New England Aquarium Educational Field Trip Activity ... · New England Aquarium Educational Field Trip Activity Series ... , students will study ... , animal information sheets (attached)

New England Aquarium Educational Field Trip Activity Series

New England Marine Animal AdaptationsLearning LevelIntermediate-Advanced

Subject AreasScience

Preparation•PreviewAquariumfieldtriporientationvideo

•BorrowbiofactsfromtheAquarium

•Reviewvocabularyappropriateforyourstudents

•Dividestudentsupintofieldtripgroupspriortovisit

Duration of LessonPre Activity •Oneclassperiodwithoutfieldtrip

•Twoclassperiodsincludingfieldtrippreparation

Activity •Oneclassperiodwithoutfieldtrip

•10to20minutesduringfieldtrip

Research and Presentation Twoclassperiods

Lesson Standards Common Core (ELA)•ReadingStandards:FoundationalSkills

•WritingStandards•SpeakingandListeningStandards

•LanguageStandards

MA Science Standards•LS.CharacteristicsofLivingThings

•LS.LivingThingsintheirEnvironment

ObjectivesStudentswillpracticeobservationandcriticalthinkingskillsastheystudylocalspeciesfoundintheGulfofMaine.

Studentswilllearnaboutlocalanimaladaptationsthroughinvestigationsofbiofacts(artifactsofonce-livingorganisms).Afterstudyingtheseadaptations,studentswillworktogetheringroupstolearnandteachaboutfocusanimals.

DuringanoptionalfieldtriptotheNewEnglandAquarium,studentswillstudyexhibitsrelatedtolocalanimals.Thefollowingguidewillincludeinformationrelatedtothefieldtrip.IfyouareunabletocometotheAquarium,youcandisregardthenotesaboutthefieldtripanduseitsolelyasaclassroomactivity.

Studentswillbeableto:

•Identifymarineanimaladaptations•Makeobservationsaboutanimals’adaptations•Begintoinferthebenefitsofthoseadaptations•Drawandwritewhattheysee,payingcloseattentiontodetail

SkillsObservation,communication,literacy,groupwork

VocabularyAdaptation,biofact,bone,cartilage,crustacean,fish,GulfofMaine,marine,NewEngland,observation

MaterialsClassroom Lesson Materials:Aquariumfieldtriporientationvideo(www.neaq.org/preview),biofacts(availablefromTeacherResourceCenter,www.neaq.org/teachers),animalinformationsheets(attached)Field Trip Lesson Materials: Studentsheets(printoncardstock),journals(attached)orclipboards(ifstudentsheetsarenotoncardstock).PleasedonotallowstudentstousetheAquariumglassasawritingsurface,aspencilsandpenscandamagetheacrylic.

ProcedureBefore your visit:ShowstudentsandchaperonestheAquariumfieldtriporientationvideo.Discussexpectationsaroundthefieldtripandintroducetheactivitythestudentswillberesponsibleforduringtheirvisit.YoucanalsodownloadtheFieldTripPlanningGuidefromwww.neaq.org/fieldtrips.

Dividestudentsupintotheirfieldtripteamssotheyknowwhowillbeintheirgrouppriortoleavingforthetrip.Thereshouldbefourgroups:1)cartilaginousfishes,2)bonyfishes,3)echinoderms,and4)crustaceans.Ifnecessary,groupsmaybesplitsothattherearefiveorfewerstudentsineachgroup.Givethestudentsenoughtimetoaskquestionsandpracticeusingthestudentsheetsinclass.

Developed with support from

http://www.neaq.org/preview

http://www.neaq.org/teachers

http://www.neaq.org/fieldtrips

Biofact Observation (15 minutes) TellthestudentsthattheywillbeobservingananimalwhentheyareattheAquarium.Topractice,theyaregoingtoobserveapartofananimalthatwasonceliving—a biofact.Askthestudents“Whatisthedifferencebetweenobservingandlookingatsomething?”Defineobservation(seeGlossary).Writetheirresponsesontheboard.

•GiveeachstudenttheMarineBiofactObservationActivityworksheetortheNewEnglandAquariumjournal(attached).

•Giveeachstudentorpairofstudentsabiofact.•Instructstudentstoworkindividuallyontheirworksheets,butallowthemtotalktotheirfellowstudentsiftheyaresharingabiofact,toshareinformation.

•Afterthestudentscompletetheirworksheets,askthestudentstosharetheirbiofactwiththeclassandpresentwhattheyhavefound.

