Download Curriculum Guidelines for Teachers

Navarre Beach Marine Science Station Programs
TABLE OF CONTENTS
Mission and overview ....................................................................................................................... 2
Pre/post-Test .................................................................................................................................... 6
Beach Walk and Scavenger Hunt ................................................................................................ 8
Deep Sea .................................................................................................................................... 11
Ethical Angling ............................................................................................................................ 15
Field Studies ............................................................................................................................... 18
Fish Taxonomy and ID ............................................................................................................... 22
Kayaking Protocol ....................................................................................................................... 27
Marine Debris ............................................................................................................................. 28
Marine Mammals ........................................................................................................................ 30
Oil Spill........................................................................................................................................ 33
Plankton Lab ............................................................................................................................... 36
Sawfish ....................................................................................................................................... 41
Sea Star Dissection .................................................................................................................... 43
Sea Turtles ................................................................................................................................. 54
Sharks & Rays ............................................................................................................................ 57
Squid Dissection ......................................................................................................................... 60
Barrier Islands: Longshore Currents .......................................................................................... 73
Fiddler Crabs .............................................................................................................................. 78
Observation & Inference ............................................................................................................. 86
SONGS, GAMES, TRANSITIONS ........................................................................................................ 92
PERFORMANCE EVALUATION RUBRIC .............................................................................................. 97
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Station Overview
Grade Levels Involved: K-12
Mission:
The mission of the Navarre Beach Marine Science Station is to promote the appreciation, conservation,
and understanding of the marine ecosystem of coastal Florida through education and service. Located at
the Navarre Beach Park in Santa Rosa County, the center is the focal point of marine, natural resource
and watershed education for Northwest Florida K-12 students, 4-H, and the community.
History:
In late 2008, marine science students held a town hall meeting and led several presentations for the
Santa Rosa County Board of Commissioners and the SRC School Board about converting an empty,
unoccupied ranger station into an environmental center. After overwhelming positive response from the
community, students succeeded in obtaining the site in March 2009. Over 2,000 community service
hours later the students, under faculty supervision had created what is now the Navarre Beach Marine
Science Station. Since its official opening in August 2009, the Station has been host to well over 4,000
students and community members for programs concerning the local marine environments. The
programs provide hands-on, feet-wet curriculum that educates and challenges participants from ages 333+ on how to be stewards of our marine environment. New programs have expanded to now include
two high schools of duel-enrolled students (through Pensacola State College and Santa Rosa County
Schools), field experiences for K-8 school children, Saturday programs for K-8 students, over-night
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programs for 3-8 graders, public open houses for visitors to Navarre Beach, summer camps, and
programs geared for both pre-K students and their family and for students with special needs. All of the
programs are designed to leave participants with a new found understanding and respect for their nearby
marine ecosystems, as well a desire to protect and conserve the delicate habitats of Florida.
Along with the myriad of programs available to address on-going environmental issues, and current major
impacts such as the oil spill, the station is also a hub for involving students and community members alike
in environmental improvement activities. Dune renourishment efforts, beach clean-ups, ethical fishing
labs, and in the future there is a plan to begin water quality monitoring give the participants a feeling of
true responsibility and connection to the critical area they are protecting. The Gulf of Mexico is such a
vital player in the role of the world’s oceans’ health, to neglect it is to neglect the planet as a whole. The
students learn, and teach others, about the many important species from plankton to the whale sharks
that rely on a healthy Gulf of Mexico. When they put the big picture spin on a small town focus, it really
hits home with the students they teach that this is more than just a fun beach to play at, this is a unique
and important ecosystem.
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This project was begun with little impact on the surrounding dune habitat, but continues to improve the
surrounding environment through the actions of its students. They maintain the areas around the Station,
even on weekends and holidays, leading by example for those that visit their classroom by the sea. The
sense of pride instilled in these students is unlike any seen in your typical teenager. It is all due to this
Station, and the enthusiasm that took it from a dream to reality.
Activities and Involvement:
K-8 school field trips; model for marine science education; Saturday programs; Sleep-overs; Summer
Camp; Teacher Professional Development; Host for workshops and meetings related to marine science
and environmental education; support of community events such as beach clean-ups, dune
renourishment, sea turtle monitoring, fundraisers
Partnerships, Community Support, Grants:
Santa Rosa County School Board
Pensacola State College
Gulf of Mexico Alliance Environmental Education
Santa Rosa County Board of County Commissioners
NOAA
Fish Florida
Tourist Development Council
Toyota Tapestry
University of Florida IFAS Sea Grant and 4-H Extension
What is STEM?
STEM stands for Science, Technology, Engineering, and Mathematics. This Coalition consists of the
support of groups from educators to business owners to large engineering firms. Their purpose is to be
proponents of curriculum improvements that support education steeped in the 4 previously mentioned
disciplines. Along with that, they bring to light the interdisciplinary principles of these subjects; meaning
you can address goals pertinent to more than only math or only science in one lesson. This website,
through the Coalition’s efforts, is beginning to add other disciplines that integrate the STEM focus, such
as art or music units. It is a great approach to teach content cross-curricular, and not in the old school
approach of we only do math during “math time.”
http://www.stemedcoalition.org/
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What are NGSSS?
These are the “Next Generation Sunshine State Standards” which drive core curriculum for K-12 public
schools in Florida. These standards outline achievement benchmarks and objectives that students in
each grade level are taught for various levels of mastery; in turn, these benchmarks are assessed
through standardized tests in order to check for comprehension of these objectives. These standards
streamline what it was determined each student, at each grade, should be able to comprehend or
calculate. Any good lesson begins with an objective, or desired result, in mind and wraps up with a check
for understanding of that objective. We have aligned each activity at the Marine Science Station to
applicable State Standards to reinforce what the classroom teachers are instructing their students. Keep
in mind the objectives of each station as you are teaching; if you begin the activity knowing what you are
expecting the students to learn or be able to do, you will be setting your groups up for a successful
learning experience.
What does it mean to be Ocean Literate?
To be considered an “Ocean Literate person,” one would “understand the Essential Principals and
Fundamental Concepts about the functioning of the ocean; communicate about the ocean in a meaningful
way; and be able to make informed and responsible decisions regarding the ocean and its resources,” as
proclaimed by a select community of scientists and science teachers in 2004. Their goal was to align
Essential Principles of ocean literacy to the National Science Education Standards and to “redress the
lack of ocean-related content in state and national standards, instructional materials, and assessments.”
The seven Essential Principles are: 1) The Earth has one big ocean with many features, 2) The ocean
and life in the ocean shape the features of the Earth, 3) The ocean is a major influence on weather and
climate, 4) The ocean makes Earth habitable, 5) The ocean supports a great diversity of life and
ecosystems, 6) The ocean and humans are inextricably interconnected, 7) The ocean is largely
unexplored. Each of these Essential Principles is supported by several Fundamental Concepts
addressing the depths of content students are expected to understand, in relation to the main Principle.
Not only does the core curriculum for the duel-enrolled students embrace each of the seven Essential
Principles as put forth by this guide, but in turn, every field trip experience pulls from these concepts.
Students leave being able to make an informed and responsible decision regarding ocean conservancy
from their own hands-on experience at the Marine Science Station. During a school trip, the students will
not encounter all seven of the Principles; however, they do gain a larger perspective of their local marine
environments and are more inclined to protect what they now understand.
http://oceanliteracy.wp2.coexploration.org/
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Helpful Online Resources (Stay in the Current with Marine Science Happenings in the World!):
www.navarresciencestation.org
http://www.marine-ed.org/ National Marine Science Educators Association
http://www.fmsea.org/ Florida Marine Science Educators Association
http://www.lamer.lsu.edu/same/ Southern Association of Marine Educators
http://www.flseagrant.org/ Florida Sea Grant
http://www.marine-ed.org/bridge/ BRIDGE lessons and resources
http://www.cosee.net/ Centers for Ocean Sciences Education Excellence
http://www.nsta.org/ National Science Teachers Association
http://www.oesd.noaa.gov/ NOAA Office of Education
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Name: ______________ Teacher: _____________ School: ______________
SCHOOL PROGRAMS PRE-TEST / POST-TEST 2011-2012
____ 1. Most of the pollution in the ocean caused by
A. runoff
B. litter washed from beaches
C. waste dumped by industry
D. animal waste
_____ 2. The place in the environment where a particular animal lives is its
A. Population
B. Field
C. Community
D. Habitat
_____ 3. Sharks are important because they:
A. removes weak individuals from large schools of fish
B. helps clean the ocean by eating dead animals
C. keeps the animals lower on the food chain from over-eating their resources.
D. all of the above
_____ 4. An adjustment of an organism to a specific environmental condition is a(n)?
A. Habitat
B. Variable
C. Adaptation
D. Population
____ 5. What is an estuary?
A. one of the least productive ecosystems in the world
B. nursery for many species of fish
C. where saltwater from the ocean mixes with freshwater from rivers
D. both B & C
____ 6. Navarre Beach is on a barrier island. Barrier islands:
A. create a barrier between the open ocean and mainland
B. protect the mainland from wind, waves, tides, currents, and storms
C. shelter estuaries that form behind the islands, allowing marshes to build up
D. all of the above
_____ 7. There are seven species of Sea Turtles in the world and most are either
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endangered or threatened. Only _______ percent of all hatchlings survive to maturity.
A. One
B. Ten
C. Twenty
D. Fifty
_____ 8. Parts of the ecosystem that are affected by coastal land loss are:
A. Fish
B. Shrimp and oysters
C. Microscopic sea life
D. All of the above
_____ 9. What is responsible for producing more than half of the oxygen we breathe?
A. zooplankton
B. fish
C. phytoplankton
D. rainforests
10. List one action you can take to help protect our oceans:
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Beach Walk & Dune Ecology
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
Students will engage on a walk through the various ecosystems found within the Navarre Beach
Park. They will be looking for the many species that live in the dunes, along the shore, in the swash
zone, and that nest seasonally in the area. They will be challenged to observe as many items that are
unique to our Gulf shores, as well as collect any marine debris along the way.
Objectives
1. Students will observe wildlife in their natural settings on a barrier island.
2. Students will identify characteristics of dune ecology and barrier island ecosystems.
3. Students will collect any debris not naturally found in this system.
Vocabulary
Barrier Island: narrow piece of land separating a large body of water from the mainland
Wrack line: line of debris and organic items deposited by waves and wind
Swash zone: area where ocean waters meet the shore
Beach erosion: natural process where annual, seasonal weather events create changes in the physical
appearance of the shores
Materials
~ Laminated field guides
~Scavenger hunt
~Dry erase marker (to keep track of scavenger hunt)
~Trash bag (to collect any marine debris)
Background Information
Navarre beach is situated on a barrier island, and composed of sugar white sands. The sand
here is unique because it is mainly composed of quartz, not the ground up shells and corals that other
beaches are made of. This quartz arrived here by means of deposition by ancient rivers that no longer
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run to the Gulf. The white sands are highly reflective and create an aura down the barrier islands on
clear, sunny days.
Dune ecosystems are home to resident and migrant species. You may see a mouse, many
species of reptiles, or birds that thrive there year round. However, in the late spring/early summer months
there is a high flux of nesting shore birds, including the sooty tern and skimmers that visit these dunes to
lay their eggs. On the Gulf-side, winds will bring up Sargasso seaweed and deposit them along the wrack
line. If you shake the clumps of algae, both in and out of the water, you will find it is home to many
organisms.
Dunes are very susceptible to erosion, which is why beach renourishment projects include the
planting of such grasses as Spartina. These will root and help keep sands from being weathered away
by wind and water. Coastal development has become an issue though, not only to the residents who
have to worry about their homes being wash away, but to the species settled on the barrier islands: from
habitat destruction, to marine debris, to lights interfering with turtle nesting, all of these are factors
affecting species found only in dune ecosystems.
Procedure
*Note: if time or weather is a factor, you can conduct a dune talk using the sand tables under the station
and keep the students close to the station itself, but still show them as much of the ecology as you can.
1. Team up students into small groups once you have introduced yourself. Let them know you
will be going on a beach walk (depending on time, to either the Gulf or Sound sides, or
nearby the station) to look for some of the many unique flora and fauna found on a barrier
island. They will also be on the lookout for any trash or marine debris that needs to be
collected in the trash bag.
2. Ask if any students know what the definition of a barrier island is, or if they have ever visited
one (hint: they are on one right now ). Talk about the role the dunes play in protecting the
mainland and estuaries behind them. Sands are always shifting and moving, and beach
erosion is a seasonal event that occurs every year, some years more severely than others.
3. Point out nesting bird areas, as well as public awareness signs for sea turtles and dune
preservation. Ask the students why we want to use the walk-overs to get to the beaches,
instead of just making our own path through the grasses.
4. Take the students along the shore, pointing out the wrack line and storm wrack lines. If the
season is in effect, look for sea turtle nests and point out the meanings of the markings on
the posts as well as what the students should do if they come across a turtle nest or are
walking on the beaches at night.
5. Keep your eye on the time, but stop along the way to shake out seaweed, collect trash, and
try to answer as many questions on the scavenger hunt as you can.
6. If the students have already been to the marine debris station, you can quiz them on how
long some of the trash you collected (though hopefully there is not a lot!) will take to break
down, if ever.
7. Wrap up the walk with asking the students about some of the species they identified today,
and suggestions on how they will spread the word to other people about the barrier island’s
ecosystem and species found there.
Assessment
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Students should be able to define what makes a barrier island unique. They should be able to identify
species found in this area, as well as some of the impacts coastal development has on them. Check for
at least 5 correct answers on each team’s scavenger hunt sheet.
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The Deep Sea
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
This lesson will typically follow the Plankton Lab. Students will have time to place organisms in
their correct zone, after they learn each of the names for the photic zones of the ocean. Students will
then be led into the Deep Sea Room to learn about the unique environment and adaptations found over
3,000 feet beneath the surface of the ocean. They will also learn about bioluminescence, and its role in
the deep.
Objectives
1. Students will identify the photo zones of the ocean
2. Students will discuss the importance of camouflage
3. Students will distinguish between phytoplankton and zooplankton based on their need for light.
4. Students will identify the importance of bioluminescence in a world without light
Vocabulary
Pelagic: from the Greek for open waters
Epipelagic: “sunlit” zone, where nearly all primary production in the ocean occurs.
Mesopelagic: “twilight” zone, meso- is Greek for “middle;” some light penetrates through this depth, but it
is insufficient for photosynthesis to occur. At about 500 m the water also becomes depleted of oxygen
however, organisms found here adapt to that with gills that are more efficient or by minimizing movement.
Bathyalpelagic: from 1,000-4,000m, called the “midnight” zone, most animals do not need to get away
from fast moving predators, so they are lacking large muscle mass
Abyssalpelagic: from the Greek meaning “bottomless,” lies between 4,000-6,000m. Species found here
are adapted to withstand immense pressure, up to 11,000psi
Hadalpelagic: from Greek “Hades” meaning “unseen;” term for depths from 6,000m-the bottom of the
ocean. Some records show over 10,000m such as the Challenger Deep in Mariana’s Trench in the
pacific.
Demersal: regarding the bottom depths of the ocean
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Benthic: bottom-dwelling, refers to the lowest ecological region in a body of water
Bioluminescent: cold chemical reaction produced by living things, most concentrated in ocean (on land:
fireflies, glow-worms, and some fungi like firefox); common color is blue, though reds and greens
observed
Photic zone: light-having, 90% of primary production in ocean occurs here
Aphotic zone: light-lacking
Materials
~aquatic layer display
~Laser pointer
~Anglerfish headbands (younger students)
~Anti-lice spray or Lysol
~Deep Sea Isopod, other examples of deep sea animals
~Steve Spangler glowing goo and beaker of water (bioluminescence demo)
*Be sure to check that lights are on, and tank is ready in Deep Sea room; also make sure the animals are
removed from the aquatic layers board so the kids can’t cheat 
Background Information
The ocean is divided into layers based upon the levels of light that can penetrate through its
molecules. At about 150ft (50m) the red, orange, and yellow wavelengths begin to weaken and fade.
