ALL ABOUT SHELLS 1

All About Shells Teacher’s Guide

activity unit includes:

☞ all about shells - information poster

☞ shell Line Key - interactive poster

☞ Teacher Notes & curriculum Links

☞ student activities☞ shell collection (optional)

2 ALL ABOUT SHELLS

Unit Resources:• AllAboutShells- Teacher’sGuide-

Curriculum links and activities.• AllAboutShells-A1 poster with

information about molluscs for both teachers and students to refer to throughout the unit.

• ShellCollection-Shells from 12 common NZ molluscs.

• ShellLineKey- A1 poster used for classifying mollusc shells.

• MolluscPhotographs- Colour photographs on the unit cover of the molluscs that made some of the shells in the collection. Cut out the individual photographs and laminate to use with the activities.

Other Useful Resources:• Additionalmolluscshells-collect from your local

shore.

• FieldGuidesforcommonNZseashells-see

your local library.

• MarineRecreationalFishingRules(pamphlet) - available from the Ministry of Fisheries.

• GuidelinesforGatheringPaua(pamphlet) - available from the Ministry of Fisheries.

Overview:Everyone who has walked along the seashore has picked up sea shells and commented on their form and wondered where they came from. This unit includes a series of activities which focus on the shellsmadefromanimalsinthePhylumMollusca(e.g.snails,mussels,limpets,chitons).Thebackgroundinformation required to teach this unit can be found on the enclosed posters. A shell collection may be purchased or you may want to collect your own shells from a local beach.

Main Topics and Level:• Classification of Mollusc Shells

• Mollusc Structure and Function

This unit is designed for levels 3 & 4 of the Science in the New Zealand Curriculum document but the resources can be used at all levels. Forexampleitisgreattoworkthroughthelinekeywith a Level 8 group prior to doing a shore survey so that they know the difference between a limpet and a chiton. Similarly you might have Level 1 or 2 students match up the shells with pictures.

All About Shells - Teacher’s Guide

ALL ABOUT SHELLS 3

Scie

nce

in

th

e N

Z C

urr

icu

lum

Pro

cess

es:

CLASSifiCATionofMoLLu

SCSheLLS

Scie

nce

in

th

e N

Z C

urr

icu

lum

Str

an

d-L

ivin

g W

orl

d:

L.evel1/2-Evolution-Recognisethattherearelots

of d

iffere

nt liv

ing th

ings i

n th

e w

orld

and

that

they

ca

n be

gro

uped

in d

iffere

nt w

ays.

L.eval3/4-Evolution-Begintogroupplants,

anim

als a

nd o

ther

living

thing

s int

o sc

ience

-bas

ed

classifications.

Lea

rnin

g o

utc

om

es:

Studentsareableto-

•Describetheshellsofdifferentmolluscs.

•Explainwhereashellhascomefromandhow

it is

mad

e.•Define‘anim

al’.

•Define‘invertebrate’.

•Listthecommonfeaturesofmolluscs.

•Classifyshellsusingthelinekey.

•Groupshellsaccordingtoothercriteria

eg.feedingstrategy,habitatetc.

•IdentifycommonNZshells.

Activity:

1 2,3 2 2 2 6 4,7 3-8

fillyouractivitysequenceinhere:

natureofScience

understandingaboutScience:

Activ

itiy 6

investigatingScience:Activities1,2,4,5,7

CommunicatingScience:Activity3,6,7,8

All A

bout

She

lls -

Uni

t Pla

nnin

g Gu

ide

MoLLu

SC-STruCTure&funCTion

Scie

nce

in

th

e N

Z C

urr

icu

lum

Str

an

d-L

ivin

g W

orl

d:

L.evels1/2-LifeProcesses-Recognisethatallliving

thing

s hav

e ce

rtain

requ

irem

ents

so th

ey c

an st

ay

alive

.

Levels3/4-LifeProcesses-Recognisethatthereare

life p

roce

sses

com

mon

to a

ll livi

ng th

ings a

and

that

th

ese

occu

r in

diffe

rent

way

s.

Lea

rnin

g o

utc

om

es:

Studentsareableto-

•Explainhowashellhelpsm

olluscsto

surv

ive.

•Identifyandlabelthemainpartsof

molluscs.Describetheirfunction.