Tips for Good Observation:•Remembertohavethestudentsusealloftheirsenses,excepttaste.•Givethemmeasuringtoolstoassistintheobservation.•Givethemcrayonsorpaintsamplestocompareanduseasacolor-codingsystem.

AssessmentAskstudentstopresentthefollowingquestions.Youcangradethembygivingthemapointforeachanswer.

•Whatdiditlooklike?•Whatdiditfeellike?•Whatanimaldotheythinkitis?•Describeanadaptationithasforfeeding,escapingpredatorsorreproducing.•Shareonemoreinterestingfeaturetheyhavediscoveredduringtheirobservation.

During your visit: NOTE: Planfornomorethan5to10studentsatoneexhibitatonetime. Thisactivityshouldonlylastabout20minuteswhenyouareattheAquarium.Wedonotrecommendthatstudentsspendalargepartoftheirtimedoinganactivity.WeencouragethemtoexploreanddiscoverotherpartsoftheAquariumafterorbeforetheiractivity.Breakstudentsupintotheirteams:1)cartilaginousfishes,2)bonyfishes,3)echinoderms4)crustaceans.

Northern Waters: Gulf of Maine (Level 3) observation

Instructstudentstochooseananimaltoobserveinanyofthefollowingexhibits:

•Shorebirds•BoulderReef•SandyBottomCommunity•IslesofShoals•EastportHarbor

DirectstudentstocompletetheAnimalObservationSheetorcontinueinthetheirNewEnglandAquariumjournal(attached).

©2012 New England Aquarium Marine Animal Adaptations | Page 2

After your visit Dividestudentsintogroupsaccordingtowhichanimaltheyfocusedonduringtheirvisit:1)cartilaginousfishes,2)bonyfishes,3)echinoderms4)crustaceans.Ifnecessary,groupsmaybesplitsothattherearefiveorfewerstudentsineachgroup.

Assessment Withineachgroup,directstudentstomakeaposterabouttheirchosenanimaloranimalgroupfocusingontheadaptations(movement,protection,reproduction).Theymayusetheirownnotesandobservations,theanimalinformationsheetsandotherresourcestodeveloptheirposters.Usetheattachedposterrubricormakeyourown.YoucanalsoborrowbooksandmaterialsfromtheTeacherResourceCenter.Useoneclassperiodtogatherinformationandbegintheposter.Usethesecondclassperiodtofinishtheposterandpresentittotheclass.Thetimeofpresentationcanbeadjusteddependingontheamountofclasstimeavailable.


Youcanusearubricliketheonebelow,designedforfreeatrubistar.4teachers.org,tohelpscoreyourstudents’work.

New England Marine Animal AdaptationsPoster Project

CATEGORY 4 3 2 1

Use of Class Time Usedtimewellduringeachclassperiod.Focusedongettingtheprojectdone.Neverdistractedothers.

Usedtimewellduringeachclassperiod.Usuallyfocusedongettingtheprojectdoneandneverdistractedothers.

Usedsomeofthetimewellduringeachclassperiod.Therewassomefocusongettingtheprojectdonebutoccasionallydistractedothers.

DidnotuseclasstimetofocusontheprojectORoftendistractedothers.

Title Titleisdescriptive,informative,canbereadfrom6feetawayandisquitecreative.

Titlecanbereadfrom6feetawayanddescribescontentwell.

Titlecanbereadfrom4feetawayanddescribesthecontentwell.

Thetitleistoosmalland/ordoesnotdescribethecontentoftheposterwell.

Attractiveness Theposterisexceptionallyattractiveintermsofdesign,layoutandneatness.

Theposterisattractiveintermsofdesign,layoutandneatness.

Theposterisacceptablyattractive,thoughitmaybeabitmessy.

Theposterisdistractinglymessyorverypoorlydesigned.Itisnotattractive.

Knowledge Gained Studentcanaccuratelyanswerallquestionsrelatedtofactsintheposterandprocessesusedtocreatetheposter.

Studentcanaccuratelyanswermostquestionsrelatedtofactsintheposterandprocessesusedtocreatetheposter.

Studentcanaccuratelyanswerabout75%ofquestionsrelatedtofactsintheposterandprocessesusedtocreatetheposter.

Studentappearstohaveinsufficientknowledgeaboutthefactsorprocessesusedintheposter.

