Download EcoVenture Class: Symbiotic Relationships 7

EcoVenture Class: Symbiotic Relationships
7th -12th Grade Teacher Guide
Overview and Resource Materials
For more information contact:
School Programs On-site Manager
725 East 10600 South
Sandy, UT 84094
(801) 355-FISH (3474) ext. 206
Fax: (801) 495-4449
[email protected]
Or visit our website
http://www.thelivingplanet.com
What’s below the surface?
Why have an aquarium in the desert?………….…….…..…..3
EcoVenture Class Overview….………….…………………….……4
Teacher’s checklist………………………………..………….………...5
Location of The Living Planet Aquarium.…....……………....6
Layout map of The Living Planet Aquarium………….….…..7
Teacher Outline and Core Connections…….................8 - 9
Pre-visit resources...................................................10 - 17
Post–visit lesson materials......................................18- 26
Thank you!.....................................................................27
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Why Have an Aquarium in a Desert?
After all, where else in the world is water so valued and respected? It’s a precious resource that defines how
we live in Utah. Because we’re not surrounded by oceans and immense water habitats, we have fewer
opportunities to experience, understand and appreciate the water environments that cover more than 70
percent of our planet. The Living Planet Aquarium brings animals to people who might not have the chance to
see them or their water-based ecosystems in a natural setting.
Our children are the future custodians of the environment. Yet, the majority of today’s young people don’t
have the opportunity to understand the ocean nor their own water-dependent environments. The Living Planet
Aquarium provides a “living classroom,” educating us all about our interdependence on the living planet’s
fragile ecosystems.
The Living Planet Aquarium is a world-class organization that enriches lives through
education outreach, dynamic exhibits and programs.
The Living Planet Aquarium provides an entertaining learning experience and hands-on
educational opportunities to help individuals understand and appreciate the water
environments encompassing our planet, leading to an enriched personal life. Having this
aquarium provides us with countless opportunities to understand and respect this precious
resource and the living habitats it supports, both in Utah and in our planet’s oceans.
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School Visit Overview
Thank you for choosing The Living Planet Aquarium for a school visit. We look forward to your
arrival!
This section of the Teacher Guide provides an overview of your visit and a checklist of things to
accomplish before, during and after your experience with us.
Utah State Core Connections
Our on-site programs are designed to be an exciting complement to what you are teaching in the
classroom. Our education team examined the Intended Learning Outcomes and Core Standards for
each grade and created our presentation and activities to reinforce the ILOs and Standards. You will
find a list of related ILOs and Standards later on in this document.
EcoVenture Classes
Each EcoVenture Class lasts approximately 45 minutes. While the class is separate from your
general aquarium visit, there is not an additional cost for the classes. To provide a quality and
interactive experience for your students, we allow a maximum of 70 students per class. This means,
we can present the same program several times back-to-back to accommodate larger groups.
The EcoVenture Classes take place in our Earth Explorer classroom with one or two Education
Presenters, depending on the class. There are also Education Presenters located throughout the
aquarium to answer any questions you or your students may have.
EcoVenture Start Times
The contact teacher will receive an e-mail with a confirmation sheet. This confirmation sheet will
list the school’s arrival time and each group’s EcoVenture Class start time. Please remind the
chaperones to arrive promptly to the Earth Explorer classroom at their designated start time to
allow the group to have the full classroom experience.
"Give people facts and you feed their
minds for an hour.
Awaken curiosity and they feed their
own minds for a lifetime."
(Ian Russell)
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School Visit Checklist
The Living Planet Aquarium
Pre-Visit
Download from our website:
_____This document (Teacher Guide)
_____Student Research Document(s) for you to copy and bring with you on your visit (optional)
Many of our documents are saved in PDF format. They require Adobe Acrobat Reader to open.
If you do not have Acrobat Reader, you can download the program for free at:
http://www.adobe.com/products/reader/
Please
_____Educate the students and chaperones on behavior expectations.
_____Divide your students into smaller groups and assign each group a chaperone.
_____Supply each adult chaperone with a Chaperone Guide. This guide includes the rules, tips to
facilitate learning and an aquarium map.
Day of
_____ Bring Student Research Documents if you would like your students to use them during their
aquarium visit. Please bring your own pencils!
_____ Remind the students and chaperones of the behavior expectations.
_____ Remind the chaperones of their EcoVenture Class start time and location.
_____ All groups must pay in one lump sum. Bring payment if your school is not a sponsored Title 1 or
Head Start school. If your visit is sponsored, you do not pay for your students, but please