•Identifyandlabeltheinternal

struc

ture

s of a

mus

sel a

nd d

escr

ibe

their

func

tion.

3 3,5 5 1 6 8

AssessmentSuggestions:

•Assesspriorknowledge.

•Identifymolluscshellsusingthelinekey.

•Completeareferencecollectioncard.

4 ALL ABOUT SHELLS

This activity assess student’s prior

knowledge of mollusc shells.

You will need: Shell Collection,

newsprint.

1. Placeeachshellfromthecollectiononapieceofnewsprint. Set out as work stations around the room.

2. Split class into groups and get each group to list words that describe each shell. Encourage studentstocommentonshape,colour,pattern,textureandweight.

3. Students can do crayon rubbings or quick sketches.

4. Share descriptions.

5.Compileaclasschartof‘WordsdescribingShells’to use as stimulus for creative writing

(e.g.poems,stories).

6. Add to this list throughout the study including bothdescriptiveandscientificterms.

This activity identifies the main features

of molluscs.

You will need: Shell Collection, All

About Shells poster, newsprint.

Brainstorm/Discussion:

1.Whatisashell?Animal,plant,mineral...

2.Wheredoyoufindshells?

3.Makealistofalltheanimalsthatyoucanthinkofthat have shells.

4. ReadmiddlesectiononAllAboutShellsposter.

5.Writedefinitionsforthefollowingonlargepieces of paper for the class to refer to throughout study:

Whatisananimal? Whatisaninvertebrate? Whatisamollusc?

6.Whichanimalsfromyourlist(question#3)aremolluscs?

7.Dosomeresearchtofindoutwhatotheranimalgroups have shells. How do they differ from molluscs?

ACTiviTyone

A shell is a shell, is a...

ACTiviTyTwo

Mighty Molluscs

ALL ABOUT SHELLS 5

This activity looks at common features of

mollusc shells.

You will need: Shell Collection,

All About Shells poster, Mollusc

Photographs, magnifying glasses.

1. Each student selects and draws a shell noting shape,colourandotherfeatures.Useamagnifyingglasstoseefinedetail.

2. Labelthedifferentpartsoftheshell.RefertotheAllAboutShells poster for help. • Whereistheoldestpartoftheshell?

- label this the umbo.• Looktoseeifyourshellhasahinge.

- only bivalve shells do.• Canyoufindevidenceofgrowth?

Try to count the growthlines.• Isyourshellsculptured?Whatdoyouthink

these ridgesarefor?

3.Whatmolluscmadetheshell?Lookatphotosand do some research to learn about how and where this mollusc lives.

4.Whyhaveashell?Whatadvantagesdoestheshapeoftheshellprovide?Thinkaboutwhathappens at low tide and when the waves are big andcrashagainsttheshore.Whyareterrestrialanimalswithshellsusuallysmall?

5.Designexperimentstotestsomeofyourpredictions

ACTiviTyThree

Shell StructuresThis activity introduces the idea of grouping

animals according to similarities and

differences.

You will need: Shell Collection, Mollusc

Photographs, newsprint.

1. Scientists group animals into family groups according to similarities and differences. Ask the students to group these shells according to their own criteria. They should record the characteristicstheyusedtogroupthem(colour,size,shape,etc.).

2.Addanothershell.Doesitfitintoanexistinggroupordotheyneedtomakeanewgroup?

3.Didallthestudentsusethesamecharact-eristicstogrouptheshells?Weresomecharacteristicsbetterthanotherstouse? e.g.size,colour,numberofshells.

4.Discusswhyitwouldbeusefulforscientiststodivide plants and animals into groups.

ACTiviTyfour

Sorting Shells

6 ALL ABOUT SHELLS

This activity investigates the internal features of

a mussel.

ACTiviTyfive

Mussels Inside and OutYou will need: Mussel shells from Shell

Collection, live mussels (in shells) from

supermarket (enough for one between

three children).

2. Can you open your musselwithyourfingers?

yes ❍ no ❍

4. Whatcolourscan you seeonyourshell?

3.Describetheoutsideofthe shell using three words only.