Labels Allitemsofimportanceontheposterareclearlylabeledwithlabelsthatcanbereadfromatleast3feetaway.

Almostallitemsofimportanceontheposterareclearlylabeledwithlabelsthatcanbereadfromatleast3feetaway.

Severalitemsofimportanceontheposterareclearlylabeledwithlabelsthatcanbereadfromatleast3feetaway.

LabelsaretoosmalltoviewORnoimportantitemswerelabeled.

Content Accuracy Atleast7accuratefactsaredisplayedontheposter.

5to6accuratefactsaredisplayedontheposter.

3to4accuratefactsaredisplayedontheposter.

Fewerthan3accuratefactsaredisplayedontheposter.

Required Elements Theposterincludesallrequiredelementsaswellasadditionalinformation.

Allrequiredelementsareincludedontheposter.

Allbut1oftherequiredelementsareincludedontheposter.

Severalrequiredelementsweremissing.


http://rubistar.4teachers.org

AdaptationAphysicalorbehavioralfeaturethatanorganismisbornwithandthathelpstheorganismtosurviveandreproduceinitshabitat

BiofactAnartifactofalivingorganism(e.g.driedseastar,whalebones)

Bone Hardstructuresofaskeletoninvertebrateanimalsmadeofcalciumandotherminerals

CartilageFirm,flexibletypeoftissueinanimals(e.g.flexibletissueinhumanearornose)

CrustaceanTypeofanimalbelongingtothephylumArthropoda,typicallycoveredinahardshell(e.g.shrimp,lobster,crab,barnacles,etc)

FishAnanimalthatlivesinthewaterthatusesgillstobreatheandfinstoswimandhasscalescoveringitsbody

Gulf of MaineLargebayoftheNorthAtlanticoceanbetweenCapeCodandNovaScotia

MarineOforrelatingtotheocean

New EnglandTheNortheastregionoftheUnitedStatesthatincludesthestatesofConnecticut,RhodeIsland,Maine,Massachusetts,NewHampshireandVermont

ObservationDetailedexplorationanddescriptionusingthesenses

New England Marine Animal AdaptationsGlossary


1.Draw and labelasmanydetailsasyoucan.

2.Whatkind of animaldoyouthinkitcomesfrom?

3.Whatpart of the animaldoyouthinkitis?

4.Describehowthe animal would usethisbodypart.

Whilelookingatthebiofactinyourclassroom,answerthefollowingquestions.

New England MarineAnimal AdaptationsMarine Biofact Observation Sheet

NAME

DATE

©2012 New England Aquarium Marine Animal Adaptations

1.Draw and labelasmanydetailsaspossible.Ifyouhavetime,drawitslocationintheexhibit.

2.Whatisthenameofthisanimal?

3.Describethebodypartsthisanimalusesforprotection.

4.Describetheadaptationthatthisanimalhasthathelpsitfind food.

5.Whereinthisexhibitdoestheanimallive?(Circle one)

OntherocksOnthesandAlwaysswimsOther(describe)_______________

WhilelookinganexhibitintheNewEnglandAquarium,answerthefollowingquestions.

New England Marine Animal AdaptationsAquarium Animal Observation Sheet

NAME

DATE


Cartilaginous Fishes(Sharks, rays and skates have cartilage skeletons)

Shark

Skate

No stinging barb

Ray

Stinging barb (used for

protection only)

SENSES

Sight Theycanseewellinthedark.

Smell Theyhaveaverystrongsenseofsmell.

Taste Theycantastetheirfood—ifitisintheirmouth.

Touch Theirskincanfeelwhatevertheytouch.

Hearing Youcan’tseetheirears,butallfishcanhear.

Movement Mostfishhavelaterallines,whichcansensemotion.

Electricity Mostcartilaginousfishhaveampullae of lorenzini,whichcanfeelelectricity.

Skate

Ray

Shark

No stinging barb

Stinging barb(used for

protection only)


Bony Fishes(“Regular fish” have bone skeletons)

SENSES

Sight Largeeyescanseewell.

Smalleyesusuallycannot.

Smell Somefishcansmell.

Somecannot.

Taste Theycantastetheirfood–ifitisintheirmouth.


Hearing Youcannotseetheirears,butallfishcanhear.

Movement Mostfishhavelaterallines,whichcansensemotion.

Electricity Somefishhavebarbels,whichcansenseelectricity.

