, and her choice to help sea turtles survive. As students learn
about he endangered species, they are able to relate to the sincere concerns of Lolly. Students are also able to learn
that age does not have to limit individuals from making a difference. Ideas are include to help students make choices
that can help sea turtles. Other books are available within the series, telling stories about other animals such as
manatees, sharks and dolphins. Definitions, facts & resources are also included. Teachers can use this book as a read
aloud for the classroom. LRAs can help scaffold learning and teach science standards while integrating literacy.
• McNulty, Faith. (1994). Dancing with Manatees. New York, NY:
Scholastic, Inc.
This level four reader helps explain the authors true experience of interacting with manatees. The hand
drawn illustrations are designed to help explain the story. In a 4-5 or 6-8 classroom students requiring
differentiated material could develop content understanding through exposure to non-fiction purposefully
written for lower level readers. Students required to complete a research project about a specific animal can
find the information needed in a non-complex manner. Teachers should consider the needs of all students
when selecting sources for unit instruction.
• Prager, Ellen. (2006). Jump into science: Sand. Washington D.C.:
National geographic Society.
The topic of sand, beaches, geology, physics, and systems are important components of understanding the
ocean. These non-living factors are a critical element of survival in ocean habitats. Standards require students
to understand the living and non-living components of ecosystems. The book is short and simple to read.
Teachers can use the book to introduce new topics through an engaging read aloud experience. The series
includes other topics in a similar fashion, and would make for a positive classroom tradition for launching
concepts.
• Riley, Peter. (1998). Our mysterious ocean. Pleasantville, NY:
Reader’s Digest Children’s Publishing, Inc.
This student centered trade book is designed to introduce the topic of oceans by the levels or zones contained
within the ocean from the water’s surface to the ocean floor. Text and images are both used to synthesize
information. In the center of each page is a cellophane layer used to present the concept of what a particular
zone would actually look like if a person where to actually travel to that level. Within each zone, an acetate
key is listed to help identify what animals live within each zone. Topics such as development and food chains
are also discussed as well as ocean exploration. This alternative presentation fro teaching aquatic
ecosystems can help define how scientists classify information based on what knowledge is needed to answer
specific questions. The idea of looking at data from different perspectives should help students become
aware of abstract concepts that higher level science standards focus on.
• Ripple, Jeff. (1996). Sea turtles. Stillwater, MN: Voyageur Press.
This sea turtle trade book provides a global perspective to the sea turtle’s existence and role within the
world. The book describes in detail the various species of sea turtles and where they are located. The book
explains global protection efforts, and politics. Teachers can use the book to assign the specific topic of sea
turtles for research assignments, and / or teachers can use the book to teach the standards of stewardship
and human connections to ecosystems.
• QA International. (2004). Scholastic atlas of oceans. New York, NY:
Scholastic, Inc.
This atlas is designed to present information about oceans from multiple perspectives within one source. Students can
utilize the same book for numerous projects as they learn about the oceans of the world, the features of all oceans,
life within ocean zones and ecosystems, as well as history, discovery, research and current events. Although the book is
specific to ocean content, the reader can use it for studying geology, geography, social studies and history. It would
benefit teachers to have a variety of similar trade books for students to use throughout the year. This book could be
the classroom post-it book for writing questions and ideas. Teachers could encourage students to create “caches”
within the book where logs of Q&A could be hidden within the pages.
• Toft, Kim Michelle & Sheather, Allan. (1999). Neptune’s nursery.
Watertown, MA: Charlesbridge.
This mysterious poem engages the reader, by challenging them to discover what the poem is about. Vivid art and
imagery is used to explain the stanzas since they are presented as a riddle. Students are eager to read on, hoping to
discover what is the mystery creature that is narrating the poem. At the end of the story the creature reveals itself as
the sea horse. Concepts such as adaptations are addressed when other sea creatures are mentioned. The book
contains a glossary and definitions explaining the individual animals presented in the book. This book would best be
used as a classroom read aloud, where LRAs, art, and research projects could be used simultaneously for a truly
engaging science experience.
Reef Education Network
Well designed website for investigating aquatic life. Operated by the
University of Queensland, Australia. Teachers should be careful to help
students understand that Australian habitats are different than
American habitats.
Washington Nature Mapping Program
A citizen science effort to help individuals be aware of what species
belong where, and how humans can help oversee science research
efforts are following practices of sustainability and stewardship.
Untamed Science
All four sites are useful
to teachers, but can be
accessed by students.
An educational tool designed to expose students and viewers to a
variety of science topics. Global perspectives are highlighted, as well
as through explanations and demonstrations of world biomes, and
ecosystems.
USNP: Webrangers, The Secret Garden
Site located at US National Parks Webrangers program. Interactive
experience designed to introduce the importance of eel grass beds
and gardens. The activities are fun, and diverse, and include
technology in learning.