remember the chaperone-to-student ratio. Any additional adults will be asked to pay.
_____Have FUN and enjoy learning at the Living Planet Aquarium!
Post-Visit
This document contains post-visit materials. Other materials may become available as separate
downloads in the future, so check our website often.
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Location of Living Planet Aquarium
725 East 10600 South, Sandy Utah 84094
Phone: (801) 495-4448
Directions:
 From 1-15, take exit 293
 Head east on 10600 S. (approx. 1 mile)
 The Living Planet Aquarium is on the northeast corner of 10600 S. and 700 E.
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Layout of Living Planet Aquarium
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Teacher Outline
Symbiotic Relationships
Duration of School Visit
EcoVenture Classes (35 students max) are scheduled in 45-minute increments unless otherwise
noted on your confirmation sheet. However, each EcoVenture Class is approximately 45 minutes.
Please allow your group 2 hours for a three-class visit, or 2 hours and 30 minutes for a four-class
visit.
Currently, our facility does not have space for school groups to eat lunch. If weather permits, we
recommend bringing your group to Lone Peak Park at 10140 S 700 E, Sandy, UT 84094. This park is
5 blocks north of the aquarium on 700 East and offers covered picnic tables, grassy areas, and a
playground.
Background for Teachers
All Living things interact with living and non-living things in order to survive. Interactions among
organisms can be classified in three different ways: competition, predation, and symbiosis.
Competition occurs when two organisms are using the same resource. Predation is the relationship
where one organism consumes another. Symbiosis is a close interaction between two unlike species
where at least one species benefits. These interactions are a crucial part of a functioning ecosystem.
Intended Learning Outcomes/Measurable Objectives
Students will learn about the different types of species interactions: competition, predation, and
symbiosis. They will identify examples of each relationship and discuss the importance of species
interactions to an ecosystem. Students will leave with a better understanding of the
interconnectedness of life.
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Connecting
to the
Core Standards
Here’s where your EcoVenture Class connects with the Utah State Core Curriculum.
The main intent of science instruction in Utah is that students will value and use
science as a process of obtaining knowledge based upon observable evidence.
7th-12th grade Integrated Science Intended Learning Outcomes
3. Demonstrate Understanding of Science Concepts and Principles
a. Know and explain science information specified for their grade level.
b. Distinguish between examples and non-examples of concepts that have been taught.
9th-12th Grade Biology Core
Standard 1: Students will understand that living organisms interact with one another and their
environment.
Objective 3: Describe how interactions among organisms and their environment help shape ecosystems.
a. Categorize relationships among living things according to predator-prey, competition, and symbiosis.
c. Use data to interpret interactions among biotic and abiotic factors (e.g., pH, temperature,
precipitation, populations, diversity) within an ecosystem.
Science language students should use:
predator-prey, symbiosis, competition, ecosystem, population, diversity, consumers, producers, competition,
decomposers, food chain, biotic, abiotic, community
9th-12th Grade Earth Systems Core
Standard 2: Students will understand that the features of Earth’s evolving environment affect living systems,
and that life on Earth is unique in the solar system.
Objective 2: Analyze how ecosystems differ from each other due to abiotic and biotic factors.
c. Predict how an ecosystem will change as a result of major changes in an abiotic and/or biotic factor.
e. Analyze interactions within an ecosystem (e.g., water temperature and fish species, weathering and
water pH).
Objective 3: Examine Earth's diversity of life as it changes over time.
c. Explain factors that contribute to the extinction of a species.
e. Evaluate the biological, aesthetic, ethical, social, or economic arguments with regard to maintaining
biodiversity.
Science language students should use:
abiotic, biodiversity, biotic, ecosystem, extinction, aesthetic, ethical, social, economic, species
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Pre-Visit
Resources
The following pages offer pre-visit information you can use in the classroom before your visit to The
Living Planet Aquarium. These resources correlate with material that will be covered in your
EcoVenture Class or in post-visit materials. There may also be links to UEN’s website for additional
information. As a suggestion, if you have internet access for your class, you can visit our website to let
the children investigate what we have to offer. Here is the link: http://www.thelivingplanet.com
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Background Information
Species Interactions
All Living things interact with living and non-living things in order to survive. Interactions among
organisms can be classified in three different ways: competition, predation, and symbiosis.
Competition occurs when two organisms are using the same resource. Predation is the relationship