Cod

Barbel

Cod

Flounder

Redfish

Barbel

Both eyes on one side of its head!

Lateral line


Echinoderms(Animals with “spiny skin”)

SENSES

Sight Seastarsandseaurchinscansenselightanddark.

Smell Theycansmellfoodandotherthings.


Sea Star

Sea Urchin

Sea Cucumber

Suction cup tube feet




Crab

Crab

Crab

Crustaceans(Lobsters and crabs with many-jointed legs)

SENSES

Sight Mostcrabsandlobstershavecompoundeyes,likeaflyoraspider.

Smell Theycan“smell”withtheirshortantennae.

Taste Theycantastewiththeirantennae—andsometimeswiththeirfeet!

Touch Theycanfeelwiththeirlongantennae,andwiththeirlegsandclaws.

American Lobster

Hermit Crab

Crab


To print the following journal pages,set your printing preference to print: • Double Sided• Binding Side on the TOP/short edge

New England MarineAnimal AdaptationsJournal

My New England Aquarium Journal

What animals or exhibits do you want to make sure you see? Write them here.

Your Group (Please circle):

Cartilaginous fishes Bony fishes Echinoderms Crustaceans ©2012 New England Aquarium Marine Animal Adaptations | Page 11

NAME

TEACHER’S NAME

American Lobster

Hermit Crab

Biofact ObservationUse your biofact to fill in the following drawings and questions.

Draw and label your biofact here. Try to be as detailed as possible.

Crustaceans(Lobsters, crabs and other animals with many jointed legs and a hard shell)


SENSES

Sight Most crabs and lobsters have compound eyes, like a fly or a spider.

Smell They can “smell” with their short antennae.

Taste They can taste with their antennae—and sometimes with their feet!

Touch They can feel with their long antennae, and with their legs and claws.

Crab


SENSES

Sight Sea stars and sea urchins can sense light and dark.

Smell They can smell food and other things.

Touch Their skin can feel whatever they touch.

Echinoderms(Animals with “spiny skin”)

Sea Star Sea Urchin

Sea Cucumber

Suction cup Tube Feet



While looking at a biofact in your classroom, answer the following questions:

1. What kind of animal do you think it comes from?

2. What part of the animal do you think it is?

3. Describe how the animal would use this body part.

©2012 New England Aquarium Marine Animal Adaptations | Page 9 ©2012 New England Aquarium Marine Animal Adaptations | Page 2

Cod

Barbel

Animal ObservationWhile looking at an exhibit in the New England Aquarium answer the following questions.

Draw and label your animal here. Try to be as detailed as possible.

Bony Fishes(“Regular fish” have bone skeletons)


SENSES

Sight

Large eyes can see well. Small eyes usually cannot.

Smell Some fish can smell.

Some cannot.

Taste They can taste their food—if it is in

their mouth.


Hearing You can’t see their ears, but all fish

can hear.

Movement

Most fish have lateral lines, which can sense motion.

Electricity

Some fish have barbels, which can sense electricity.

Cod

Barbel

Barbel

Both eyes on one side of its head!

Cod

Flounder

Cod

Barbel

Redfish

Lateral line

While looking at an exhibit in the New England Aquarium answer the following questions.

1. What is the name of the animal?

2. Describe the protection the animal has on its body.

3. Describe the adaptation this animal has to help it find/eat food.

4. Where does this animal live?

On the rocks

On the sand

Always swims

Other__________________


Cartilaginous Fishes(Sharks, rays and skates have cartilage skeletons)

Shark

Skate

No stinging barb

Ray


protection only)

Shark

Skate

No stinging barb

Ray


protection only) No stinging barb

SENSES

Sight

They can see well in the dark.

Smell They have a very strong sense of smell.

Taste They can taste their food—if it is in

their mouth.


Hearing You can’t see their ears, but all fish

can hear.

Movement Most fish have lateral lines, which can

sense motion.

Electricity Most cartilaginous fish have ampullae

of lorenzini, which can feel electricity.

Shark

Shark

Skate

No stinging barb

Ray


protection only)

Stinging barb(used for

protection only)

Ray

Skate


If y

ou

hav

e ti

me

… D

raw

th

e ex

hib

it y

ou

r an

imal

live

s in

. L

abel

par

ts o

f th

e ex

hib

it.

Documents

New England Aquarium Educational Field Trip Activity ... · New England Aquarium Educational Field Trip Activity Series ... , students will study ... , animal information sheets (attached)