15. Whenyoueatmussels,whatpartdoyoueat?

5. Isanythinggrowingontheoutsideoftheshell?

6. Label the umbo(oldestpartoftheshell)andthehinge.

7. Doesyourmusselhavebyssalthreads

(Thesearehairythreadsthat attach the mussel to therock)

yes ❍ no ❍

14. The gills are used to breathandfilterplanktonout of the water. How manygillsarethere?

13. The foot looks like a large dark tongue. Whatisitusedfor?

8. How many growthlinescanyoucount?

12. The mantletissue is located at the edge of theshell.Itaddsnewshellontheouteredge.Whatcolourisit?

10.Isyourmussela male ❍ or a female ❍?

9. Ask an adult to open the shell for you.

1.Measureyourmussel.

Compare the size mussel withtheclassdata.Isitsmaller or larger than the averagesize?

11.Findthemuscles(adductormuscles)thatpull the shell closed. How manyarethere?

(Maleshavewhitesacsfilledwithspermand females have yellow/orange sacs filledwitheggs)

adductormuscle

mouth

foot

gutattachmentthreads

lips

gill

mantle(secretestheshell)

adductormuscle

anus(bottom)reproductiveorgans

(eggsorsperm)

shell

STArThere

☞

RefertotheAllAboutShellsposter for help.

Doyouthinkamusselisabivalveoraunivalve?

▼ ▼ ▼

▼

▼

▼

▼

▼

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▼

▼

▼

▼

ALL ABOUT SHELLS 7

This activity introduces a systematic model

scientists use for classifying animals. students

will become familiar with the different mollusc

groups.

This activity is suitable for assessment.

You will need: Shell Collection, Activity

sheet #1, Shell Line Key poster.

Directions for using the Shell Line Key:1.Spread the shells out on the bench with the

poster.

2.Takeoneshellatatime,placeatthestartposition on the ShellLineKeyposter.

3.Decidewhichofthetwolinestofollowbyselecting the best description of the shell. Continue to select the best description until a name is reached at the bottom of the poster.

4. Repeattheprocesswitheachshell.

Results:5.Havethestudentsfilloutactivitysheet#1and

discuss the features used to classify and identify the different types of shells.

Discussion:

ACTiviTySix

Name that Shell

ALinekey is a method that scientists have designed to identify different groups or species ofplantsandanimals.Thereareover50,000different types of molluscs so a method for organisingthemisessential.Manydifferenttypesofclassificationarepossible.Molluscsforexamplecouldbeclassifiedaccordingtowheretheylive,whattheylooklikeorwhatthey eat. Scientists classify animals according to evolutionaryrelationships,socloselyrelatedanimals are grouped together.

6.Whatcharacteristicswereimportantingroupingtheshells?Whatdoyoucallthemolluscswithoneshell,twoshells,oreightshells?

7.Discusshowthelinekeyworked.Whatweresome of the problems you encountered when tryingtomatchthedescriptionswitheachshell?Howcouldthekeybeimproved?

8. Often shells have other plants and animals growing on them and some are damaged or have holes that have been drilled by other animals. Sometimes only one half of the bivalve shellsisfound.Doyouthinkthiswouldmakethemdifficulttoidentify?Canyoufindshellsthatdemonstratethis?

9.Think about why scientists have designed keys to classify animals and plants. Can you think of a bettersystem?Hasthelinekeybeenusefulforyou?

extension:

• Identifytheshellspeciesusingfieldguides.• Createyourownlinekeytoidentifytypesofmussels,snails,chitonsetc.

8 ALL ABOUT SHELLS

Name:

Date:

Name that Shell

Placeoneshellatthestartpositionanddecidewhichofthetwo lines to follow by selecting the best description of the shell. Continue to select the best description until the name is reached at the bottom of the poster.

Collect information about each shell and record it on the table below.

Shellname

1

2

3

4

5

6

7

8

9

10

11

12

activity sheet #1

Describethefeaturesusedtoidentifytheshell

numberofshellparts

Shellnumber

ALL ABOUT SHELLS 9

ACTiviTySeven

The Life of a Mollusc

This activity encourages students to explore

other ways of grouping animals and learn about

the ecology of molluscs.

youwillneed:AllAboutShellsposter,

ShellLineKey,ShellCollection,

MolluscPhotographs,referencebooks

onshellsandmolluscs.

