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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
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.
©2012 New England Aquarium Marine Animal Adaptations | Page 3
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.
©2012 New England Aquarium Marine Animal Adaptations | Page 4
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
©2012 New England Aquarium Marine Animal Adaptations | Page 5
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
©2012 New England Aquarium Marine Animal Adaptations
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)
©2012 New England Aquarium Marine Animal Adaptations
Bony Fishes(“Regular fish” have bone skeletons)
SENSES
Sight Largeeyescanseewell.
Smalleyesusuallycannot.
Smell Somefishcansmell.
Somecannot.
Taste Theycantastetheirfood–ifitisintheirmouth.
Touch Theirskincanfeelwhatevertheytouch.
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
©2012 New England Aquarium Marine Animal Adaptations
Echinoderms(Animals with “spiny skin”)
SENSES
Sight Seastarsandseaurchinscansenselightanddark.
Smell Theycansmellfoodandotherthings.
Touch Theirskincanfeelwhatevertheytouch.
Sea Star
Sea Urchin
Sea Cucumber
Suction cup tube feet
Suction cup tube feet
Suction cup tube feet
©2012 New England Aquarium Marine Animal Adaptations
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
©2012 New England Aquarium Marine Animal Adaptations
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)
©2012 New England Aquarium Marine Animal Adaptations | Page 10
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
©2012 New England Aquarium Marine Animal Adaptations | Page 1
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
Suction cup Tube Feet
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)
©2012 New England Aquarium Marine Animal Adaptations | Page 3 ©2012 New England Aquarium Marine Animal Adaptations | Page 8
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.
Touch Their skin can feel whatever they touch.
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__________________
©2012 New England Aquarium Marine Animal Adaptations | Page 7 ©2012 New England Aquarium Marine Animal Adaptations | Page 4
Cartilaginous Fishes(Sharks, rays and skates have cartilage skeletons)
Shark
Skate
No stinging barb
Ray
Stinging barb (used for
protection only)
Shark
Skate
No stinging barb
Ray
Stinging barb (used for
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.
Touch Their skin can feel whatever they touch.
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
Stinging barb (used for
protection only)
Stinging barb(used for
protection only)
Ray
Skate
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