where one organism consumes another. Symbiosis is a close interaction between two unlike species
where at least one species benefits. These interactions are a crucial part of a functioning ecosystem.
Symbiotic Relationships
Many organisms rely on symbiotic relationships for survival. Symbiosis is a close interaction between
two unlike species where at least one species benefits. The other organism will either be harmed,
unaffected, or receive a benefit. When describing these relationships, scientists use +, 0 and - as
symbols to indicate the outcome of each relationship. Mutualism (+, +) is a relationship where both
species benefit. Commensalism (+, 0) is where one species benefits and the other is not affected.
Parasitism (+, -) is where one species benefits and the other is harmed. These relationships are an
important part of functioning ecosystems. Some well known examples of Symbiosis are mosquitoes
and humans (parasitism), barnacles and whales (commensalism), and humans and pets (mutualism).
Biomes
A biome is defined as a large group of ecosystems that have the same climate and similar types of
communities. An example of a biome would be a group of coral reefs off the coast of Florida. An
ecosystem would be a specific coral reef within that system and would include all biotic and abiotic
factors.
Coevolution
Many species will evolve based on the interaction with another species. This is known as coevolution.
An example of this is flowers and pollinators. Flowers need pollinators to reproduce. Since pollinators
are attracted to flowers with specific shapes, colors and scents, flowers with the most extreme of these
characteristics are more likely to reproduce. The pollinators play a huge part in determining changes in
flower populations.
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Words to Know:
Use the following list of definitions to complete the cross word puzzle.
Biome: a large group of ecosystems that have the same climate and similar types of
communities
Ecosystem: a biological community of living and non-living things interacting together
Biotic factor: living things that help shape an ecosystem
Abiotic factor: non-living things that help shape an ecosystem
Biodiversity: biological diversity; the numbers and variety of different plants, animals and
other organisms
Community: multiple populations of species that interact with each other within an ecosystem
Population: a group of organisms of the same species living in the same place
Species: organisms within a population able to reproduce and create more offspring
Food Chain: model that shows a single path for energy flow through an ecosystem
Producer: an organism that makes its own food (e.g. plants, algae)
Consumer: an organism that obtains food by feeding on other organisms or organic matter
Decomposer: an organism that breaks down organic materials (dead plants, animals, waste,
etc.) for food
Predation: interaction where one organism feeds on another organism
Predator: organism that hunts and consumes another organism (prey)
Prey: organism that is consumed in a predator-prey relationship
Competition: interaction where multiple individuals (same species or different) compete for
the same resource (food, shelter, water, mates, etc.)
Symbiosis: close association between two or more unlike species
Mutualism: symbiotic relationship in which both organisms benefit
Parasitism: symbiotic relationship in which one organism benefits at the expense of another
organism
Commensalism: symbiotic relationship in which one organism benefits and the other organism
is neither helped nor harmed
Aesthetic: pleasing to the senses, appreciative of the beauty of something
Ethical: accepted standards of conduct; moral approval
Social: welfare of human beings within a society
Economic: worth of a good or service; ability to generate income
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Symbiotic Relationships
Across
1. Organisms within a population able to reproduce and create more offspring
4. A biological community of living and non-living things interacting together
5. A group of organisms of the same species living in the same place
6. An organism that makes its own food (e.g. plants, algae)
8. Symbiotic relationship in which one organism benefits at the expense of another organism
9. Close association between two or more unlike species
10. Symbiotic relationship in which both organisms benefit
11. Interaction where one organism feeds on another organism
Down
2. Symbiotic relationship in which one organism benefits and the other organism is neither helped nor
harmed
3. Interaction where multiple individuals (same species or different) compete for the same resource (food,
shelter, water, mates, etc.)
7. An organism that obtains food by feeding on other organisms or organic matter
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Good Buddies – Symbiosis Game
Activity is from Project WILD.
Time Frame:
1 class period that runs 45 minutes
Group Size:
Groups of 4 or 5 students
Summary:
This lesson helps students understand the three types of symbiotic relationships. Students will learn
the difference between each relationship and then identify examples of each by playing a card game.
Curriculum Connection:
Science - Biology Standard 1 Objective 3
Students will understand that living organisms interact with one another and their environment.
Describe how interactions among organisms and their environment help shape ecosystems.
Materials:

Good Buddies – Symbiosis Organism Cards and Chart (one for each group)

List of Symbiosis Examples (one for each group)

Answer Key for Symbiosis Chart (one for each group)
Background for Teachers:
See page 11 of the teacher guide for background information.
Intended Learning Outcomes:

Make observations.

Develop and use categories to classify observations.

Identify variables and describe relationships between them.

Know science terminology appropriate to grade level.

Understand science concepts and principles.

Distinguish between examples and non-examples of each concept.

Use the language and concepts of science as a means of thinking and communicating.

Construct a diagram to describe data.
Instructional Procedures:
1. Have the students respond to the following statement in their science journals or on a sheet of
paper:

Picture an ecosystem in your mind. Describe some ways that species interact within that
ecosystem.
Give the students four or five minutes, then discuss their answers. Accept all answers but make sure
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they are familiar with basic species interactions (predation, feeding, finding shelter/building a home,
competition, etc.).
2. Introduce the topic of symbiosis and explain the different types: parasitism, mutualism, and
commensalism. Write the definitions of each on the board for the activity.
Parasitism: one species benefits and the other is harmed
Commensalism: one species benefits and the other is not affected
Mutualism: both species benefit
3. Divide students into groups of 4 or 5. Give each group a set of cards, a symbiosis chart with rules, a
list of symbiotic relationships and an answer sheet. The cards, chart, and answer sheet are found in the
Good Buddies Symbiosis Game attachment at the bottom of this lesson. The list of symbiotic
relationships is found on the next page.
4. Go over the game rules with the class before letting them play:
1 – The dealer passes out 5 cards to each player. The players may look at their cards.
2 – The person to the dealer’s left starts the game by asking another player (only one) for a
specific card - one that would be a good buddy to a card in his hand.
3 – If a person does not make a match, he must draw one card from the pile and his turn is
over.
4 – If the person makes a match, she/he must say the type of symbiosis that exists between the
two organisms before laying down the set of cards and his turn is over. If she/he cannot give
the correct answer, she/he must hold on to the set and try again on his next turn. She/he will
not get another try to match a different card until the next turn.
5 – Players can ask for a card only once during each hand whether or not they make a match.
6 – Play continues until one player is out of cards or there are no more cards in the draw pile.
The person with the most correct matches laid down during the game is the winner!
5. At the end of the game, go over the answers and have the students fill them in on the chart.
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Examples of Symbiotic Relationships

Barnacles create home sites by attaching themselves to whales. This relationship neither harms nor
benefits the whales.

Mistletoe extracts water and nutrients from a spruce tree. The spruce tree is harmed.

Remoras attach themselves to a shark’s body. They then travel with the shark and feed on the leftover
food scraps from the shark’s meals. The relationship neither harms nor benefits the shark.

Yucca flowers are pollinated by yucca moths. The moths lay their eggs in the flowers where the larvae
hatch and eat some of the developing seeds. Both species benefit.

As bison walk through grass, insects become active and are seen and eaten by cowbirds. The
relationship neither harms nor benefits the bison.

A sparrow will build its nest under the nest of an osprey. The smaller birds get protection because other
predators will not mess with the osprey. The osprey are not helped nor harmed by the sparrow.

Honey guide birds alert and direct badgers to bee hives. The badgers then expose the hives and feed on
the honey first. Next the honey guide birds eat. Both species benefit.

The stork uses it saw-like bill to cut up the dead animals it eats. As a result, the dead animal carcass is
accessible to some bees for food and egg laying. The relationship neither harms nor benefits the stork.

Ticks will feed on a deer’s blood and harm the deer.

Hermit crabs live in shells made and then abandoned by snails. This relationship neither helps nor harms
the snails.

Heartworms develop inside a dog’s heart. The worms cause health problems and may result in death.