1.Researchandgroupshellsaccordingtothefollowing criteria:

Number of Shells: •Gastropod

•Bivalve

•Chiton

Feedingstrategies: •filterfeeder

•Grazer

•Predator

Use: •usedforAquaculture

•Commerciallyharvested

•TraditionallyharvestedbyMaori

•notharvested

Habitat: •SurfBeach

•Mudflat

•rockyShore

•Deepwater

This activity involves students collecting,

identifying, and researching mollusc shells.

They then report this information on a

reference collection card in the same way

scientists do.

This activity is ideal for assessing students at

the end of your unit.

youwillneed:ShellCollection,

Activitysheet#2,AllAboutShells

poster.ShellLineKeyposterandsea

shellfieldguides.

1. Eachstudent(orgroup)choosesashellandputstogether an information card.

2.Gluethereferencecollectionformtocardboardand attach the actual shell with glue.

3. Fillintheappropriateinformationonthereferencecollectionform.Usethepostersandfieldguidesforreference.

4.Displayaroundtheroomastheclassreference.

ACTiviTyeiGhT

Shell Reference Collection

10 ALL ABOUT SHELLS

activity sheet #2

MoLLuSCreferenCeCoLLeCTion

Common Name:

ScientificName:

MaoriName:

Collected from:

Collector:

Foodeaten:

Predators:

Other interesting features:

Attach shell here

MoLLuSCreferenCeCoLLeCTion

Common Name:

ScientificName:

MaoriName:

Collected from:

Collector:

Foodeaten:

Predators:

Other interesting features:

Attach shell here

ALL ABOUT SHELLS 11

Field Tripvisityourlocalseashoreto:

• Collectothermolluscshells.• Viewandidentifylivemolluscs.• Observethebehaviouroflivemolluscsintheir

habitat.• Conductashoresurveytofindoutwhere

different molluscs live.• Lookforshellfossils.

Food Webs• Findoutwhateatsthemolluscsinthecollection

and what they eat.• Constructafoodwebusingthisinformation.

Growth• Measureanumberofshellsofthesamespecies.Findthesmallest,largestandaveragesize.Graphyourresults(size-frequencybargraph).

• Findouthowscientistsusetheshellstoagemolluscs. How would they determine if a line representsayearoramonthsgrowth?

Tangata Whenua• FindoutabouttraditionalMaoriuseofmolluscs

for food.• PlanafieldtriptothemuseumtoseehowshellshavebeenusedinearlyPolynesianandMaoricultures.

Cooking• Lookthroughcookbookstofindrecipesfor

molluscs.

Extension Ideas

Life Cycles• Investigatethelifecycleofamolluscfromthe

shell collection.• Drawaflowchartofhowtheshellchanges

through its life including what happens when the mollusc dies.

Language• UsetheAllAboutShells poster to write definitionsforunfamiliarwords.

• Readandwritestories,poemsetc.aboutseashells and molluscs.

Fishery• RefertotheRecreationalFishingRulestofind

out which molluscs you can collect and how many.

• Findoutwhatthequotasystemisandwhyitwas set up.

• Findoutwhatanalgalbloomisandhowitaffectsshellfishandthefishery.

• FindoutwheremarinereservesarelocatedinNZ and why they were established.

Aquaculture• Findoutwhichmolluscspeciesarefarmed

commercially.• Whatdoyouneedtoknowaboutamolluscspeciestofarmit?

• Visitalocalshellfishfarmanddescribehowtheanimalsarecollected,held,fedetc.

Adaptations• Comparelandsnailswithseasnails.Howaretheyadapted(speciallymade)toliveonlandorinthesea?

12 ALL ABOUT SHELLS

View live molluscs at the Aquarium

BringyourclassonafieldtriptotheNewZealandMarineStudiesCentreandseemolluscsonthebeach,underthemicroscopeandintheaquariumtanks.Findoutabouttheecologyofthisdiversegroup through this innovative programme.

Itisguaranteedtobe“hands-on”andwilldevelopyourstudents’investigative skills.

Forfurtherinformationandbookingspleasecontact:

newZealandMarineStudiesCentre

PoBox8,Portobello,Dunedin

Tel:03479-5826

fax:03479-5844

email:marine-studies@otago.ac.nz