Further down, around 200ft (approx 68m) the green and violet wavelengths slow to stop. Finally, blue,
the longest wavelength wanes just over 300ft (100m). These wavelengths not only affect the abilities of
the phytoplankton and other chloroplast-having organisms from producing energy, but they also prompt
various unique adaptations and needs for camouflage.
Based on the amount of light present, the ocean is vertically divided into layers. The two main
regarding light are the photic and aphotic zones. Almost 90% of the ocean’s living organisms can be
found in the photic zone. As you know from vocabulary work, the prefix “a-“ means “lacking” or “without;”
so the second layer is without light. The further away from the surface of the ocean you dive, the more
apparent the adaptations become. Food and mates are harder to come by, light is scarce, and the
pressure can become immense. Organisms specialized to live in these harsh layers have become so
over hundreds of thousands of years. Some have the ability to produce their own light, or bioluminesce.
Bioluminescence is literally “light from life.” It is a cold chemical reaction (no heat is produced) that
occurs when two chemicals: luciferine and luciferase are combined. Some bacteria harbor these
chemicals, while other organisms can produce them and control how they are combined.
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Bioluminescence in the deep sea is theorized to be used for communication amongst species, warning,
and camouflage, angling for food, and finding a mate.
Marine snow is the common term for all the bits falling to the ocean floor from the surface. These
“bits” are everything from fecal pellets to dead plankton and other nutrients precipitating to the bottom. As
they are falling from the top, bacteria begin to decompose these particles. Some of these bacteria are
bioluminescent, so as they consume the “marine snow,” which is a food source for many organisms in the
deep, they are glowing. This is one theory behind the animals that use glowing lures for capturing their
prey; the lure mimics the “marine snow” the other organisms would typically eat.
Procedure
*Note, one way to transition from the Plankton Lab to the Deep Sea station is to ask students if they know
what the first glow stick was made of. Tell them that back in WWII Japanese soldiers would use dried
and crushed ostricods, like they may have observed today, in glass vials. When they added water to the
vials, the remains of the ostricods would glow bluish-green, due to their bioluminescent capability.
1. Ask the students if any know what bioluminescence means or if they have ever observed it.
Point out that the word parts bio- and lumin- are apart of the whole word (bio=life,
lumen=light…they may know these), to help guide them to the whole word’s meaning. Give
one or two the opportunity to share 1 fact they may know about the deep sea.
2. Next, have them think about/discuss why animals in the different levels of the ocean would
have adaptations like being able to make their own light, extraordinarily large teeth, no swim
bladder, or are bright red. What are their advantages for finding food? A mate? Camouflage?
3. Talk about the different photic levels on the board. Tell the students about the levels of light
that can penetrate through the water molecules, and where it stops in the depths. Make the
R.O.Y. G. B.I.V. connection with the wavelengths of light (red is first to disappear, blue is
most absorbed by the water, hence the ocean’s color. Give each student an organism from
the board and have them place it what level they think this animal lives in. Make any
corrections if needed.
4. Once all animals are on the board, have the students line up for the deep sea room. Remind
them that they are to sit on the floor and to be careful where they walk. If it is a younger
group (although you would be surprised about the older guys) let them wear the anglerfish
headbands into the room.
5. As soon as the students are settled, welcome them to the deep sea room. They are now
3,000ft (over 1,000m) below the ocean’s surface. Discuss the levels of pressure, marine
snow and the glowing bacteria that cover it, species found in the depths, their adaptations,
and bioluminescence. You can demonstrate the cold chemical reaction with the Steve
Spangler glowing goo, when you add the contents of the bottle to the beaker of water; the
reaction emits light, much like the combination of luciferin and luciferase in bioluminescent
organisms.
6. Allow time for any questions. Be sure to show them the “spookfish” and deep sea isopod
specimens, as well as point out the animals and their adaptations on the wall. Ask the
students why there would be no phytoplankton in the deep sea. Are there zooplankton?
What types would you expect to find? How big do you think they get?
7. Make sure to listen for the siren to change stations, wrap up any discussion and collect the
headbands. Spray the head bands with anti-lice spray before next group enters.
8. At last rotation, make sure to remind students there are Saturday programs, sleepovers, and
summer camp at the NBMSS. Spray down headbands (if used), put all materials neatly
away, make notes of any missing or low supplies, and turn off all black lights.
Assessment
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Students will show understanding of the different aquatic layers of the ocean by correctly placing
the well suited species on the board. They will also be able to define bioluminescence, and the ways
animals camouflage themselves in the deep, deep sea. Be sure to check for understanding before
switching to the next station (i.e. fins up, fins down for yes or no/true or false questions from lesson).
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Ethical Angling
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
Students will learn about the various fishing regulations in place in Florida and why we have them. They
will also have the chance to learn the basics of fishing rob handling and attempt to “catch” several
backyard bass of their own. They will also have the chance to learn about what it means to be an “ethical
angler” and what they can do to conserve Florida’s fishing resources.
Objectives
5. Students will learn about regulations in Florida’s waters and why they are in place.
6. Students will correctly identify parts of a fishing rod and handle it properly.
7. Students will define what it means to be an ethical angler.
Vocabulary
Ethical angling: keeping in mind current regulations, proper handling techniques, and inflicting the least
amount of unnecessary stress on an animal as possible
Inferior mouth: mouth located towards the bottom, indicates main food source is beneath fish
Superior mouth: mouth located towards top of fish, indicates main food source is above the animal
Terminal mouth: mouth located towards front of fish, indicates main food source is in front of animal
Operculum: protective covering over gills
Dorsal fin: top fin on fish, helps stabilize from rolling
Caudal fin: base fin on fish, causes forward propulsion; speed of animal can be detected by size and
shape of caudal fin
Peduncle: the tapered part of the fish’s body that connects to the caudal tail; adds support for powerful
swimmers
Anal fin: fins located on the underside of fish, towards the anal slit
Pectoral fin: fins located on the underside of the fish that help stabilize and steer
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Materials
~ Fishing rods
~Backyard bass
~Fishing regulations
~Measuring stick
~Model of fish
~Hula Hoops
~Examples of fish and magnetic board
Background Information
Fishing regulations are enforced by Florida Fish and Wildlife Commission, or FWC. These
regulations and seasons come out each year, depending on research and species counts from the
previous year. In the event of a change in a population, snook during a severe cold snap for example,
they may close a season early or not open it at all. All regulations are in place to protect the numbers and
reproduction capabilities of fish found in our waters, and to ensure the current numbers do not become
overfished to the point of no return.
Understanding fish anatomy is helpful not only to know how to identify different species correctly,
but also how to present your bait to them in a way they will take it. If you know the fish you are looking for
is a bottom feeder, with an inferior mouth, you wouldn’t drag bait across the surface of the water. Or if
you know your fish is a slow swimmer, you wouldn’t troll you bait quickly through the water. If you are
looking for a fish that is an ambush predator and you know it hangs out in structures, your best bet is to
fish those areas they would be found in.
When handling your rod and reel, the number one thing to remember is to always look before you
cast. Even though these rods do not have hooks on them, you still can cause injury or get tangled up if
you are not paying attention. Be sure to hold the reel with your dominant hand, and have your finger on
the line before you open up the bail. If you do not have control of the line and release the bail, you may
end up with backlash or too much free line. When you cast out, let go of the line when the rod is pointed
towards your target.
Procedure
1. Gather students and introduce yourself. Ask if anyone has been fishing, or knows someone
who goes fishing. Ask if they know what it means to be an ethical angler; be sure to define if
no one knows.
2. Go over a few of the current regulations, and ask why we have fishing regulations, size
restrictions, and seasons.
3. Teach them about monofilament recycling stations, stainless hooks that rust out of a fish, and
proper handling when they do catch a fish.
4. Show the students the different shapes and sizes of some fish found in our waters. Point out
the location of the mouth and shapes of fins are ways to know where the fish’s main food
source would be located and what kind of swimmer they are.
5. Discuss types of camouflage as well as counter shading, disruptive coloration, and mimicry.
6. Next go over the proper handling of the fishing rods, pointing out the ways to hold the rod,
open the bail, and cast.
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7. Pair up the students and have them get into a hula-hoop (to keep them a safe distance away
from each other). They will get to make 3 casts in an attempt to “catch” one of the many bass
laid out in the sand. Students can continue to take turns until time is up.
Assessment
Students will be able to state an example of current fishing regulations (i.e. it is red snapper season or
there is no bag limit on mullet). Students should also be able to share why it is important to be an ethical
angler, follow fishing regulations, and dispose of their line and other debris properly.
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Field Studies
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
During this center, the students will work in pairs or along with instructors to collect data from the
Santa Rosa Sound. Students will be seining for species, using dip nets and cast nets to collect, take core
samples from the sand, and use various instruments to measure water quality. At the close of the field
work, the instructors will spend time talking about and identifying the species collected. They can also
share the findings of the other groups’ observations as well as seasonal and climate patterns.
Objectives
1. Students will collect local species using a common method of sampling.
2. Students will use ethical actions to collect species without harming them.
3. Students will discuss the different anatomical elements of each species in relation to their habitat.
4. Students will measure and record water quality findings.
5. Students will discuss the factors related to the presence of the species collected.
Vocabulary
Seining: to fish or collect using a large fishing net made to hang vertically in the water by weights at the
lower edge and floats at the top.
Manatee grass: Syringodium filliforme; blades thin and round or oval in cross section
Shoal grass: Halodule wrightii; blades flat, about 1-3 mm wide, of uniform width or only slightly tapered;
usually the pioneer species, more tolerant of low salinity than Syringodium and Thalassia
Turtle grass: Thalassia testudinum; blades large and flat with strong, thick rhizomes.
Algae: Any of various chiefly aquatic, eukaryotic, photosynthetic organisms, ranging in size from singlecelled forms to the giant kelp. Algae were once considered to be plants but are now classified separately
because they lack true roots, stems, leaves, and embryos.
Herbivore: An animal that feeds chiefly on plants.
Carnivore: A flesh-eating animal; a predator
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Estuary: the wide part of a river where it nears the sea; fresh and salt water mix
Brackish: containing a mixture of seawater and fresh water
Materials
~~Seine nets (4nets/14 students)
~2-4 buckets
~2 battery operated aerators
~4 small green dip nets
~5 large dip nets
~Sieves
~Cast nets
~Yabbi pumps
~Aqua viewers
~Field guides (Fishes and Seashores)
~Dry erase board/marker (to record species and H20 quality)
~Laminated ID card of commonly found species
~Water quality kit: refractometer, secchi disk, thermometer, DO meter, PH strips if available
~Students will ALL need water shoes (on at all times!)
Background Information
The activity of seine netting goes way back. Though sizes and materials can greatly vary, the
method of collection is relatively the same. It is a process in which two people drag a net by two poles on
either side through shallow waters. The lead weights on the bottom of the net drag along the bottom, and
kick up organisms hiding in the grasses. The floats keep the top of the net above the water’s surface,
and when kept slightly taught, prevent the organisms from escaping. The seine net allows the
researchers to collect organisms found on the bottom, as well as in the middle of the water column that
are larger than the net’s holes. Upon bringing the net horizontal, or up on the shore, the organisms can
be sorted and studied, or quickly released.
In the estuary, seining allows a glimpse into the types and quantities of juvenile fishes that can
be found throughout the year in this habitat, as well as many species of invertebrates. Organisms
ranging from small redfish to the lined seahorse can be collected for study. Also, many types of grasses,
which are essential to this ecosystem, can be found. The three most common are: Turtle grass, Shoal
grass, and Manatee grass. Turtle grass can be identified by its flat, green appearance, which much
resembles that of the terrestrial St. Augustine grass. Manatee grass is long and round; it rolls in your
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fingers much like a piece of uncooked spaghetti. And finally, Shoal grass is about the same size as
Manatee grass, but is flat instead of round and browner in color. These grasses provide food and shelter
in the nursery ground, as well as a year round habitat for other organisms that is rich in nutrients.
Water quality is also an important element of field studies and observation. Measuring the
parameters of salinity, turbidity, temperature, dissolved oxygen, and even acidity allows scientists to
identify patterns and cause and effect relationships correlated to the presence of certain species. Also,
recording this data creates a baseline source in the event of major environmental changes or man-made
disasters.
Procedure
1. Upon reaching the sound, double check that all students have their water shoes on (they will not
be allowed in otherwise!).
2. Unload the gear and instruct the students they will not be going into the water until it is their turn
with a net (everyone will get a chance).
3. Next ask for a volunteer to grab the other pole of the seine net. Demonstrate the following
techniques for proper seining:
a. Hold the poles at a 45 degree angle from your body
b. Lightly tap the poles along the bottom to make sure your lead line is on the bottom, as
well as forewarn any stingrays you are in the area!
c. Make sure the net is not slack, but not so tight that it will push animals away.
d. Instruct the participants they will be going out, away from the shore, for at least 3
minutes. When they are done, demonstrate how they will swing like a gate and make a
U-turn back to the shore.
e. When they are about 8 feet away from the shore, demonstrate how they should pick up
the net and carry it in like a hammock (horizontally).
f. Once they have reached the shore have the students use the cups or small green dip
nets to pick up the animals for study or release. They should not “pinch” the animals, nor
throw them (think of how you would like to be handled if Godzilla picked you up!).
g. Remember: we do not want more than 2 of each species in a bucket! NO BLUE CRABS!
They would think they died and went to an all-you-can-eat buffet heaven if left in the
bucket. Do not step on the nets at any time. And finally, no hands in the buckets other
than the instructor’s; we do not want to stress the animals out more, nor do we want
things like bug spray, soap, or sunscreen in the water.
h. Once the net has been cleared of organisms to be kept, it should be walked out to kneedeep water and cleaned out. Students remaining on the beach should check the area
where the net was for organisms that may have fallen through.
i. ALWAYS, ALWAYS, ALWAYS do the stingray shuffle! Slide your feet along the bottom to
avoid stepping directly on anything. Do not move too quickly or you may “kick” something
and injure yourself.
4. Have the students get into groups of 2. They will take turns with seining and collecting. Those
who are not out with a net will be on shore preparing to quickly collect and return the species
brought in.
5. While some students are on shore, have them use the instruments in the kit to measure the water
quality of the sound. Record their findings on the dry erase board, and compare their
measurements to the other groups’. Use that to talk about repeating experiments for accuracy if
time.
6. The students will also keep a tally mark of the species they have collected (though they will only
study the few in the bucket, they will keep track of how many of that species were actually
brought in for each sample).
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7. Students that are not seining can explore other collection methods in using the yabbi pumps, cast
nets, sieves, dip nets, and aqua viewers.
8. During the last 5 minutes of the rotation, have the students wrap up the nets and place them on
the shore. Call them to gather around the 2-foot diameter ring you have drawn in the sand around
the bucket.
9. Pull out the animals or vegetation in the bucket and talk with the students about the anatomical
features of each organism. Ask why might their eyes be on the tops of their heads, or what
purpose do their markings serve. If you happen to get a pipefish or seahorse, discuss how the
male and female reproductive roles are reversed and ask if they think these animals are fast or
slow swimmers (they are slow and use camouflage). Talk with the students about what
temperature they felt the water was, if they happened to taste it and thought it was very salty; all
of the environmental factors should be incorporated to the reasons why they found a multitude of
one species or small representation of another. (Water quality should be conducted with students
if time)
10. Since there may not be a taxonomy lab with this group of rotations, discuss the anatomical
structures of the animals. Talk about the configuration of the animals’ mouths and eyes. Ask the
students where these animals may live and why their eyes and mouths (and fins too!) are where
they are in relation to their habitat (eyes on top of head = animal lives on the bottom and looks up
for prey).
11. Finally, talk about fish senses: do they have ears? (yes) what is the lateral line used for? (to
sense pressure changes in the water caused by another predator or wounded animal; to remain
as a school)
Assessment
If time in the lab, or once back at school, the students may analyze their data in the form of charts
for each species. They may then discuss the water type, temperature, habitat, and time of year in relation
to their findings. Have them present an educated hypothesis on why there were more or less of a certain
species, and what elements may have caused or inhibited the numbers of animals and plants observed.
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Fish Taxonomy & ID Lab
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
In this activity, students will be observing many local animals and vegetation using microscopes.