A wasp lays its eggs on a caterpillar. When the wasp eggs hatch, the larva will eat the caterpillar and kill
it.

Ostriches and gazelles feed next to each other. They both watch for predators and alert each other to
danger. Because the visual abilities of the two species are different, they can identify threats that the
other animal would not see as readily.

Oxpeckers feed on the ticks found on a rhinoceros. The oxpeckers get a meal and the rhinoceros is
helped by the removal of the ticks.

A cuckoo may lay its eggs in a warbler’s nest. The cuckoo’s young will knock the warbler’s eggs out of a
nest and the warbler will raise the cuckoo’s young.

Orchids grow inside a bromeliad plant. The orchid obtains water and nutrients from the bromeliad, but
does not help or harm it.

A flea feeds on a mouse’s blood and harms the mouse.

Wrasse fish feed on the parasites found on the black sea bass’s body. The wrasse fish get a meal and the
black sea bass is helped by the removal of the parasites.
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Attachments
Good Buddies Symbiosis Game (cards, chart, and answer key)
Author:
Project WILD
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Now, you’re off to the Living Planet Aquarium
Remember to use your checklist to help you on this day.
You should take some time to share copies of the Chaperone Guide with each adult
leader as well as the aquarium layout map. Remember that teachers are free and you
get one additional adult free for every 10 students. Any adults above this 1:10 ratio will
need to pay a fee upon arrival. All entrance fees must be paid in one lump sum.
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Post–Visit Resources
Symbiotic Relationships
The following lesson materials are intended to help you extend learning from your field trip back into
the classroom.
Ecosystem Research Project
Life Skills:
 Thinking & Reasoning
 Communication
 Social & Civic Responsibility
Curriculum Connection:
Science – Biology Standard 1
Students will understand that living organisms interact with one another and their
environment.
Time Frame:
5 class periods that run 45 minutes each.
Group Size: Pairs
Summary:
Students will describe community interactions and symbiotic relationships by
researching an ecosystem within a biome.
Materials:
 computers with Internet access
 library
 poster board (1 for each pair or group)
 pencil/pen
 markers/crayons
Background For Teachers:
See page 11 of the teacher guide for background information.
Intended Learning Outcomes:





Make observations.
Develop and use categories to classify observations.
Identify variables and describe relationships between them.
Know science terminology appropriate to grade level.
Understand science concepts and principles.
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



Distinguish between examples and non-examples of each concept.
Use the language and concepts of science as a means of thinking and communicating.
Construct a diagram to describe data.
Use reference sources to obtain information (library databases, handbooks,
encyclopedias, etc.).
Instructional Procedures:
1. To introduce the lesson, let students describe various biomes and/or ecosystems.
Some biomes in Utah are wetlands, deserts, and forests.
2. Students will need to define the following terms: ecosystem, biome, producer,
consumer, decomposer, latitude, altitude, precipitation, predator, prey, competition,
symbiosis, mutualism, parasitism, and commensalism. They can do this by building a
crossword, looking them up as they go, or through class discussion/lecture.
3. Students will work in pairs or groups, choose a biome, and research an ecosystem
within that biome using the Internet and other tools.
Here are some common biomes:
Land Biomes: tundra, boreal forest, temperate forest, temperate woodland and
shrubland, temperate grassland, desert, tropical savanna, tropical seasonal forest,
tropical rain forest, mountains, polar regions
Aquatic Biomes: rivers/streams, lakes/ponds, wetlands, estuaries
Marine Biomes: intertidal zone, open ocean, coastal ocean, coral reefs
Students must find enough information to accurately present:
 2 producers
 2 consumers
 2 decomposers
 3 predator/prey interactions
 2 competition examples
 3 symbiotic relationships (mutualism, parasitism, commensalism – try to find one of each)
In addition, they should find the
 latitude
 altitude
 precipitation (may be seasonal)
 temperature for their biome
They should include sources for all of their information.
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Students should also answer the question, "How would the removal of a species affect
the ecosystem based on community interactions?" Students may get discouraged at
this point because the research isn't as easy as they are used to. If they are creative,
hardworking, and patient they will be successful.
4. Students will display the information they researched on a poster board. Tell them to be creative
with the poster. Some students may want to draw their ecosystem on the whole board and describe
interactions throughout. Others may want to outline each interaction and glue on or draw pictures for
each. Let them know that creativity and organization will be part of the criteria for their grade.
Students should include a short report that explains each component and includes references.
5. Students will present to the class. Make sure that each student fully participates in
the presentation. You can have them write down exactly what their responsibilities
were for the presentation and use that in their assessment.
Web Sites