They will talk about the importance of taxonomy for classifying organisms, and for the purpose of
communication throughout the scientific world. They will key-out their animals using their observations,
and decide what species it is. The final portion of the activity will bring to light the importance of the
animals’ anatomical features in relation to their environment and their needs for survival.
Objectives
1. Students will use field guides and observations to key-out a species.
2. Students will determine what habitat the animal lives in based on anatomical features.
3. Students will answer questions using the taxonomy key for fish in similar families.
Vocabulary
Taxonomy: the classification of organisms in an ordered system that indicates natural relationships; a
classification of organisms into groups based on similarities of structure or origin, etc.
Kingdom: the highest taxonomic classification, into which organisms are grouped, based on fundamental
similarities and common ancestry. One widely accepted taxonomic system designates five such
classifications: animals, plants, fungi, prokaryotes, and protist.
Phylum: a taxonomic category that is a primary division of a kingdom and ranks above a class in size.
Class: a taxonomic category ranking below a phylum or division and above an order.
Order: a taxonomic category of organisms ranking above a family and below a class.
Family: a taxonomic category of related organisms ranking below an order and above a genus. A family
usually consists of several genera.
Genus: taxonomic category ranking below a family and above a species and generally consisting of a
group of species exhibiting similar characteristics. In taxonomic nomenclature the genus name is used,
either alone or followed by a Latin adjective or epithet, to form the name of a species.
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Species: a fundamental category of taxonomic classification, ranking below a genus or subgenus and
consisting of related organisms capable of interbreeding. An organism belonging to such a category,
represented in binomial nomenclature by a lowercase Latin adjective or noun following a capitalized
genus name: Ananas comosus, the pineapple, and Equus caballus, the horse.
Epithet: a word in the scientific name of an animal or plant following the name of the genus and denoting
a species, variety, or other division of the genus, as sativa in Lactuca sativa.
Morphology: the form and structure of an organism or one of its parts: the morphology of a cell; the
morphology of vertebrates.
Physiology: being in accord with or characteristic of the normal functioning of a living organism.
Materials
~ Organisms from the lagoon, one for each scope (unless prior to lab with the same group, then keep and
use the sample); be sure to ID them prior to the lab so there is no uncertainty about the species
~ Dissecting scopes
~ Fiber-optic light sources
~ Small finger bowls
~ “Fish Tales” hand outs
~ Pencils
~ Field guides (Fishes and Seashores)
Background Information
The taxonomic organization of species is hierarchical. Each species belongs to a genus; each
genus belongs to a family, and so on through order, class, phylum, and kingdom. Associations within
the hierarchy reflect evolutionary relationships, which are deduced typically from morphological and
physiological similarities between species. So, for example, species in the same genus are more
closely related and more alike than species that are in different genera within the same family.
Carolus Linnaeus, an 18th-century Swedish botanist, devised the system of binomial
nomenclature used for naming species. In this system, each species is given a two-part Latin name,
formed by appending a specific epithet to the genus name. By convention, the genus name is
capitalized, and both the genus name and specific epithet are italicized, for Canis familiaris or simply C.
familiaris. Modern taxonomy recognizes five kingdoms, into which the estimated five million species of
the world are divided.
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Procedure
1. Have students enter the lab, and instruct them to not touch or handle anything just yet. At
NO TIME should they put their hands in the water! Make sure the light sources are off so as
to not over expose the animals.
2. Begin by asking if anyone knows what “taxonomy” is. Give the students the definition and
refer to the classification system, which you can write on the board.
3. Ask students why it might be important to have a classification system when studying any
type of organism. Also, give examples of how hard it would be for scientists around the world
to communicate if they each called a fish by a local name (local bait-fish are called “greenies”
but north of here are sometimes called a type of herring), and had no common database of
information to use.
4. Share a pneumonic for the way the classification system breaks down (i.e. King Philip Came
Over For Good Spaghetti) for the sequence of Kingdom, Phylum, Class, Order, Family,
Genus, Species. If time, the class may come up with one of their own (keep it clean!).
5. Explain that though using a visual reference may be quick and easy for some, it is not always
accurate in terms of deciding what species you are observing. Show the students how
pictures may be unclear, or how fish tend to have a different appearance when stressed out
(as they most likely are during this lab!)
6. Now, direct the students to observe their animals. Ask one or two to share characteristics
they note about the animals in their bowl. Have them decide if the animal is fast or slow,
where it lives, why it is colored or shaped the way it is, and if it is a carnivore or herbivore. If
the students have an idea of what the animal’s common name may be, have them look up
the plate number that the animal’s picture might be on by using the field guide’s index.
7. Talk with the students about the shape of different animals. Do they think eels are in the
same family as stingrays? Ask why they wouldn’t be (shape, bones or lack of, etc.). Tell
them that scientists use the shape of the animal to not only determine species based on
specific features, but to also decide on things like whether or not they are fast swimmers,
bottom dwellers, and/or night feeders. The system for keying out animals uses shape and
specific anatomical features to determine species; direct the students to the page in the
handout that has this system, and challenge them to identify their animal.
8. Once they have a positive ID through keying out the animal and looking up its picture in the
guide, have them write on the board what species they have observed. Double check that
the student is correct, if not have them justify why they believe their animal to be that
particular species.
9. Finally, have them fill out their worksheet on their organism, making sure they have a
common name, genus/species, descriptions and observations, and a hypothesis on habitat
location and food preference.
10. Be sure to leave time for the students to have a chance to observe all the other organisms on
display.
Assessment
The students will use observations and the field guides to identify the species of their organism.
They will also have decided what habitat the organism would best be suited for, and use observational
skills to write both physical and behavioral observations. Finally, they will use their knowledge of
taxonomy and how to interpret its hierarchical system to answer questions about similar species of fish
found in the Santa Rosa Sound/Gulf of Mexico.
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Fish Anatomy
ternal
Anatomy
Fish Anatomy Bingo Card – find the answers to these Bingo Questions!
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1 line = so-so bingo 2 -3 lines = pretty impressive bingo
4 lines = super bingo All covered = super-duper bingo
Do fish have tongues?
Does yours?
Where is the kidney of the
fish located? What is it
shaped like?
What protects the gills of
the fish? Find and name it.
What helps fish sense
vibrations in the water?
Name and find it!
Find the brain of
the fish!
Find the heart of the fish.
Find the nostrils of the
fish.
FREE SPOT
Find a section of muscle.
What color is it?
Does your fish have one
or two dorsal fins?
Find a fish scale!
Where is
the fish’s
spinal cord
located?
This organ helps the fish
breathe in the water. Find
it!
Find the gonads of the
fish! Do you have a male
or female fish?
What
helps a fish hold
and eat its prey?
Does your fish
have any?
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Find the backbone of
the fish!
Find the pectoral fins. What
are they used for?
Find the swim bladder.
What does it do?
Where does the fish “go to
the bathroom?” What is this
feature called?
Find the intestines.
How long are they?
Find the pelvic fins of the
fish.
Does your fish have
spiny fins?
How can you tell?
Hint: Ouch!
This fin moves the fish
forward. Can you find and
name it?
Find and cut the
stomach open. Can
you recognize anything
it ate?
Find the eyes of your fish.
Kayak Protocol
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
Students will learn the basics of kayaking techniques and water safety, under the guidance of the
instructors. They will have the opportunity to paddle around in the Santa Rosa Sound, while looking for
wildlife.
Objectives
1. Students will learn the proper way to handle a kayak.
2. Students will demonstrate safe measures on the water.
Materials
~ Kayaks and paddles (brought down on the ATV)
~Life vests for all students
~Water shoes for all students and instructors
~Orange safety line
~Whistle
**If you are on the kayak station, you will be in the water. One person needs to have a walkie-talkie on
them, but everyone needs to be active in helping students paddle and making a barrier for them not to get
too far off shore.**
Procedure
1. Welcome the students to the kayaking rotation and introduce yourself. Be sure all
participants are wearing closed-toe shoes and have a life vest on.
2. Demonstrate the proper way to set up the seat and sit in the kayak. Show the students how
to hold the paddle (splash guard all the way to the end, and tips pointing upward).
3. Give them tips for how to paddle, turn, and stop.
4. Be sure to tell them not to go past the boundaries made by the instructors in the water.
5. Always watch for students struggling or unable to control their kayak. Use good judgment on
windy days or when there is a strong current. Do not let them get past you and into deeper
water.
6. Watch the time, this station takes the longest to clean up from and walk back to the pavilions.
It is good to start bringing them in a minute or two early to be sure everyone is on shore and
ready to head to their next rotation.
7. At the end of the programs, all kayaks need to be loaded onto the ATV. You can rinse them
in the Sound and carry them up to the rack, so there is less sand to be washed off back at the
station. Be careful the paddles do not fall off the ATV. Bring all items back up to the Station,
8.
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Marine Debris
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
Students will get to see the length of time various every-day items take to break down and learn
about ways they can properly dispose of them. They will also have the chance to try and figure out how
long each item in the bin actually takes to break down if left up to natural processes.
Objectives
3. Students will learn about the impacts marine debris has on wildlife.
4. Students will identify the time it takes for natural processes to break down everyday items.
5. Students will discuss ways to keep marine debris from ending up in the environment.
Vocabulary
Marine Debris: items that end up in marine environments that are not naturally found there, not
necessarily man-made
Natural weathering: process of the breaking down of items through temperature, friction, pressure, or
chemicals/bacteria
Recycling: breaking down man-made items to be re-incorporated as something “new”
Materials
~ Marine Debris bin
~Marine Debris necklaces
~Photos of Marine Debris sculptures
Background Information
Marine debris is an unfortunate, and sometimes deadly, part of man’s interaction with the water.
Since the arrival of plastics, and man-made products, our added presence has impacted the natural
systems greatly. Not even looking at the trash dumps world-wide, just our activity on and around the
water has created such a massive amount of debris the systems cannot handle it.
Most commonly we hear about the animals affected by debris. Turtles and birds ingest plastic
bags mistaking them for jellyfish, which is their food source. Animals become entangled in fishing lines,
plastic soda rings, and other trash as well. This can prevent them from eating, swimming, and even
breathing which will ultimately lead to death. Ghost nets, discarded by fishermen or lost overboard, also
entangle marine life.
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All debris is 100% preventable if you think about it. Things that end up in the environment could
have been recycled or disposed of properly. If you follow the “Plus 1” rule, and pick up all of your trash
plus one extra item you see, you are already helping the situation. Beach clean-ups, monofilament
recycling, smart choices in products, and taking your reusable bags with you all reduce the impact on the
environment.
Procedure
1. Introduce yourself and welcome the students to the marine debris rotation. Ask the students
if they know any types of marine debris or why it might be harmful in the environment.
2. Let the students know that marine debris has become more of an issue, as more and more
people are on and around the water. Tributaries all lead to the oceans and so does anything
dumped into them.
3. Roll out the time line and give each student a piece of trash. Have them work together as a
team, one-by-one, to place their item on the time line. Ask them to explain why they think
their item will take that long to break down.
4. After all pieces have been placed on the time line (some students may need to go more than
once), correct any that were placed in the wrong spot by using the poster in the bin.
5. Ask the students if they notice any patterns about the items that take less time to break down
(natural: paper, cardboard, cotton, wood, food items). Ask them if they notice anything about
the items that take longer or indefinitely to break down (almost all can be recycled, reused, or
repurposed). Explain that natural processes are not as effective on man-made items
because they are not subject to the same system as say paper, which comes from trees.
6. All marine debris is preventable. Give some examples of the impacts on wildlife, including
information about the Atlantic and Pacific gyres that have accumulated thousands of pounds
of floating plastic.
7. Be sure to leave the students with ideas on what they can do to help the situation. Ask them
for ideas on ways they can reduce the amount of debris in the environment or ways they
could repurpose items for use (show them the marine debris art photos too).
Assessment
Students will know, on average, the amount of time debris will remain in the Earth’s systems.
Check for awareness of the impacts on wildlife by asking for ways it is harmful. They should also be able
to answer ways they can prevent marine debris or help reduce its presence.
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Marine Mammals
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
Students will be exposed to the many marine mammals of the world, with emphasis on those
found in the Gulf’s waters. The 5 different groups of marine mammals will be showcased. Students will
have the chance to see bones, teeth, baleen, and structural examples from each group while learning
about their adaptations and conservation measures in place to protect them.
Objectives
6. Students will identify structural features of specific marine mammals.
7. Students will discuss adaptations marine mammals possess for survival.
8. Students will learn conservation measures in place to protect marine mammals, and steps they
can take to help.
Vocabulary
Marine mammal: mammal living mainly in or around marine environment
Sirenia:from Greek mythology of “siren,” includes manatees and dugongs; mistaken for mermaids
(sirens) by early sailors
Pinniped: “wing footed,” includes seals, walrus, and sea lions
Cetacean: open water mammals; whales, porpoises, and dolphins
Mysticetes: baleen whales, “mustache toothed”
Odontocetes: toothed whales
Blubber: protective layer of fatty tissue in mammals found in cold waters (not manatees or dolphins);
remember blubber is B.E.S.T.: buoyancy, energy, streamline, thermoregulation
Flipper: not to be confused with a “fin,” flippers help marine mammals swim and maneuver in the water
Materials
~ Marine mammals bin
~Bones and specimens from case (dolphin skull, sea otter skull, tooth, baleen, manatee skull, dolphin and
manatee flippers, stuffed animals/puppets)
~Rope with lengths of cetaceans
~Manatee dress-up (if doing interview with a manatee)
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Background Information
Marine mammals are very common in Florida’s waters. Though some are seasonal, and some
are residential, we are home to Atlantic bottlenose dolphins as well as other species of dolphin,
manatees, pilot whales, Gray whales, and even the occasional orca. Due to Florida’s warm waters, we
do not see the species with heavy amounts of blubber. Manatees and dolphins, though having thick skin,
do not have the massive layers of fatty tissue needed to maintain their body temperature. In colder
months, manatees will congregate in springs and areas of warm water outflow, such as power plants, to
conserve energy.
Cetaceans can have either baleen or sharp teeth. Depending on the species, their sharp teeth
may be conical or flat. Baleen species feed by filtering out plankton (think Finding Nemo scene where
they are rolling around in the whale’s mouth), while toothed whales use hunting and ambushing methods
to catch prey.
Sirenia were named as such because early sailors would mistake manatees for mermaids (sirens
in Greek mythology). Manatees and dugongs are found in warm waters of the world, and can live in
brackish, salt, and fresh water. They are herbivores and feed off of vegetation in shallow waters. They
eat upwards of 10% of their body weight each day (pose question if a manatee weighs 1,000 lbs, how
much do they eat in a day?). The closest relative to manatees are elephants who also posses “marching
molars,” the specialized, flattened teeth that move forward as older teeth fall out.
Pinnipeds have very distinct characteristics. Students may have seen them at aquariums or
zoos. The sea lions are very vocal, have penne (ear flaps), and can walk on their hind flippers due to a
pelvic girdle. The seals however, do not have pronounced ear flaps and move along in an “inch worm”
style because they lack the ability to rotate their hind flippers around like the sea lions do. Walrus are
nicknamed “tooth walkers” because of the way they use their tusks to help them navigate the rocky and
icy conditions they live in. Their tusks are not used to kill prey. They have vibrissae, which is a fancy
name for their whiskers that have the ability to sense the terrain before them.
Other marine mammals include the polar bear, whose fur is actually transparent, not white, and
their skin is black. This is an adaptation that helps them to absorb as much of the sun’s heat as possible
to help maintain their body temperature. Polar bears are the only marine bear, as they spend well over
60% of their life in the water. Also, sea otters are well insulated and water-proofed due to their thick fur.
We have river otters in Florida, but most sea otters are found in the Pacific.
In 1972, the Marine Mammal Protection Act was enforced. This states that you may not be within
500 yards of a marine mammal, and are not allow to chase or harass them. As tempting as it is, you
should not feed manatees lettuce or offer them fresh water. This desensitizes them to humans, and
teaches them that boats are a source of food and water. The same goes for dolphins and other
mammals, we should not get them accustomed to relying on fast-moving boats as a way to get “treats.” If
you see any one breaking these rules, or find an injured marine animal, you should notify FWC
immediately.
Procedure
1. Introduce yourself, and welcome students to your program
2. Ask students for three facts about marine mammals they may know
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3. Define what characteristics define a mammal: hair, live birth, lungs, warm blooded, produce
milk
4. Introduce students to the 5 groups of marine mammals, and ask which they would like to
begin with
5. Go through each group, explaining main characteristics and adaptations of these mammals
6. Be sure to discuss blubber and its role in mammals’ survival
7. Teach the students about the Marine Mammal Protection Act, as well as certain rules they
should follow when around these animals in the wild; let them know if they see someone
harassing a marine mammal, or find an injured one, they can call *FWC on their phone to let
the authorities know
8. If outside, have the students try to match up the species card with the pre-marked length of
the cetacean on the rope
9. If inside, and time, you may want to conduct an “interview with a manatee,” where your
partner will dress up like a manatee and answer student questions with a squeaker, you will
translate the answers
Assessment
Students should be able to identify the 5 groups of marine mammals. They also should be aware of
conservation efforts in place to help protect marine mammals. Have students give you examples of
adaptations that allow these different mammals to be successful in their different environments, as well as
what they can do to protect them.
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Oil Spill
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
Students will work in teams to clean up a spill over the Gulf of Mexico. They will have access to
various materials representing real-life clean-up methods. At the end of 5 minutes, they will decide which
team was the most successful, as well as discuss petroleum’s role in our society and environmental
measures we can take to protect resources like the Gulf of Mexico.
Objectives
9. Students will understand the challenges of cleaning up an oil spill
10. Students will be able to see how oil sits on top of the water
11. Students will make decisions about what types of materials to use to clean up the oil spill
12. Students will work as a team to solve the problem
Vocabulary
Containment boom: floating system to corral oil or other debris from getting too far away from source;
usually bright yellow or orange, with material hanging down into the water column
Oil rig: can be set in the sea floor or floating; stationed to drill pipelines for collecting fossil fuels in the
Gulf of Mexico, as well as other locations.
Petroleum: also known as crude oil, it is a naturally occurring, highly flammable liquid
Deep Water Horizon: name of the rig owned by BP that had an unfortunate accident resulting in an
explosion that took 11 lives, as well as created an uncapped oil well which released an estimated 4.9
million barrels of crude oil into the Gulf of Mexico
Materials
~ Cocoa
~Vegetable oil - To mix oil: add 3 tablespoons of vegetable oil to a coffee mug, add 2 tablespoons of
cocoa, mix, then store in a container that will allow you to drop the oil in the Gulf of Mexico
~Clear plastic storage or baking pan – 1 for each group
~Water to just cover map
~Laminated map of the Gulf of Mexico – 1 for each group
Any of these materials for boom and absorbents:
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~Pipe cleaners can be used to attach to the boom
~Diapers
~Panty-hose cut into 3-4”strips
~Cotton balls and/or pads
~Coffee filters
~Shredded paper
~Balloons can be used as a boat
~Yarn or string to tie boom material
~Pet and/or human hair
~Paper towels
~Hay
~Mulch
~Sargassam or seaweed
~Sponges
~Straws
~Dawn dish detergent
~Small pom-poms for marine animals (optional) (I drop these after the oil has spilled and the students are
working to
clean it up).
Background Information
Oil spills are an unfortunate risk that comes with drilling for fossil fuels. In the spring of 2010, an
explosion resulted in the free-flowing well of the Deepwater Horizon’s drill site to spill an estimated 4.9
million barrels of crude oil into the Gulf of Mexico. Many methods were used to attempt to contain, cleanup, and prevent further destruction. Booms were deployed in effort to contain the spill on the surface, as
well as prevent it from entering the near-by estuaries and bays. Efforts were made to clean the spill by
burning surface oil, soaking with different types of containment booms, and adding chemical dispersants
to the waters.
Oil is a natural part of the ocean’s ecosystems. There are microbes such as Alcanivorax
borkumensis that thrive on consuming oil. They cannot handle a massive spill at once, though, and that’s
where the efforts of agencies in charge of protecting natural resources from such disasters come into
play.
Oil spills, such as the one in the Gulf of Mexico, impact not only the immediate surroundings, but
economies, ecosystems, and industries worldwide. Oil was carried on the Gulf Loop Current away from
the area, as well as pushed into estuaries and beaches by winds and waves. The Gulf is an important
location for the development of larvae important to fisheries, shrimpers, and bivalves. Many species were
hindered because of this change in the water as well as lack of oxygen. Mega fauna were impacted by
being physically covered in oil, not to mention by having their habitats and food sources impacted. The
spill occurred during sea turtle nesting season, migrating shore birds’ nesting season, as well as key
developmental times for marine mammals and bony-fish alike. Impacts are still being felt both in fishing
communities and in ecosystems. Events like this are cause for nations like ours to look at alternate
sources of major means of energy.
Procedure
1. Discuss aspects of the Deep Horizon Oil Spill
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2. Place laminated Gulf of Mexico Map in clear plastic box (use hot glue to glue washers, coins or fishing
weights to the backside of the map to keep the map in place when you add water).
3. Cover map with water
4. Show students what type of boom material and/or absorbent is available to use
a. Absorbents such as: cotton, bandages, diapers, hay, mulch, coffee filters, pet or human hair,
paper towels, cloth, etc.
b. Booms can be made by wrapping absorbent materials in gauze, pantyhose, cloth etc. Use pipe
cleaners to pull the boom materials
5. Explain the different roles for each student and that they will work in teams:
Roles of each student in the group:
• Oil Company/Contractor – makes the decision on what type of boom and absorbent materials and
how it is deployed
• Researcher – records data on the data sheet
• Reporter – takes notes on observations & reports back to the large group
• County Commissioner – times how long the activity takes to clean up the oil
• Weather – blow the oil around through a straw
• If you have more students, some other possible roles:
• Community Member - Would like to volunteer to help, but is not allowed
• Environmental Regulator – Conducts water quality monitoring and ensures that folks are not
using incorrect materials (may need some additional materials)
• Fisherman – help with clean-up operations
• Tourist • Business owner • Coast Guard – Helps coordinate clean-up efforts
6. Have students pick materials to use in their clean-up, they will try to boom off the oil from the coastal
areas and/or remove the oil with absorbents
7. Place 3-4 drops of oil into water somewhere in the Gulf of Mexico (have an adult do this)
8. One student in each group should have a watch and time the activity
9. Add small pom-poms to each pan to represent marine animals
10. Have one student start the timer for all groups. At the end of 5 minutes, they all should stop and vote
on which spill was the most successfully cleaned up.
11. Re-set the items for the next group while talking with the students about the activity, covering the
discussion points below:
Discussion points:
• What material was the most successful? Why?
• Disposal methods that are environmentally safe (make sure that you tell students that this is not
oil from the Deepwater Horizon oil spill, we can dispose of the materials we used in the garbage.
Oil is a hazardous waste and must be disposed of in a certified landfill.)
• Have a list of products that are made from petroleum; what could be some alternatives
• What type of impacts will the oil have on communities? Fisheries? Wildlife? Economies?
Assessment
Students should be able to explain their choices in clean-up methods. They should identify why some
things worked better than others, as well as the “real world” application of oil spill clean-up efforts. They
should also be able to list items made from petroleum, and know that oil is a natural part of the ocean’s
systems and is present even without a drill or spill.
35
Plankton Lab
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
This activity is designed to introduce participants to plankton that is found in the Santa Rosa
Sound/Gulf of Mexico, as well as give them a broad definition and some examples of the role of plankton
in the marine world. The students conduct a plankton tow and study their sample under compound
microscopes in the lab. They identify the organisms on their slide, and are challenged to discuss why
plankton play an imperative role in this and other ecosystems in the world.
Objectives
6. Students will collect plankton, using plankton net, for observation.
7. Students will identify the type and species of plankton on their slide.
8. Students will define plankton in their written observations when they classify the type and species
of plankton.
9. Students will record observations based on the plankton on their slide.
National Science Education Standards
C: Life Science
~Diversity and Adaptations of organisms
F: Science in Personal and Social Perspectives
~Populations, resources, and environments
Ocean Literacy Essential Principals and Fundamental Concepts
4: The ocean makes Earth habitable
a. Most of the oxygen in the atmosphere originally came from the activities of photosynthetic
organisms in the ocean.
5: The ocean supports a great diversity of life and ecosystems.
a. Ocean life ranges in size from the smallest virus to the largest of animal that has lived on
Earth, the blue whale.
NGSSS
SC.D.2.3 The student understands the need for protection of the natural systems on Earth.
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SC.G.1.3.2 The student knows that biological adaptations include changes in structures, behaviors, or
physiology that enhance the reproductive success in a particular environment.
SC.G.1.3.4 The student knows that the interactions of organisms with each other and with the nonliving
parts of their environments result in the flow of energy and the cycling of matter throughout the system.
SC.H.1.2.1 The student knows that it is important to keep accurate records and descriptions to provide
information.
SC.H.1.2.2 The student knows that a successful method to explore the natural world is to observe and
record, and then analyze and communicate the results.
Vocabulary
Plankton: any organism in the water that is at the mercy of the winds, waves, tides, and currents.
Zooplankton: microscopic animals
Phytoplankton: microscopic plants and bacteria
Meroplankton: organisms that are plankton for only a period in their life cycle (i.e. fish larvae)
Holoplankton: organisms that are plankton their entire life (i.e. copepods)
Macroscopic: something that can be clearly seen without the aid of a microscope (i.e. jellyfish).
Microscopic: something that is not clearly visible with the naked eye (i.e. saltwater mite).
Materials
~ Compound microscopes
~ Well slides and cover slips
~ Eye droppers
~ 2 large glass bowls
~ A light (to place on the collected plankton in the large bowl)
~ Laminated plankton ID packets and lab sheets
~ Plankton net
~ Bucket
~ Zooplankton and coastal plankton reference books
~ Dry erase markers
37
Background Information
Plankton comes from a Greek word that means, “to wander.” Plankton are living organisms
found in water that are at the mercy of wind, waves, current, and tides. They are not all microscopic
though. Many can grow to lengths of 100 feet or more, which are considered macroscopic. Most
plankton can be found in two kingdoms: plant and animal. The plant plankton are called phytoplankton,
and the animal plankton are the zooplankton. Seaweeds, algae, diatoms, and dinoflagellates are all
considered examples of phytoplankton. Zooplankton are more numerous in that they include the larval
stages of most fish species and arthropods, as well as animals that remain plankton for their entire
existence, or holoplankton. Some examples are jellyfish, Portuguese man-of-war (siphonophores),
copepods, mites, and many forms of phytoplankton. The plankton that only began their life cycle as
plankton are called meroplankton. These are the organisms that are too weak to swim against tides,
etc. when they are young. Many of the strongest swimmers in the ocean began as plankton. Examples
of meroplankton would be fish larvae, shrimp, barnacles, and many other crustaceans. Meroplankton
have characteristics that they lose as they mature. Some observable morphological changes are: they
are no longer thin and transparent; many have long appendages that fall away as the organism’s
physique changes into a stronger swimmer for the adult portion of their life. The reason for the long
appendages is to hold the animal up in the water column through means of displacement. They are also
transparent for the purpose of camouflage, since most of their predators would be looking up in the water
column; the light passes through the plankton and allows them to “disappear.”
Plankton are important to many ecosystems in many ways. The phytoplankton convert carbon
dioxide into oxygen. They contribute an estimated 70% of the earth’s atmospheric oxygen. This also
affects the global temperatures. The larger the phytoplankton population, the more CO^2 is pulled from
the atmosphere, thus lowering the levels of greenhouse gas and the global temperatures.
Phytoplankton are also good indicators of change in an ecosystem since they need specific conditions
to grow. They are affected by the slightest changes, and any change in their populations will affect other
larger animal populations. Scientists follow changes in plankton to predict, and possibly prevent, harm
from occurring higher up in the food chain and in the ecosystem. Pollution is also an issue in that it can
be found in the plankton, and be accumulated in the organisms that consume them all the way up to the
top of the food chain. Plankton also affect the economy. Many fisheries are depending upon the
successes of fish populations to mature, but they can be affected by the presence of a higher number of
another species that may compete for food. Since plankton are the base of the aquatic food chain, the
smallest change in their populations will trickle down to affect many aspects of the ocean’s ecosystems.
Much emphasis is being put on studying the migration patterns and species populations of plankton. To
understand how these animals live and interact, will also give scientists, and fisheries, a better picture of
what to expect from future fish populations.
Procedure
1. Have the students each sit at a microscope, and instruct them not to touch anything just yet.
2. Ask the students what they think a definition of “plankton” would be. Prompt them that there are
many different types and classifications of plankton, so a specific, detailed definition will not be
able to include everything that is considered plankton. (Also, it is not the guy on Sponge
Bob…though he is an adult copepod)
3. After some guesses, give them the full definition of plankton. Clarify what it means to be “at the
mercy of” or give an example of how the plankton are “controlled” by the elements.
4. Continue on to say there are two main kingdoms of plankton: Plant and Animal. One is called
Phytoplankton and the other is called Zooplankton, challenge the students to say which is the
name for the plants and which is the name for animals (Prompt with asking which one carries on
38
5.
6.
7.
8.
9.
10.
11.
12.
13.
“photosynthesis,” linking phytoplankton with plants. Another clue may be in asking: “When you
go to the zoo, what do you see as the main attraction?” linking the word zooplankton with
animals.)
Ask the students what some examples of each may be. (Phyto: algae, seaweed, diatoms, red
tide, etc. Zoo: larvae, jellyfish, copepods, man-of-war, etc.)
Talk about how plankton are important to ecosystems everywhere. They are the base of the
ocean’s food chains, and also a major part of maintaining the global temperatures and O^2
levels. Ask the students why scientists would put forth such an effort to study plankton in depth,
and what may happen if certain types were no longer found in the world’s waters.
Next tell the students they will be doing a plankton tow for their own studies, and will be using a
smaller version of the plankton nets that are used on the research ships. Take the students
outside to the sea wall and explain that the net works much in the same way that we make
macaroni and cheese, straining out the water and keeping the “noodles,” the plankton. Have the
students line up and each grab a piece of the rope to walk the net along the sound, or off of the
sea wall. (If time is a factor and the tow has already been done, explain the method of collection
to the students)
Once they have made a substantial tow (about 5 minutes), bring in the net and dump the cod end
into the bucket for observation in the lab.
Bring the class back inside, and as you are preparing the slides, go over basic microscope use
with the class, pointing out the functions of each part. Have them become familiar with focusing
using their fingers or pencils as objects of study while you are finishing with the slides.
Pass the slides out and ask the students to fill out their sheets, making observations and working
together to ID the organisms in their sample.
At the close of the lab, have some students share what they observed, and ask them to describe
what their plankton looked like. Have them figure why the larvae, etc. would be clear or colored
the same as their environment.
Ask the students if they know what “migration” is. Talk to them about one of the largest
migrations in the world: plankton movement each day. Every day they move down from the
surface, and at night they return closer to the top. Have the students figure out what reasons
there may be for this. (Predators that feed in the daytime at the surface, while others come up
from the depths to feed at night).
Make sure all slides are returned and cleaned, and all scopes are off at the close of the lab.
Assessment
Students should have completed the worksheet, recording observations related to the plankton’s
appearance, behavior, and type. They should be able to identify if the plankton is phytoplankton or
zooplankton, as well as make an educated guess if the species is meroplankton or holoplankton. After
they have drawn and recorded what they see, the students should apply information from the lecture to
draw, or describe, what they think the meroplankton will look like when fully grown
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Plankton Lab Observation Sheet
Using the following spaces, draw three different types of plankton you observe on your slide. Be
sure to 1) circle if the organism is Zooplanktonkton or Phytoplankton; as well as 2) circle if it is
Meroplankton or Holoplankton 3) identify the common name of the plankton. Use the remaining lines
to 4) write any observations related to behavior, size, color, shape, etc.
Zooplankton/Phytoplankton
Zooplankton/Phytoplankton Zooplankton/Phytoplankton
Meroplankton/Holoplankton
Meroplankton/Holoplankton Meroplankton/Holoplankton
Common Name:
_______________
Observations:
_________________
Common Name:
__________________
Observations:
Common Name:
________________
Observations: _________________
__________________
_________________
_________________ __________________
_________________
_________________ __________________
If you think you have a species of Meroplankton, use the back to draw or describe what it will look like
when it is no longer considered plankton. If you think you have a type of Holoplankton, draw or describe
an example of a macroscopic Holoplankton on the back. You may discuss your theories and findings with
your classmates.