The World’s Biomes
Biomes of the World
Author:
Original author: STACI ENGLAND. Adapted by Amy Ehrhart November 2012.
Created Date :
Jan 31 2000 08:47 AM
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Symbiotic Strategies
This activity is from PBS Nature. On this page you will find an overview of the activity. The following
link will take you to the original page with detailed instructions and materials:
http://www.pbs.org/wnet/nature/lessons/symbiotic-strategies/lesson-overview/1494/
Time Frame: Five class periods that run 45 minutes each
Summary:
In this exercise, students will participate in three activities that focus on symbiosis and ecological
relationships. They will investigate how organisms in close proximity exhibit competition, predation or
a symbiotic relationship. Students will make predictions and watch video segments from NATURE and
an online interactive to identify examples of relationships.
The last portion of the activity involves a discussion about how ecosystems can become out of balance.
Students will watch a video with an example of this and come up with ideas for restoring the
ecosystem.
Curriculum Connection:
Science – Biology Standard 1
Students will understand that living organisms interact with one another and their
environment.
Science - Earth Systems Standard 2 Objective 3
Examine Earth's diversity of life as it changes over time.
Materials:
 Access to the internet
 Worksheets and rubrics to go with videos
 Links and videos set up on a classroom computer and displayed for the class to see
Background For Teachers:
See page 11 of the teacher guide for background information.
Be sure to read and review all of the worksheets, answer sheets, information on the web link and
videos before facilitating the assignment.
Intended Learning Outcomes:





Make observations.
Develop and use categories to classify observations.
Identify variables and describe relationships between them.
Know science terminology appropriate to grade level.
Understand science concepts and principles.
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



Distinguish between examples and non-examples of each concept.
Use the language and concepts of science as a means of thinking and communicating.
Construct a diagram to describe data.
Use reference sources to obtain information (library databases, handbooks,
encyclopedias, etc.).
Attachments:

Symbiotic Strategies Activity
Bibliography:
Lesson plan author: PBS Nature
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Web Sites for Fun
All links are suggested resources only. The Living Planet Aquarium does not specifically endorse any of
the following sites or organizations. If a link does not work you can try copying and pasting the URL
into your web browser.
Ecology Global Network
http://www.ecology.com/
Planet Ocean (Grades 5-8)
http://school.discoveryeducation.com/schooladventures/planetocean/index.html
Discover what it takes for amazing ocean animals to survive this underwater world.
Ocean Conservancy
http://www.oceanconservancy.org/who-we-are/
MarineBio.Org
http://www.marinebio.org/
From the makers of the Blue Planet series of videos
http://www.bbc.co.uk/sn/
Wide array of resources not only on the ocean but on all areas of science
Steve Spangler Science
http://www.stevespanglerscience.com/
This site has a large number of hands-on science experiments and materials for students and teachers.
There are videos, tutorials and products that can be purchased for activities and science fair projects.
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Books to Include
All books are suggested resources only. The Living Planet Aquarium does not specifically endorse any
of the following books or authors.
The World is Blue
Sylvia Earle
Silent Spring
Rachel Carson
The Future of Life
Edward O. Wilson
The Diversity of Life
Edward O. Wilson
1001 little ways to save the planet
Esme Floyd
Going Blue: A teen guide to saving our oceans, lakes, rivers, & wetlands
Cathryn Berger Kaye and Philippe Cousteau
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References
The following resources were used in the development of these materials and or field trip
presentations and were not among those cited in the text body.
PBS Nature: http://www.pbs.org/wnet/nature/lessons/symbiotic-strategies/lesson-overview/1494/
Miami Biology Department: http://www.bio.miami.edu/ecosummer/lectures/lec_coevolution.html
Project Wild: http://sciencespot.net/Media/GoodBuddies.pdf
Discovery Education: http://www.discoveryeducation.com/
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Thank you for bringing your class.
We look forward to serving you again!
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