40
Sawfish
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
Students will learn about the sawfish and its place in Florida’s ecosystems. They will discover the
various sizes, anatomical features, and structural adaptations of this amazing and prehistoric animal.
Students will also determine the impact marine debris and human actions have on this fish and will learn
what they can do to help preserve this quickly fading creature.
Objectives
13. Students will identify the main structures of the sawfish.
14. Students will compare and contrast the sawfish and the rays.
15. Students will measure the lengths of various species.
16. Students will discuss environmental impacts on this animal.
Vocabulary
Elasmobranch: name given to sharks, rays, and sawfish; these are all cartilaginous fishes
Rostrum: the long beak-like structure on the sawfish; the “teeth” along the sides are modified scales
Spiracle: openings on the top of the head that allow water to flow over their gills located on the underside
Caudal tail: anterior tail used for forward motion and steering
Demersal: name given to fish that live on or near the bottom, and are flattened in shape
Critically endangered: status given to sawfish noting their numbers; means that a species' numbers
have decreased, or will decrease, by 80% within three generations
Bycatch: unintentional catching of a species, which is usually killed or discarded
Materials
~ Sawfish bin
~Measuring tape
~ Sidewalk chalk
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~Small plastic shoe box with netting, debris, and plastic sawfish (fill with water)
~Image with anatomy of sawfish
~Sawfish sightings sign
Background Information
Sawfish are a part of an ancient group of fishes called elasmobranchs, which also include sharks,
rays, and skates. They have varied little over the centuries in design, but have changed in maximum
size. Though found in tropical waters throughout the world, their status is listed as “critically endangered”
in many places. Organizations are in place to help conserve these species, especially in the tourism and
curios trades, where in the past their rostrums were widely cut off for sale. Sawfish were greatly
overfished to the point that their numbers are so far gone they may not be able to make a recovery.
Sawfish have a very unique design. They have modified scales that look like “teeth” along their
“saw” which is where they get their name from. The two main species found in Florida are the Large
tooth and Small tooth, though there are six species total recognized world-wide. The Large tooth can
grow to sizes of 21.2 ft while the Small tooth grows to a maximum length of 24.7 ft.
Procedure
1. Ask the students if anyone has ever seen or knows what a sawfish is, after you have
introduced yourself to your group.
2. Give the students a piece of sidewalk chalk and instruct them to draw what they think a
sawfish looks like. Use several examples made by the students to match up the anatomy of
their sawfish with your labeled photo.
3. Discuss the similar features between rays and sawfish, looking at their spiracles and gill
location and well as their flattened bodies.
4. Talk about the current state of sawfish, that they are listed as “critically endangered;” some
researchers have worked for 2 years in the same location and never caught or seen a
sawfish.
5. Model the problems they face with marine debris entanglement in the plastic box; tell the
students that some people still hunt the sawfish for their rostrum, which they cut off and leave
the fish to fend for itself. There is even a hotel in New York whose lobby is decorated with
and furnished with items made from sawfish rostrums.
6. Have students guess how big the large tooth and small tooth sawfish get. Use the measuring
tape to mark off the true lengths of both species.
7. Finally, share what the sawfish awareness signs look like and what students can do if they
see one or catch one.
Assessment
Students should be able to answer key anatomical features of the sawfish (rostrum, spiracle, etc) and
know that they are closely related to rays in that they have cartilaginous bones. Have students give
examples of how they can help if they see or catch a sawfish in Florida’s waters
42
SeaStar Dissection
Objective:
Students will compare the diverse characteristics of representatives of the major phyla/divisions
represented in marine systems.
Students will identify internal and external anatomy of the starfish.
.
Materials: A preserved specimen, dissecting pan, dissecting kit, dissecting microscope
Background Information
diagrams from
http://www.student.loretto.org/zoology/echinodermata.htm#Structure%20and%20Function%20(Starfish
many of the images below are from
http://www.esu.edu/~milewski/intro_biol_two/lab__13_echinoderm/Echinodermata.html
Asteroidea
Asteroids are the sea stars, which are the best known echinoderms. They are mobile echinoderms in
which the oral surface is oriented against the substratum. A madreporite and locomotory tube feet are
present. Sea stars usually have five arms, but sometimes more, radiating from a central disk. The
ossicles of the body wall are rodlike and articulate via fibrous junctions to form a flexible grid. Respiration
is with the tube feet and papulae. Each arm has an eyespot at its tip. A pair of large pyloric ceca and a
pair of gonads are present in each arm. About 1500 Recent species are known.
The sea star, Asterias forbesi, is common in shallow water along the Atlantic Coast of North America from
the Gulf of Maine to the Gulf of Mexico.
Aboral Surface
Find the calcareous, orange madreporite on the aboral surface of the disk (Figure 1). Examine it with the
high power of the dissecting microscope and note its grooved surface. Numerous microscopic pores in
the bottoms of the grooves open into canals of the internal water vascular system .
Orient the star with the madreporite close to you. The arm on the left of the madreporite is arm I, arm II is
to the right of the madreporite, and the remaining arms are numbered sequentially moving
counterclockwise around the star . A radial axis passing from the center of the disk outward along the
43
midline of any arm is a radius, or ambulacral axis, of which there are five. Any axis bisecting the angle
between any two adjacent arms is an interambulacral axis, or interradial axis, and there are five of these
also. One interambulacral axis passes through the madreporite.
Figure 1. Aboral view of Asterias.
On the aboral surface notice the numerous small fixed spines, so-called because they are fixed in
position and cannot move. These spines are extensions of the calcareous endoskeleton in the body wall.
Gently push one of the spines with the tip of a needle to see if it moves. Look closely at the spines with
the highest magnification of the dissecting microscope and confirm that they are indeed internal and are
covered by a thin layer of living tissue, the epidermis (for a review of proper miscroscope use, click here).
Each spine is surrounded by a circle of short-stemmed, white pedicellariae (singular: pedicellaria ).
Pedicellariae have an endoskeleton of ossicles (Figure 2).
Figure 2. Pedicellarieae and, shorter, rounder, papulae.
Remove several pedicellariae with your fine forceps and place them in a drop of bleach on a microscope
slide. Wait a few minutes for the organic tissue to be oxidized and then place a coverslip over the drop.
Examine it with the compound microscope and look for the jaw-like ossicles. These pedicellariae contain
three ossicles. One is a short basal piece in the stalk of the pedicellaria whereas the other two support
the two jaws. Tiny muscles extend between these ossicles to operate the jaws but these will have been
removed by the bleach. Examine an ossicle with 400X to see the numerous pores that perforate it. If
44
there is too much soft tissue remaining, the pores, or even the ossicles themselves, may not be visible.
Try looking at several ossicles with carefully adjusted light if necessary to find pores. Such pores are
characteristic of echinoderm ossicles and prevent the spread of cracks. (1) Why do most echinoderms
look very clean when seen in nature while many other animals are encrusted with algae? (2) Make
a labeled sketch of an oxidized pedicellarium. Click here you for a review of how to properly make
scientific sketches.
Between the spines are many soft, thin-walled, translucent, fingerlike papulae (Figure 2). Papulae are
thin-walled diverticula of the coelom through the body wall and are its respiratory organs. The ciliated
peritoneum generates a bidirectional flow of fluid into and out of the papulae. The papulae are muscular
and can be retracted into the surface of the body wall. They may be retracted and inconspicuous in
preserved specimens.
The anus is located near the center of the aboral surface but is almost impossible to see externally. It is
surrounded by a palisade of tiny ossicles, much smaller than the spines that stud the surface of the disk
and is in an area free of papulae.
Oral Surface
Turn the animal over and study the oral surface. Find the large mouth in the center of the disk,
surrounded by the thin peristomial membrane (Figure 3). The yellowish-orange curtain-like folds of the
cardiac stomach may be visible inside the mouth.
Five deep ambulacral grooves radiate outward from the mouth, one along the midline of the oral surface
of each arm. Each groove lies on an ambulacral axis. The numerous soft, tubular structures projecting
into the groove from either side are the tube feet, or podia. Two rows of tube feet are present on each
side of the groove. The tube feet of Asterias bear suckers at their distal ends (Figure 4). Note the rows of
long, flattened movable spines on each side of the ambulacral groove (Figure 4). The word ambulacrum
is Latin for "covered way," an apt name as these spines are used to cover the groove to protect the tube
feet.
Look at the tip of one of the arms . As is usual in radially symmetrical animals, the sensory structures are
arrayed around the periphery, which in sea stars is the tips of the arms. Several long, narrow sensory
tube feet extend from the tip of each arm. These are easily seen in living specimens but contract and
become inconspicuous in preserved material. They have chemo- and mechanoreceptors. At the tip of the
arm is a small circle of short, blunt movable spines that are not associated with pedicellariae. These
spines surround a small, pale red or yellow eyespot (Figure 4). The eyespot is on the oral surface of the
arm, almost at the tip.
45
Figure 3. Oral Surface
Figure 4. Eyespot
Internal Anatomy
Refer to Figures 6 and 7 for images of the internal anatomy.
Use a robust pair of scissors to cut the end from arm III about 2 cm from its tip. Insert the sharp point of
the scissors into the opening and cut along the side of the arm until you reach the disk. Make a second
cut, similar to the first, on the other side of the same arm. Do not lift the aboral body wall off the disk yet.
Extend the cuts around the margin of the disk and across the bases of the other arms but DO NOT cut
between the madreporite and the edge of the disk. Do not damage the madreporite or structures
lying inside the body wall (Figure 5).
Gently lift the aboral body wall slightly and with a blunt probe or teasing needle carefully free it from the
underlying tissues to which it is connected by mesenteries and. Do this without damaging the soft tissues.
Lift the body wall of the disk enough to see beneath it and look on its inside surface to find the point at
which the inconspicuous intestine enters it to reach the anus. The small, lobed, olive-green (in life) rectal
cecum surrounds the intestine and obscures its junction with the body wall.
46
Figure 5. Arm cross section and side cuts.
47
Figure 6. Internal anatomy of disc.
Figure 7. Pyloric ceca.
Once you have found the cecum, free it from the body wall so it remains with the rest of the viscera. Cut
across the aboral disk so that the madreporite remains intact . Remove the now free portions of the body
wall. The intestine will probably be destroyed by this procedure. Leave the organs of the body cavity
intact. Set the body wall aside but keep it immersed in a dish of water.
Make a preliminary examination of the body cavity and its organs. Identify the major organs now so you
can use them as landmarks later. (3) Call Mr. Black over to give your group an oral quiz. You may
not proceed until all members of your group have passed the quiz.
The space you have exposed is the perivisceral coelom. Most of the interior of the central disk is
occupied by the cardiac stomach. It is a large mass of thin orangish tissue. It is highly extensible and can
accommodate large prey when extended outside the body. Two large, brownish, greenish, or creamywhite pyloric ceca (= digestive ceca, hepatic ceca, digestive glands) occupy most of the aboral half of the
arms (Figure 7).
48
Figure 8. Gonads.
Figure 9. Ampullae.
Two gonads (Figure 8) lie in the oral half of the each arm hidden by the pyloric ceca. Their size depends
on reproductive condition and they may be very small or absent in immature or reproductively inactive
specimens.
Lift the pyloric ceca and gonads to reveal the floor of the arm. Locate the conspicuous, raised ambulacral
ridge running lengthwise along the middle of the arm. It is the internal manifestation of the ambulacral
groove you saw on the outside of the arm. It is formed of sequentially arranged ambulacral ossicles in the
body wall. The divisions between adjacent ossicles are clearly visible grooves that give the ridge a
distinctly striated appearance.
On either side of the ridge find the double row of bulbous ampullae (Figure 9) of the tube feet of the water
vascular system . These protrude into the perivisceral coelom and are covered by its peritoneum.
Body Wall
Examine the cut edge of a part of the body wall using moderate magnification of the dissecting
microscope. It consists of a thin, outer, ciliated epidermis, a thick, easily-seen connective tissue dermis,
and thin, inner peritoneum . Look at the dermis. It contains collagen fibers and many calcareous dermal
ossicles, or "little bones", which may have been crushed by the scissors. Note that some of the ossicles
bear spines.
Place a piece of the excised body wall in a 6-cm culture dish and cover it with bleach. Inspect it
occasionally and transfer it to tap water when enough of the soft tissue has been oxidized to reveal the
endoskeleton. Do not leave it in the bleach longer than necessary to expose the ossicles. Test a small
piece of the endoskeleton with 8% HCl. (4) Is the endoskeleton siliceous or calcareous? How do you
know this?
Coelom
The echinoderm coelom has many subdivisions but only the perivisceral coelom and water vascular
system will be studied in this exercise. The perivisceral coelom is the largest of the coelomic
compartments and is the chief body cavity. Most of the space in the arms and disk is perivisceral coelom
and the viscera are located in it.
Study the inner surface of the aboral wall of the arm which you removed earlier and set aside. It is
covered inside by a thin, transparent, ciliated epithelium, which is the peritoneum of the perivisceral
coelom. Activity of its cilia circulates coelomic fluid to distribute food and oxygen to the surrounding
tissues.
Note the numerous small pores in the body wall and that the peritoneum extends into them. These are
openings into clusters of papulae . Using magnification and good light, look straight into one of the pores
and you will see that it opens into several papulae.
Digestive System
The short gut extends vertically from the mouth in the center of the oral disk to the anus near the center of
the aboral disk. It consists, in order, of mouth, esophagus, cardiac stomach, pyloric stomach (with pyloric
ceca), intestine (with intestinal ceca), and anus. It is lined internally with a ciliated epithelium and is
surrounded by the perivisceral coelom.
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The mouth opens into a short indistinct esophagus which you will not see at present. The esophagus
opens into the large, thin-walled, orange cardiac stomach filling most of the perivisceral coelom of the
disk. When feeding, Asterias everts the cardiac stomach from the mouth to surround its prey. Digestion
begins extracellularly in the cardiac stomach while the prey, and stomach, are still outside the mouth.
Partially hydrolyzed materials are moved to the pyloric stomach by ciliary currents. From here they enter
the hollow pyloric ceca where both extracellular and intracellular digestion take place. The products of
digestion can be stored in the cells of the pyloric ceca or, presumably, diffused into the surrounding
perivisceral coelom.
The cardiac stomach opens at its aboral end into the much smaller pyloric stomach. The pentagonal
outline of the pyloric stomach makes it easy to recognize atop the cardiac stomach.
The ten large pyloric ceca are hollow diverticula from the pyloric stomach and the two ceca of each arm
share a common connection with the margin of the pyloric stomach (Fig ). Each cecum extends most of
the length of its arm and consists of a long pyloric duct with numerous branches (Fig ). Tiny food particles
are phagocytized by the cecal epithelium and digested intracellularly.
Cut or tear one of the large branches of a pyloric cecum to show yourself that it is hollow and has
relatively thick walls. Its thick, endodermal epithelium is secretory and absorptive.
The tiny, inconspicuous intestine extends aborally from the center of the pyloric stomach to the anus. The
lobed intestinal cecum is attached to the intestine. It, and the intestine, may have been destroyed by the
removal of the aboral disc.
Open the cardiac stomach and look inside. Push the billowy folds of the cardiac stomach aside and trace
the gut orally to the mouth. The short and indistinct region between the cardiac stomach and the mouth is
the esophagus.
Remove the gut from the animal to reveal the region around the mouth. This will necessitate cutting the
pyloric duct and the two stomach retractor muscles in each arm. Cut the connection between the
esophagus and peristomial membrane.
For a bit more information on digestion, use your Echinoderm Webquest paper and go to this site on the
digestive system (5) Using your own words, write a paragraph describing how the Asterias
captures and digests food. Describe the path followed by food as it passes through a sea star.
Name each structure the food passes through and the function of each structure.
Water Vascular System
Removal of the gut reveals most of the central features of the water vascular system. Gently deflect the
part of the aboral disk containing the madreporite and look below it for the stone canal. This curved duct
extends orally from the madreporite and has calcareous skeletal rings for support. Because it is calcified,
it is firm to the touch. (6)What is the function of the madreporite?
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Figure 10. Water vascular system.
An obscure vertical partition, the interbrachial septum, is located between the bases of each pair of
adjacent arms. Thus, the star has five interbrachial septa. The stone canal is in the interbrachial septum
between arms I and II (Fig 10). Also in this septum is the soft axial complex, which surrounds the stone
canal but in gross dissection appears to be beside it. The axial complex is composed of the axial gland of
the hemal system and the axial canal of the coelomic system . It may be difficult to see in preserved
specimens.
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Trace the stone canal orally and note that it crosses a heavy, white, circular or pentagonal, skeletal ring
known as the mouth frame . The stone canal extends to the inner surface of the mouth frame where it
joins the inconspicuous (very) ring canal (= water ring) of the water vascular system. The thin,
membranous walls of the ring canal are not calcified and they adhere closely to the inner curve of the
mouth frame and cannot be distinguished from it. Its position, however, is marked by nine small, soft, low,
spongy Tiedemann's bodies on the inner margin of the frame. These organs are evaginations of the ring
canal. Typically 10 such bodies are present, two associated with each interbrachial septum, but in
Asterias one is missing where the stone canal joins the ring canal so only nine are present. The lumina of
these bodies are continuous with the ring canal and it is thought that they remove foreign particles, by
phagocytosis, from the circulating fluid of the water vascular system.
The ring canal gives off five radial canals, one for each arm . These canals leave the outside surface of
the ring canal and pass along the ambulacral groove outside the ambulacral ossicles of the skeleton but
they are difficult to see.
You have already seen the tube feet in the ambulacral grooves on the oral surfaces of the arms. The
aboral end of each tube foot narrows, penetrates the overlying ambulacral ossicle and is continuous with
an ampulla which bulges into the perivisceral coelom.
Use a microneedle to push an ampulla aside so you can see that it narrows orally and becomes a slender
tube penetrating the ambulacral ridge. Carefully insert a tiny needle into the ampulla and pass it through
the pore in the body wall to emerge on the other side in the middle of a tube foot.
Asterias is negatively geotactic and tends to move up on vertical surfaces such as the walls of aquaria. If
seastars are kept in aquaria in your laboratory, observe them periodically for the next few days and note
their location in the tank. Where do you usually find them? Is this observation consistent with being
negatively geotactic?
Locomotion: Starfish move around using a unique water vascular system. The internal canals of this
system include a circular ring canal and its extensions into each arm, called radial canals. The stone
canal links the ring canal to the outside through a hole on the aboral surface, called the madreporite .
From both sides of the radial canals, short lateral canals arise; each contains a valve and terminates in a
bulb called an ampulla and a tube foot - the foot ends in a small sucker.
The water vascular system is filled with a fluid composed of seawater with added protein and potassium,
and amoeboid cells. Its hydraulic actions provide the mechanism for locomotion. When the ampulla
contracts, the valve closes and fluid is forced into the tube foot to elongate it. When the stretching foot
makes contact with the surface below the animal, the center of the sucker surface retracts to produce a
vacuum and cause the foot to adhere to the surface. After the foot sticks to the surface, muscular fibers
shorten the foot again and force fluid back into the ampulla. Each tube foot is very small and moves the
starfish only a small distance; however, the net movement from the many tube feet is able to provide a
forward motion for the animal.
For more information on digestion, use your Echinoderm Webquest paper and goo to this site and take
notes on starfish locomotion. (7) Using your own words, write a paragraph describing locomotion in
the sea star.
Reproductive System
Asteroids are gonochoric and fertilization is external. Each individual has a pair of gonads in each arm.
The gonads may be very large if the individual is sexually mature or, if the specimen is immature or
reproductively inactive, they may be so small as to be difficult to find. If they are small, they will be located
on the oral surface of the base of each side of each arm. Every gonad connects to its own gonopore via
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an inconspicuous gonoduct. The tiny gonopores are on each side of the base of the arm, on its aboral
surface.
For more information on digestion, use your Echinoderm Webquest paper and goo to this site and take
notes on starfish reproduction. () Using your own words, write a paragraph describing reproduction
in the sea star.
Excretion
To date there has been no demonstration of a special osmoregulatory or excretory systems in
echinoderms. Coelomic and interstitial fluids are osmotically similar to seawater. Leakage of water
vascular system fluid across the pressurized tube feet is countered by the slightly higher osmolarity of
water vascular system fluid. The end product of nitrogen metabolism is ammonia, which in asteroids is
eliminated by diffusion from the papulae and tube feet.
Gas Exchange
In echinoderms the hemal system does not distribute oxygen to the tissues. Instead, most major coelomic
spaces are associated, at least indirectly, with respiratory surfaces and gasses are transported by the
circulating coelomic fluid. The papulae and tube feet are the respiratory structures for the perivisceral
coelom and the tube feet serve this purpose for the water vascular system.
For more information on digestion, use your Echinoderm Webquest paper and go to this site for a bit
more information on the water vascular system . (8) Using your own words, write a paragraph
explaining how sea stars go about distributing materials in body, exchanging respiratory gases,
and excreting wastes?
Ecology
The well-known species of starfish tend to be generalist predators, eating pretty much anything that's too
slow to escape. Many prey heavily on bivalves (mussels, clams, and oysters). Some species are more
specialized, such as Henricia, which feeds on sponges, or the infamous crown-of-thorns (Acanthaster
planci) which feeds on coral. Under normal circumstances this is simply part of the coral reef food-web,
but occasionally huge outbreaks of starfish wreak havok on large regions of reef. Some groups, like the
Brisingid, are adapted for suspension feeding (trapping and eating plankton suspended in the water).
Take a moment to go to this blog, read about Acanthaster planci, and have a look at some great photos
from the Pacific.
.
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Sea Turtles
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
Students will get the chance to learn firsthand about the many amazing facts about sea turtles,
and what they can do to protect them on our own beaches. They will encounter models of real species
and know the ways to identify the different types of turtles.
Objectives
1. Students will learn the different species of sea turtles that nest on the Gulf Coast beaches.
2. Students will identify the different species of turtles by their scutes, as well as the difference
between males and females.
3. Students will know what they can do to help protect sea turtles and their habitat.
Vocabulary
Scute: modified scale that covers the carapace
Carapace: top of turtle’s shell
Plastron: bottom of turtle’s shell
Materials
~ Sea turtle bin
~ Sea turtle dress-up
~side walk chalk
~sea turtle bones
~sea turtle models
~pan with “Sargasso” and hatchlings
~ping pong balls (you can bury these in a mock nest for younger groups and have them discover the
eggs)
Background Information
Sea turtles are the marine reptiles most people are aware of. They have been the victims of
habitat destruction, marine debris, by catch, hunting, and egg poaching. Over the years their numbers
have decreased, but efforts are now in place to help protect the current populations and promote a future
increase in their numbers. Agencies like FWC monitor nests and beach lighting to help protect nesting
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habitats. They also have devices such as the TED (turtle excluder device) that allow turtles and nontargeted species to escape nets pulled to catch fish such as tuna.
Sea turtles are amazing creatures, well-adapted for the marine environment. They appear to be
crying, as they exclude salt through their system by way of special tear ducts. They are armored against
predators with their scutes, but cannot pull their heads and flippers in like a terrestrial turtle. As sea
turtles are air breathing reptiles, they need to surface to breathe. Sea turtles can hold their breath for
several hours, depending upon the level of activity. A resting or sleeping turtle can remain underwater for
4-7 hours. Recent research has shown that some turtles can even hibernate in the sea for several
months! However, a stressed turtle, entangled in fishing gear for instance, quickly uses up oxygen stored
within its body and may drown within minutes. Turtles live off of many types of marine vegetation, jellies,
and small fish.
Sea turtles hatch and then are on their own. It is not fully known where they go for the first 10 or
so years of their life, but it is thought many live in the Sargasso Sea, blending in with the algae, to avoid
predators when they are young and vulnerable. Sea turtle nesting season begins roughly in May and
runs through late October. The temperature of the clutch will determine the sex of the hatchlings: hotter
temperatures generating females and cooler temperatures creating males (think: hot-headed females).
Hatchlings instinctively move towards the brighter ocean’s reflection, usually of the moon. They get
confused by bright lights cast by parking lots or buildings and may end up going the wrong way. “Turtle
friendly” lights are in the red or amber spectrum, and do not register in the sea turtles’ vision. These
lights are permitted on beaches and nearby structures.
There are 7 species of sea turtles found worldwide, of those only 5 nest on the Gulf’s beaches.
The green, loggerhead, Kemp’s Ridley, hawksbill, and leatherback can be found here. The flatback and
Olive Ridley are not known to use our beaches. Each of these species has very unique features and
asset number of scutes to define them by. Males are identified by their longer tail. Use the ID guide in
the bin to point out the scute numbers and defining features of each species to the students.
Procedure
1. Welcome the students to the turtle station and introduce yourself. Ask them if they know and
fun facts about sea turtles or if they have seen one before.
2. Ask for a volunteer to do the dress up, and point out the various anatomical features of the
sea turtle. Count the scutes to identify the species, and look at the length of the tail to
determine if they are male or female.
3. Discuss the various nesting species found on the Gulf beaches, as well as the world. Point
out the identifying features and scutes.
4. Next talk about the nesting season, the effect temperature has on hatchlings, and what the
markings on the nest posts mean.
5. Discuss the many ways humans have impacted sea turtles and their numbers. Brainstorm
with the students ways they can help protect these animals, and what they can do if they are
on the beach at night or see an injured turtle.
6. Finally, let the students decide which species of sea turtle they want to draw with the chalk,
counting the scutes and placing them in the correct habitat or eating their favorite food.
Assessment
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Students should be able to answer what types of turtles are found on our shores, and when their
nesting season is. They should be able to explain why turtle lights are important to have on the beaches,
and ways they can help protect these species.
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Sharks & Rays
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
Students will learn about the adaptations of sharks and rays. They will have the opportunity to
see a real shark, feel the dermal denticles on real shark’s skin, and get up close to their jaws. Students
may even get to meet a “land shark.”
Objectives
1. Students will learn the names of the fins and scales on a shark.
2. Students will identify that sharks are fish and have skeletons made of cartilage.
3. Students will create a drawing showing the main anatomy of a shark.
Vocabulary
Dermal denticles: name given to modified teeth that act as protective scales on a shark’s skin; they
create the sand-paper feeling when you go against the grain of its skin
Ampulae of Lorenzini: gel-filled pores that allow the sharks and rays to sense electric pulses given off
by living creatures
Nictitating membrane: protective membrane that covers eye when the animal is feeding or defending
itself
Cartilage: tissue that makes up skeletal system of elasmobranchs, also present in our nose and ears
Materials
~ shark bin
~shark dress-up
~dry erase board and markers, or sidewalk chalk
~shark specimen, fin, skin, jaws, and centra (vertebrate)
~blood in water demo
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Background Information
Sharks and rays have a notorious reputation thanks to media sensationalism and people being in
the wrong place at the wrong time. They are however some of the more ancient residents of the oceans,
changing little over the centuries. They possess keen sense of smell, being thought to able to detect as
little as one drop of blood in 1 million drops of water, as well as having the ability to detect
electromagnetic fields emitted by other living creatures. They can be found in all the waters of the world,
even in the deepest depths of the Gulf of Mexico can we find the six-gill shark and in the frigid waters of
north you can find the Greenland shark.
Sharks and rays do not possess a bony skeleton, which puts them in the classification of
Chondrichthyes. The do have some calcified cartilage, such as their jaws or the barb on a ray’s tail, that
do not decompose and can be found as fossils. Their skin is composed of tiny, modified teeth called
dermal denticals that serve as scales for protection. Their major organ is their liver, which provides
buoyancy in the absence of a swim bladder.
Most elasmobranchs are considered “data deficient,” meaning they have not been studied or
tagged enough to have solid base-line data to work off of for creating statuses such as “endangered.”
However, we do know that through by-catch, finning, and habitat destruction many of these species are at
risk for future problems. By being aware of their habits and purpose in the ocean’s systems, people will
become more understanding to the importance of protecting these animals, and know they are not simply
“eating machines.”
Procedure
1. Welcome the students to the shark station and introduce yourself. Ask students for a few
facts they know about sharks.
2. Start off by discussing that sharks are fish and have skeletons made of cartilage, ask the
students where we have cartilage. Point out this tissue is what gives the fish their structure
support, not bones.
3. Using the stuffed animal or the student model in a dress-up, point out the main fins on the
shark and their function. Their shape, size, and location of fins are directly related to where
they live and how fast they swim.
4. Show the students the jaws and let them know different sharks have different teeth, along
with shape and color. Their teeth are directly related to what and how they eat.
5. Point out where on the shark the Ampulae of Lorenzini are located and what their function is,
working much like a metal detector over the sand. Sharks also have lateral lines, and a keen
sense of smell. Show them the different concentrations of water and food coloring, so they
have an idea of how little blood needs to be in the water for the shark to sense it.
6. Then pass around the different specimens asking the students to point out the different
anatomical features you just described (name of fins, name for skin, protective eye
membrane, Ampulae, counter shading, sense of smell, etc)
7. Take time to talk about that even though sharks and rays are “data deficient” they are still
victims of by catch and finning practices, which can ultimately lead to their demise.
8. If time, use the dry erase board or chalk and have students each come up to draw one part of
a shark: fusiform body, counter shading, dorsal fin, pectoral fins, anal fins, caudal fins, eyes,
nostrils, Ampulae, mouth, teeth, lateral line, reviewing each part as they add it to the one
drawing.
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Assessment
Check that students know sharks are fish and do not have bones. They should know some of the
types of sharks found in our Gulf waters, what conditions are best to swim in to avoid sharks, why they
should do the stingray shuffle, and examples of the amazing senses that sharks and rays possess.
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Squid Dissection
Objectives:
As a result of this lesson, students will be able to:
1. Locate and identify major external and internal features and organs of a squid.
2. Understand and use basic dissection techniques and terms.
3. Critically examine the functions of several squid features and organs.
Teaching Notes:
This lab is a very thorough dissection of a squid and can be
adapted to different grade levels. Teachers should try the
lessons, considering which parts are most appropriate for
their students and curriculum. The descriptions use complex
dissection terminology. Be certain students understand the
vocabulary of dissection prior to beginning the lab.
These lessons were tested with middle school students
ages 11 to 13. They followed procedures and understood
concepts well. The skills necessary to do all steps in the
dissection are within the normal ability range of middle
school students.
Materials:
•
•
•
•
•
•
•
•
•
•
squid*
scissors
toothpicks (for probes and pointers)
drawing paper
forceps
hand lens (5x recommended)
small cups (ketchup cups work well)
dissecting pan (or lunch trays)
paper towels
diagram of squid
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•
•
•
•
•
wash bottle
microscope (optional)
dissecting scopes (optional)
slides (optional)
slide covers (optional)
*Look for squid at the local supermarket in the seafood and
frozen foods sections. You may have to order it in advance.
For areas that have them, you can also go to the local fish
market or oriental food stores, or you can deal directly with
fishermen.
Teaching Notes:
Squid specimens tend to deteriorate rapidly. Keep all squid
frozen until the morning before dissection. Thaw the squid
in the refrigerator. If the entire dissection cannot be
completed in one day, do the external activities while the
specimens are still partly frozen, and the internal activities
the next day after squid are thawed.
Squid may have tentacles or arms missing. Individual squid
vary internally, and their relative maturity determines which
organs are formed well enough to be seen clearly, and
which have lost (or have yet to gain) their shape and
coloration. Please advise students that they may not see
everything shown in the enclosed diagram. Tissue shrinks
and organs become misshapen quickly. To help maintain
the freshness of the specimen, cover it with a wet paper
towel as you work so it does not dry out so quickly.
Finally, this lesson is a tactile experience. You may want to
explore this aspect through sensory activities, written
descriptions, poetry, and/or artwork. Encourage students to
experience the many textures found inside and outside the
squid's body. Moving fingertips along the suckers is
suggested as well - the suckers do not scrape or hurt if you
are gentle with them.
Procedure
1. Orientation:
Place the squid with the dorsal (back) side up in the dissecting pan. This means put
the side with the funnel down and the fin side up. Make sure the tentacles and arms
are towards you. Locate the head, eyes, beaks (mouth), arms (8), two longer
feeding tentacles, fins, mantle, and skin. Use the hand lens to examine the suckers
on the tentacles and arms as well as the spots on the skin, which are
chromatophores.
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What are the differences between arm and tentacle suckers? Where are the
suckers located on the feeding tentacles as compared to the location of the suckers
on the arms?
How do you account for the different locations of the suckers on the tentacles and
the arms? What are chromatophores?
2. The Mouth and Beaks:
Locate the dark beaks in the center of the mouth.
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Open and close the beaks, noting how the ventral beak overlaps the dorsal beak.
How is this different from a parrot's beak? Before you pull out the beaks, imagine
what they will look like on the inside. With tweezers, remove the beaks and place
beaks together with dark pointed parts opposite one another. Manipulate them
(open and close) as if the squid were eating. What makes them work in this way?
In order to remove the radula (a ribbon with rows of teeth on a tongue-like muscle)
from inside the mouth, make small incisions in the edge of the mouth. With
tweezers, locate the small, folded, plastic-like radula between beaks and remove it.
It is usually very small, yellow or white in color. What is the radula's function?
Store the radula and the beaks in water in a small cup if you are going to do a
microscopic examination.
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3. Funnel:
Turn the body over, ventral side up, and locate the funnel (a deflated fleshy tube
located at the base of the head). A squid swims by squirting water from the mantle
through the funnel. The direction it swims depends on which way the funnel is
aimed. Move the funnel and note its flexibility.
4. External Anatomy:
Orient the squid so that the tentacles are away from you, at the top of the dissection
tray. Spread out the arms, tentacles, and fins. Draw and label the external parts of
the squid: arms, tentacles (have suckers only at the tips), head, eyes, fins, mantle,
funnel, tail, suckers, beaks (where each would be found on an intact squid) and
mouth. If something cannot be seen, draw an arrow to show where it should be.
If you have time, slice open an eyeball and locate the lens, pupil, retina, and iris
(colored part of the eye). Look for the creamy white brain between the eyeballs. For
assistance in identifying these parts, refer to the illustration below.
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5. Opening the Mantle:
Keep the squid on its back (the side opposite the funnel). Using forceps, lift up the
opening to the mantle behind the funnel (near the head) and separate the mantle
from the internal organs. Close the forceps firmly so as to "pinch" the mantle flesh
to keep it taut, cut along the ventral midline of the mantle, from its opening all the
way to the tail. Be careful to keep the scissors lifted away from the internal organs
so they are not damaged.
6. Locating and Removing Reproductive Organs:
Locate the gonad (reproductive organ) in the posterior end (refer to diagram for
shape and location).
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Upon opening female specimens, the large, firm, white nidamental glands are seen
first. Males do not have nidamental glands. The glands lay on top of the other
internal organs. These glands create the gelatinous matrix that envelops the eggs.
In order to proceed further, carefully remove these glands.
In females the eggs are jelly-like in a conical sac at the posterior end of the mantle.
The male genital duct is a white, fluid-filled sac in the posterior end of the mantle.
The sperm are stored in thin tubes in an elongated sac behind and along one gill.
7. Gills:
Find the gills. These are the long, feather-shaped organs that are attached to the
sides of the mantle and extend along the anterior half of the mantle. Identify the gill
hearts, one on the posterior end of each gill (these are small, flat and white).
Questions: Why are they white and our hearts are red or purple? The squid has a
third heart (the systemic heart) that pumps blood to the rest of the body.
Challenge: Why does it have separate hearts for the gills alone?
8. Digestive Tract:
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9. The long, silvery dark tube on the bottom of the liver (but appearing to be on top of
the liver because of the squid's inverted position) is the ink sac. Be careful not to
break it open. Locate the stomach and caecum. These lie together as one white,
silky-looking tube, like a deflated bladder and a coiled sack. The bunched up
organs that look like human intestines are digestive ducts for the squid. If you are
curious about the liver, wait to cut it open until the end of the dissection. It contains
a lot of brown, oily liquid which may obscure other organs. If possible, open the
stomach and examine its contents. Many squid will have bits of partially digested
crustaceans (pink and white pieces), or tiny fish scales and bones.
10. Removing the Ink Sac:
Find and carefully remove the silvery-black ink sac that lies connected to the
intestine. To do this, pinch the opening of the sac (near the back of the funnel) with
forceps while gently pulling up and cutting the connective membrane along its
length. After cutting about 1/3 to 1/2 of it, hold the sac with your fingers and pull the
sac off the liver. Be careful not to puncture it. Squid ink stains clothing and skin.
Place the sac in a small cup for later use with the gladius (pen).
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11. Removing the Gladius (Pen):
The gladius is a long, clear feather-shaped structure used to support the mantle
and for organ attachment. It and the cranium, or brain case, make up the "skeleton"
of the squid. It feels like plastic and is made of tissue similar to a shrimp shell.
There are two ways to remove it: from the tail or from inside the cut-open mantle.
To remove it from inside the open mantle, grasp the head and organs firmly, and
rotate them to the side with your left hand while holding on to one side of the mantle
with your right hand and pulling away gently. Pulling the gladius out is like removing
a splinter from your skin. You may need to cut away connective tissues that hold
the gladius in place.
The gladius is revealed, lying along the dorsal midline of the mantle.
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Grab the forward end of the gladius and pull it carefully from its slot in the mantle. It
may be helpful to have one person hold down the lower mantle while the other
removes the gladius.
To remove from the tail end, rotate the organs to one side, cutting connective
tissues. Make sure the mantle is slit along the internal dorsal midline all the way to
the tip of the tail. Pry out the tail end of the gladius and pull straight back, away
from the body.
12. Writing with the Gladius (Pen) and Squid Ink:
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13. Cut one end of the ink sac open and press it against the bottom of the cup with
forceps or toothpick. You can also hold one end and push the ink out with your
finger, as you would toothpaste from a tube. This will release the ink. Dip the
pointed tip (the anterior end) of the gladius into the ink, filling the tip with the dark
fluid. Then, using only the ink-filled tip of the gladius, write your name on your squid
illustration or paper. If there is enough ink, create and write the name of your
dissected squid under its picture. If the ink seems dry and pasty, add one drop of
water at a time to create fluid ink. Though this is an unusual way to write, squid ink
was actually used to write and draw in ancient times, and it is used today in some
cultures. Unfortunately, it tends to fade over time (except from your clothes!).
14. Internal Anatomy:
Draw, label, and identify the function of the following internal parts of the squid:
o
o
o
o
o
o
o
o
stomach
caecum
hearts (systemic and gill)
gills
reproductive organs
ink sac
liver (digestive gland)
gladius
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o brain
o eyeball
15. Microscope Slide Option:
16. The following parts of the squid make excellent specimens for microscopic study:
o eggs from the ovaries
o suckers
o nidamental glands
o tips of arms and tentacles
o spermatophores
o connective membranes (thinly-sliced: mantle, fin, arm muscle)
o radula
o stomach contents
o liver fluids
o skin and chromatophores
o portions of the eye
o beak
Teaching Note:
Most of these are useful only for a dissecting microscope.
17. Questions for further Investigation:
A. Identify the differences between the tentacles and the arms. Why are they
different?
B. How are squid mouths and beaks like your jaw and teeth? How are they
71
C.
D.
E.
F.
G.
H.
I.
J.
K.
different?
How does the squid use the funnel and mantle for locomotion?
How does the squid obtain oxygen from the water?
How do squid reproduce?
Why are the chromatophores important to the squid?
What are the relatives of the squid?
What are the characteristics of cephalopods and of mollusks?
Why is it difficult to identify stomach contents?
What is the function of the fins?
What organ systems are the same or different from vertebrates?
72
Barrier Islands: Longshore Drift
Grade Level(s): 6-12
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
Students will measure the movement of an orange (sand particle proxy) along a beach to
learn about how non-living factors (energy from wind and waves) shapes/builds/breaks
down landforms.
Objectives
After completing the field lab, students will be able to:
1. Measure the rate of longshore drift
2. Describe physical forces that remove or deposit sand
3. Relate how the non-living factors affecting sand impact the presence of vegetation
Vocabulary
Longshore current: the transport of sediments (generally sand but may also consist of coarser
sediments such as gravels) along a coast at an angle to the shoreline, which is dependent on prevailing
wind direction, swash and backwash. This process occurs in the littoral zone, and in or within close
proximity to the surf zone. The process is also known as longshore transport or littoral drift.
rip current: a strong channel of water flowing seaward from near the shore, typically through the surf
line.
73
Reference Material: Earthguide diagrams: Beach Profile and Nearshore Circulation
http://earthguide.ucsd.edu/earthguide/diagrams/coasts/nearshorecirc.html
Materials
Wooden stakes
30 meter tape measure
Stopwatches
Oranges
Compass
Anemometer
GPS Units
Equipment containers
Background Information
Longshore drift is caused by wave and current action. It is the primary method of sediment transport
along the beach. The direction of this motion is always parallel to the beach face. On Folly Beach, as well
as other islands along the southeastern coast, the longshore drift most often moves in a north to south
direction. This occurs because most of the wave hit the beach at an angle.
Procedure
1. Engage the students by asking a specific question that gets to the heart of the activity: “Does the sand
on the beach move? If so how?” Use the students’ answers to ascertain what they already know, clarify
any misconceptions, and then ask them to formulate their own hypothesis relating to their own
expectations of the outcome of the lab.
2. Explain that students will measure the lateral movement of sand along the beach. Explain that because
sand grains are so small and difficult to distinguish from each other, we will use an orange as a substitute
or “proxy” so that we can better observe its movement.
3. The first thing the students need to determine is the orientation of the beach. To do this they should
draw a line in the sand just above and parallel to the waterline. Standing on this line with a compass they
can determine the direction of beach by reading the compass bearings on either end of the line. If another
line is drawn toward the water perpendicular to the first line, the compass bearing of that line describes
the direction the beach “faces.”
74
4. Students will mark a starting point on the beach just above the waterline using a wooden stake. At that
point they will place or throw the orange into the area where waves are breaking closest to the shoreline
and begin the stopwatch.
5. Students will follow the orange as it moves in the water for 3 minutes. If the orange moves onshore and
stops a student should push or re-throw it out into the water at that point. At three minutes students will
place another wooden stake in the sand just above the waterline where the orange was
75
76
77
Fiddler Crab Behavior
Grade Level(s): 6-12
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
In this activity you will observe and characterize the social organization and display function in a local
fiddler crab population.
Objectives
1. Students will use provided guide and observations to identify fiddler crab behaviors.
2. Students will answer questions by observing a local population of fiddler crabs.
Vocabulary
Intertidal zone: (also known as the foreshore and seashore and sometimes referred to as the littoral
zone) is the area that is above water at low tide and under water at high tide (for example, the area
between tide marks).
Burrow: a hole or tunnel dug into the ground by an animal to create a space suitable for habitation,
temporary refuge, or as a byproduct of locomotion. Burrows provide a form of shelter against predation
and exposure to the elements, so the burrowing way of life is quite popular among the animals.
Diurnal pattern: is a pattern of movement that some organisms living in the ocean undertake each day.
Materials
Binoculars or telescope
Watch or timing device
78
Data sheet
Crab ID Cards
Background Information
The crustacean genus Uca inhabits many sandy and marshy shores of temperate and tropical
coasts around the world. Fiddler Crab may be any one of 97 species of semiterrestrial species of marine
crab in the Uca genus. Uca pugilator, the sand fiddler, is the predominant species on the Atlantic and
Gulf coast of Florida. Other local species include U. panacea, U. longisignalis, U. speciosa, and U. minax
(which lives in low salinity environments).
Fiddler crabs are semiterrestrial, living in closely grouped burrows in the intertidal zone and
feeding on nearby beaches or marsh areas. The crabs must be near saltwater for two reasons. First,
they must keep their gills moistened and second, their offspring are planktonic. Multiple species are
commonly found living in the same area, but may be separated by substrate type or variations in moisture
availability. U. pugilator is commonly found in sandy areas where as U. longisignalis is commonly found in
areas with muddy substrate.
Fiddlers construct individual burrows, which they maintain and defend. These burrows can reach
depths of 60cm and are usually surrounded by small balls of extruded sediment on the surface. During
periods of high tide, crabs retreat to their burrows and wait for low tide. Upon surfacing, crabs feverishly
repair their burrows and feed. Fiddler crabs groom the surface, pulling fungus, bacteria, and detritus from
the substrate. Once all the nutrients have been removed from the sediment it is deposited as a small ball
outside of the burrow.
Fiddler crabs are especially unique when it comes to diurnal patterns. Fiddler crabs actually
darken during the day light hours and turn lighter as the daylight recedes. This coloration is also tidally
induced resulting in a daily rhythmic color change. The social behavior of the crabs is also rhythmic.
Activities like display, territory protection, wandering, and mating are associated with the crab’s diurnal
patterns. These are especially noticeable around period of mating and larval release, which is usually
near full and new moons when tidal flow is highest.
Pre-lab questions (Read over the following before starting)
1.
2.
3.
4.
5.
6.
7.
8.
What part of the population is waving?
Do crabs wave randomly or in unison?
What appears to stimulate waving?
What is the response of females to waving males and vice versa?
Are males killed or maimed in aggressive encounters?
Are males physically capable of killing other males?
Is territoriality apparent?
Can you distinguish between the waves of different species?
79
Procedure
1. 1. Select an observation site 3-5 m (10-15ft) from a group of crabs inhabiting burrows near the
high tide mark. Preferably sit near a bush or shade. Stay still (quite talking or whispering is ok)
except for slow movements for writing or use of binoculars.
2. Record the ecological characteristics of the habitat; tide level, temperature, etc.
3. When the crabs re-emerge from their burrows (this could take up to 5 minutes after your initial
intrusion), observe and record the following for 5 males and 5 females for at least 2 minute each.
a. For each crab list species, gender, relative size (sm, med, lg)
b. Activities of crabs in the area (feeding, burrow repair, etc.)
c.
Waiving by males (how much, how fast, changes in posture)
d.
Aggressive encounters between males (postures, times observed, situation, duration of
encounter, outcome)
e. Other encounters between crabs
4. Discuss the pre-lab questions listed above.
5. On the basis of your observations and results, write a report titled “Social Organization and
Displays in Fiddler Crabs.” Be sure to discuss and answer all lab questions and include your
results in table format.
References:
Adapted for use in high school programs from Herrnkind, W. Social Behavior of Fiddler Crabs: A field
Exercise
Fiddler Crab ID
80
Male Uca Pugilator
Male Uca longisignalis
Female Uca Pugilator
81
Male Uca speciosa
Male Uca minax
generally greenbrown, brown or gray.
Chelae are typically
white.
chestnut brown with a
gray color in the front.
The claws of this crab
has red joints
FIDDLER CRAB DATA SHEET
Male Crab 1:
Female Crab 1:
o
Species, gender, relative size (sm, med,
lg)
o
Species, gender, relative size (sm, med,
lg)
o
Activities of crabs in the area
o
Activities of crabs in the area
o
Waiving by males
o
Waiving by males
o
Aggressive encounters between males
o
Aggressive encounters between males
o
Other encounters between crabs
o
Other encounters between crabs
Male Crab 2:
Female Crab 2:
o
Species, gender, relative size (sm, med,
lg)
o
Species, gender, relative size (sm, med,
lg)
o
Activities of crabs in the area
o
Activities of crabs in the area
o
Waiving by males
o
Waiving by males
o
Aggressive encounters between males
o
Aggressive encounters between males
o
Other encounters between crabs
o
Other encounters between crabs
Male Crab 3:
Female Crab 3:
o
Species, gender, relative size (sm, med,
lg)
o
Species, gender, relative size (sm, med,
lg)
o
Activities of crabs in the area
o
Activities of crabs in the area
o
Waiving by males
o
Waiving by males
o
Aggressive encounters between males
o
Aggressive encounters between males
82
o
Other encounters between crabs
Male Crab 4:
o
Other encounters between crabs
Female Crab 4:
o
Species, gender, relative size (sm, med,
lg)
o
Species, gender, relative size (sm, med,
lg)
o
Activities of crabs in the area
o
Activities of crabs in the area
o
Waiving by males
o
Waiving by males
o
Aggressive encounters between males
o
Aggressive encounters between males
o
Other encounters between crabs
o
Other encounters between crabs
Male Crab 5:
Female Crab 5:
o
Species, gender, relative size (sm, med,
lg)
o
Species, gender, relative size (sm, med,
lg)
o
Activities of crabs in the area
o
Activities of crabs in the area
o
Waiving by males
o
Waiving by males
o
Aggressive encounters between males
o
Aggressive encounters between males
o
Other encounters between crabs
o
Other encounters between crabs
83
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Mud fiddlers, (Uca pugnax), have an H-shaped depression in
the middle of the carapace and their eyestalks are long and
thin. They are brown in color, with the front of the shell and
eyestalks ranging from blue to turquoise. The large claw of
the male is usually yellowish orange to yellowish white and its
walking legs are dark and banded. The palm of the large claw
in males has an oblique ridge of small granules on the inner
surface that extends from the lower margin to the wrist cavity.
The sand fiddler’s (Uca pugilator) carapace is typically a
pinkish-purple color, with a bright patch of purple in the center
of the carapace. The legs range in color from orange to
brown. The inside of the male’s large claw lacks a row of
tubercles, which can be used in distinguishing sand fiddlers
from other Uca species.
Red-jointed fiddlers (Uca minax) are larger than the other
two species. The joints of the male's large claw are red and a
row of tubercles line the inner face of the palm. The merus
(fourth segment) of the second walking leg lacks dense
pubescence (soft down or short hairs) on the ventral margin.
The longfinger fiddler crab (Uca speciosa), also called Ive's
fiddler crab, reaches only 2/5-inch carapace length. Color is
variable, depending on season, but is generally green-brown,
brown or gray. Chelae are typically white. An oblique row of
large tubercles, all similar in size, are found on the palm,
slightly behind the joint of the upper, moveable finger.
84
Mudflat fiddler crabs (Uca rapax), also known as Caribbean
fiddler crabs, grow to approximately 4/5-inch carapace length.
Males have a cream or tan colored major claw, with the
moveable finger somewhat darker than the base color of the
claw. The palm of the major claw is smooth, but is finely
granulated obliquely from the lower edge upwards to the
carpal cavity. Body color is typically gray to red-brown with a
white frontal area. Female carapaces are often all white and
may be flecked with red or red-brown. The walking legs may
be reddish in color, but the chelae are never red.
Uca panacea, a new species of fiddler crab from the Gulf
coast of the United States.
Mangrove fiddler crabs (Uca thayeri), reach approximately
3/4-inch carapace length. The carapace is typically a glossy,
dark brown color. Legs are generally brown to orange-brown.
The enlarged male claw is also orange to orange-brown in
color. The palm area of the male claw has an oblique row of
tubercles, and the lower finger of this claw is bent downward.
Females often have green algae covering the carapace.
85
Observation and Inference
Grade Level(s): 3-8
(Vocabulary may be modified for younger grades, as well as specific content matter; however, objectives
of the center will remain the consistent for all visiting groups)
Lesson Overview
Students will examine a set of objects and write down descriptions/notes about what they see. They will
categorize their descriptions (sense, qualitative or quantitative, observation or inference). Students will
examine patterns in their descriptions.
Objectives
After completing the field lab, students will be able to:
3. Distinguish the difference between qualitative and quantitative observations.
4. Understand the use of their senses and tools to enhance their senses.
5. Distinguish between observation and inference.
Vocabulary
Observation: either an activity of a living being, such as a human, consisting of receiving knowledge of
the outside world through the senses, or the recording of data using scientific instruments. The term may
also refer to any data collected during this activity. An observation can also be the way you look at things
or when you look at something.
Inference: Inference is the act or process of deriving logical conclusions from premises known or
[1]
assumed to be true. The conclusion drawn is also called an inference. The laws of valid inference are
studied in the field of logic.
Explanation: An explanation is a set of statements constructed to describe a set of facts which clarifies
the causes, context, and consequences of those facts
Quantitative: The term quantitative refers to a type of information based in quantities or else quantifiable
data (objective properties)
86
Qualitative: The word qualitative refers to descriptions or distinctions based on some quality or
characteristic rather than on some quantity or measured value. It can be a form of analysis that yields the
identity of a compound.
Senses: are the physiological capacities within organisms that provide inputs for perception.
Reference Material: http://www.slideshare.net/mrmularella/observations-vs-inferences/
Materials
6 x Magnifying lenses
6 x Ruler/tape measure
A set of 6 objects
Clip boards/data sheet
Background Information
Scientific knowledge is based on observation and inference; it is important to recognize that these are
very different things.
Procedure
1. Setup. Establish stations. One for each individual or one per small group. Students will rotate
between many stations. Place a predetermined object at each station.
2. Engage. Engage the students by showing them a piece of lab equipment (GPS, flask, etc.) and
asking students to describe it? Write down their descriptions. Then categorize their descriptions by
the sense they used (sight, smell, etc.), whether it was qualitative or quantitative, and whether it
‘described’ the object or was an ‘explanation’ or ‘assumption’ of the object. Clarify these differences.
3. Ask the students to formulate their own hypothesis relating to their own expectations of the outcome
of the lab. Which of your senses do you think you would use the most when making observations?
4. Explore. Students go to each station and record three observations per object. They then determine
(by checking the box) which sense was used in making the description and also determine if the
description was qualitative or quantitative, and finally if the description was an observation or an
inference.
5. Explain. After completing the lab, allow the students to answer the discussion questions as a group.
Relate their answers to the concepts, processes and skills associated with the activity. Students
should record their answers individually. At this time, facilitators can introduce/explain the specific
concepts and explanations in a formal manner.
6. Elaborate. Teachers should reinforce the concepts back in the classroom.
7. Evaluate. Have students reflect on what they have learned by writing in their journal or by drawing a
concept map of what they have learned.
87
This lesson is modified from the LIFE curriculum for Collier County, Field Experience I (School Grounds):
Immokalee, Golden Gate & Manatee Middle Schools, 08-11-09
Observation and Inference
Student Data Sheet
Full Name:
Date:
School (teacher):
Time:
Student Hypothesis and Rationale
If, when making observations, I use my senses, then I believe that I will use my sense of
_______________ the most when making observations, because
___________________________________________________________.
88
89
90
Its All in the Family…or Order…or Class…or…
1.
What is the order that all of the fish listed here are in?
____________________________________________________________________
2.
Is the Silver Perch more closely related to a Red Drum or a Striped Croaker?
____________________________________________________________________
3.
Under what Family would you find the Genus Diapterus?
____________________________________________________________________
4.
What is one thing all four species here have in common to be in the same Class?
____________________________________________________________________
5.
Why would you NOT find a shark in the same class as these fish?
____________________________________________________________________
6.
If the term “Perciformes” translates into “perch-like fishes,” why do you think these fish are all in the
same order? __________________________________________________________________
91
Baby Shark Song
The fun of this song is in the actions. As the shark gets bigger, so does its mouth you make with your
hands and arms.
Lyrics:
(shark mouth with hands connected at wrist)
Baby shark, Doh-doh, doh, doh
Baby shark, Doh-doh, doh, doh
Baby shark, Doh-doh, doh, doh
Baby shark
Swam too slow, Doh-doh, doh, doh
Swam too slow, Doh-doh, doh, doh
Swam too slow
(hop on one leg to beat)
Lost a leg, Doh-doh, doh, doh
Lost a leg, Doh-doh, doh, doh
Lost a leg, Doh-doh, doh, doh
Lost a leg
(shark mouth with forearms connected at
elbows)
Momma shark, Doh-doh, doh, doh
Momma shark, Doh-doh, doh, doh
Momma shark, Doh-doh, doh, doh
Momma shark
(hand on head like shark fin. Other hand rubs
stomache with a very satisfied look on face.)
Happy shark, Doh-doh, doh, doh
Happy shark, Doh-doh, doh, doh
Happy shark, Doh-doh, doh, doh
Happy shark
(shark mouth with full arms)
Daddy shark, Doh-doh, doh, doh
Daddy shark, Doh-doh, doh, doh
Daddy shark, Doh-doh, doh, doh
Daddy shark
(push cellphone numbers to beat)
Call 9-1-1, Doh-doh, doh, doh
Call 9-1-1, Doh-doh, doh, doh
Call 9-1-1, Doh-doh, doh, doh
Call 9-1-1
(same as Daddy, but with fists instead of fingers
to look like no teeth)
Grandpa shark, Doh-doh, doh, doh
Grandpa shark, Doh-doh, doh, doh
Grandpa shark, Doh-doh, doh, doh
Grandpa shark
(make any dieing actions you want. finger
across neck, grabbing heart, fainting away,...)
It's too late, Doh-doh, doh, doh
It's too late, Doh-doh, doh, doh
It's too late, Doh-doh, doh, doh
It's too late
(swimming crawl motion with arms)
Swimmer dude, Doh-doh, doh, doh
Swimmer dude, Doh-doh, doh, doh
Swimmer dude, Doh-doh, doh, doh
Swimmer dude
(point to your bottom)
That's the end, Doh-doh, doh, doh
That's the end, Doh-doh, doh, doh
That's the end, Doh-doh, doh, doh
That's the end
(hand on top of head like shark fin. Other hand
rubbing stomache with hungry look on face.)
Hungry shark, Doh-doh, doh, doh
Hungry shark, Doh-doh, doh, doh
Hungry shark, Doh-doh, doh, doh
Hungry shark
(backcrawl swimming motion with arms)
Swam away, Doh-doh, doh, doh
Swam away, Doh-doh, doh, doh
Swam away, Doh-doh, doh, doh
Swam away
(same backcrawl, with very frantic actions)
Swam too slow, Doh-doh, doh, doh
92
(Sing this song in "rap" style and you will learn about toothed and baleen whales).
Oh Yeah, Whales, They're Big, Uh-huh!
There are two kinds of whales,
if you know what I mean,
There's whales with teeth,
and whales with baleen.
Toothed whales come in different sizes,
There's some you know and some surprises,
Of all the toothed whales, the largest by far,
Has to be the spearm whale - What a Star!
The narwhal looks like a unicorn,
It has one long tooth shaped just like a horn.
Dolphins are toothed whales,
we're not trying to fool ya,
So are porpoises, pilot whales, and belugas.
Oh Yeah, Whales, They're Big, Uh-huh!
Baleen whales look a little off kilter,
Just because they eat with a filter.
They're the largest of whales but they get their fill,
By feeding on tiny creatures called krill.
Blue whales, right whales, grays and humpbacks,
and the rest of the baleen brood.
They're all gigantic, no doubt about it,
But none of them can chew their food!
You want to be a giant without teeth to clean?
Then you want to be a whale that eats with baleen.
Oh Yeah, Whales, They're Big, Uh-huh!
The most famous toothed whale is easy to tell,
It's Shamu and all the other killer whales.
93
(to the tune of "The Wheels on the Bus")
The stingrays at the beach, Flap their fins,
Flap their fins,
Flap their fins.
The stingrays at the beach,
Flap their fins,
To swim around the sea.
The stingrays at the beach,
Hide in the sand,
Hide in the sand,
Hide in the sand.
The stingrays at the beach,
Hide in the sand,
So they can't be seen.
People at the beach should,
Shuffle their feet,
Shuffle their feet,
Shuffle their feet.
People at the beach should,
Shuffle their feet,
So the rays can swim away.
Rays are related to sharks. There are many different
types of rays including stingrays, bat rays, eagle rays, manta rays, and cow-nosed rays. Stinging spines
are used only for protection.
94
(to the tune of "Sipping Cider")
This song is best sung by two or more people. The second person or audience repeats each line, then all
sing the verse together.
He had a fin. (REPEAT)
It helped him swim. (REPEAT)
He swam around. (REPEAT)
And up and down. (REPEAT)
(REPEAT VERSE TOGETHER)
There was a shark. (REPEAT)
His name was Mark. (REPEAT)
His skin was rough. (REPEAT)
(REPEAT VERSE TOGETHER)
His teeth are sharp. (REPEAT)
They help him bite. (REPEAT)
They are serrated. (REPEAT)
Like little knives. (REPEAT)
(REPEAT VERSE TOGETHER)
Now Mark could smell. (REPEAT)
And I mean well. (REPEAT)
He smelled a fish. (REPEAT)
Oh what a dish. (REPEAT)
(REPEAT VERSE TOGETHER)
Mark has no bones. (REPEAT)
It's cartilage. (REPEAT)
It's in your ears. (REPEAT)
And your nose bridge. (REPEAT)
(REPEAT VERSE TOGETHER)
Let's say goodbye. (REPEAT)
To Mark the shark. (REPEAT)
He is our friend. (REPEAT)
This is the end. (REPEAT)
(REPEAT VERSE TOGETHER)
(to the tune of "I'm Picking Up a Baby Bumble Bee")
I'm picking up some trash from the big blue sea.
Keeping the ocean clean for you and me.
I'm picking up some trash from the big blue sea.
Why don't you come and join me!
My friends and I are cleaning up the sea,
For whales and dolphins swimming happily.
95
My friends and I are cleaning up the sea.
Look how pretty it can be.
We're keeping all the oceans nice and clean.
Have some fund and join our clean-up team.
We're keeping all the oceans nice and clean.
Come and join our team!
(to the tune of "I Got Rhythm")
I've got whiskers,
Long front flippers,
I've got ear flaps,
Can you tell me what I am?
(RESPONSE: Sea Lion!)
Walk on all fours,
On rocky seashores,
Barking loudly.
Can you tell me what I am?
(RESPONSE: Sea Lion!)
I've got whiskers,
Short front flippers,
Have no ear flaps,
Can you tell me what I am?
(RESPONSE: Seal!)
Bounce like jelly,
On my belly.
You won't hear me,
Can you tell me what I am?
(RESPONSE: Seal!)
96
I've got whiskers,
Long white tusks.
Lots of blubber,
Can you tell me what I am?
(RESPONSE: Walrus!)
On the ice flow,
I will bellow.
Near the North Pole,
Can you tell me what I am?
(RESPONSE: Walrus!)
Presentation Rubric: NBMSS School Program Teaching Rubric
Student Name:
_______________________ TEST DATE: __________
4
3
2
1
Enthusiasm
Facial expressions and
body language
generate a strong
interest and enthusiasm
about the topic in
others.
Facial expressions and
body language
sometimes generate a
strong interest and
enthusiasm about the
topic in others.
Facial expressions and
body language are
used to try to generate
enthusiasm, but seem
somewhat faked.
Very little use of facial
expressions or body
language. Did not
generate much interest
in topic being
presented.
Comprehension
Student is able to
accurately answer
almost all questions
posed by participants
about the topic.
Student is able to
accurately answer most
questions posed by
participants about the
topic.
Student is able to
accurately answer a
few questions posed by
participants about the
topic.
Student is unable to
accurately answer
questions posed by
participants about the
topic.
Content
Shows a full
understanding of the
topic.
Is able to work ALL
stations with
confidence.
Shows a good
understanding of the
topic. Is able to work
most stations with
confidence.
Shows a good
understanding of parts
of the topic.
Is able to work a couple
of stations with
confidence.
Does not seem to
understand the topic
very well. Is only
comfortable at one
station.
Collaboration with
Peers (As rated by
peers in class)
Almost always listens
to, shares with, and
supports the efforts of
others in the group.
Tries to keep people
working well together.
Does share of work and
then some
Usually listens to,
shares with, and
supports the efforts of
others in the group.
Does not cause
"waves" in the group.
Does only required
work in group
Often listens to, shares
with, and supports the
efforts of others in the
group but sometimes is
not a good team
member. Does the bare
minimum on a daily
basis
Rarely listens to,
shares with, and
supports the efforts of
others in the group.
Often is not a good
team member. Little or
no effort
Prepared for class
Always on time for
class with closed toe
shoes (water activities)
shirt, and appropriate
clothing - often arrives
early to help set up
Has not had shirt,
shoes, or appropriate
clothing on one or two
occasions
Continually forgets
Tardy often, often out
uniform, but rarely tardy of uniform, does very
for programs
little to prepare for
programs
CATEGORY
TOTAL :___________________
97
98