lesson 4 explorationblog.hawaii.edu/hcri/files/2017/01/u3l4-scientific-exploration.pdf · sc.1.1.2...

Scientific ExplorationL

ESSON 4

Unit 3: Zoom! From Earth to Habitats

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Scientists observe habitats to find patterns. Students learn monitoring those patterns helps to learn about the plants and animals that live in a habitat. They also learn tools scientists use to make observations more accurate.

Scientific ExplorationL

ESSON 4

Unit 3: Zoom! From Earth to Habitats

Table of Contents 4 Launch!

Patterns. Scientists use observation and tools to find patterns in habitats.

6 How Many?A1: Count Coverage. Scientists describe a habitat with coverage patterns.

12 Slimy SamplesA2: Gather Samples. Scientists collect and preserve samples of producers or animals from a habitat.

18 Habitation CluesA3: Search for signs. Scientists search for signs animals left behind to discover their habits inside a habitat.

24 Here, There, and EverywhereA4: Monitor Animals. Scientists count critters inside a habitat with transects.

36 Are You Following Me?A5: Track Animals. Scientists track critters in a habitat with observation and tools.

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Ready?Familiarize yourself with Scientific Exploration lyrics.

Set?Unit 3-Lesson 3-All Activities: Habitats• Unit 3-Lesson 4-Activity 1: How Many? (Count Coverage) • Unit 3-Lesson 4-Activity 2: Slimy Samples (Gather Samples)• Unit 3-Lesson 4-Activity 3: Habitation Clues (Search for Signs)• Unit 3-Lesson 4-Activity 4: Here, There, and Everywhere (Monitor Animals) • Unit 3-Lesson 4-Activity 5: Are You Following Me? (Track Animals)•

Go!Develop Know-Wonder-Learn chart with students.

Materials

Scientific Exploration (mp3 and lyrics)

LAUNCH!(Patterns)

Hawaii Standards

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Scientists use observation and tools to find patterns in habitats.

To find patterns!Why do

scientists explore?

Hawaii Coral Reef Initiative * U3.L4.Launch! * www.reefpulsehawaii.com

Reef Pulse - U3 L4 Launch!

Hawaii Coral Reef Initiative * U3.L4.Launch! * www.reefpulsehawaii.com 5

Launch!Clap along to the beat of Scientific Exploration.

Observing your surroundings:Sensing, counting, learning, and adding to your mind.It’s good to always keep a recordThat will help to remind you of everything you find.

CHORUS:Scientific exploration is often slow;It will take some time for you to knowHidden patterns and questions to ask,But when you find them it is well worth the task.

Exploring your surroundings:You seek to answer “what or where.”You are observing, with senses and tools;Measuring, describing, and writing notes too.

CHORUS

Investigating a question:You seek to answer “why or how.”You are observing, with senses and tools;Measuring, describing, and writing notes too.

CHORUS

How it worksTo find patterns in habitats! Aunty says there are patterns in songs, too. A beat forms part of a song’s pattern!

Just for FunFind patterns in your class! How many different ways can you sort the students in your class?

What’s in a Word?Explore comes from Latin and may originally have been a hunting term for a loud cry.

NOAA LinkLearn about new technologies scientific explorers use to find patterns in ocean habitats:

www.oceanexplorer.noaa.gov >> Technology >> Observation Tools

Think about it...Why do scientists explore?

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Ready?EngageSpread out large sheet in the middle of floor. Sprinkle it with dried beans in the center.

ExploreAsk hardware store to cut PVC into 1 foot lengths (1 foot x 4 = 4 feet).

Alternative Materials: Tinker Toys™ or chopsticks and marshmallowscan be used as an alternative to PVC tubing.

EvaluateMake copies of photoquadrat color-by-number worksheet (see appendix.

One per student.

Set?Unit 3-Lesson 3-All Activities: Habitats• Unit 3-Lesson 4-Activity 2: Slimy Samples (Gather Samples)• Unit 3-Lesson 4-Activity 3: Habitation Clues (Search for Signs)• Unit 3-Lesson 4-Activity 4: Here, There, and Everywhere (Monitor Animals) • Unit 3-Lesson 4-Activity 5: Are You Following Me? (Track Animals)• Unit 5-Lesson 8-Activity 4: Turf-ific Algae (Turf Algae)•


Hawaii Standards

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Materials

Queen-size sheetDried kidney beans (5 bags)Tinker Toy Tin sticks (4 per student)Tinker Toy Tin spools (4 per student)Paper (1 sheet per pair)Ruler (1 per pair)Pencil1/2 inch PVC tubing (4’ per quadrat)1/2 inch 90-degree PVC elbows (4 per quadrat)Markers (tan, green)Play dough (optional)

(Coverage)

Scientists DESCRIBE a habitat with coverage patterns.

How do Scientists measure

producers or coral

coverage?COUNT

COVERAGE!

Hawaii Coral Reef Initiative * U3.L4.A1 * www.reefpulsehawaii.com

Reef Pulse - U3 L4 A1

Hawaii Coral Reef Initiative * U3.L4.A1 * www.reefpulsehawaii.com 7

EngageDescribe changes in the coral and algae coverage as a class.

Sit class in a circle on a large sheet. • Divide class into two groups.

Group 1: Close eyes.• Group 2: Scatter a lot of algae (dried beans) and coral (crumpled newspapers) on the sheet.

Group 1: Open eyes and estimate how much coral and algae are • in the area.

Group 2: Close eyes.• Group 1: Add or remove some of the coral and algae.

Group 2: Open eyes and look for patterns and recognize • changes.

Scientists say... ...Coverage for the amount of coral or algae growing in a particular area.

Scientists also say... ...Benthic community for things like coral, algae, and even small invertebrates growing on the bottom of the sea floor.

NOAA LinkFind out more about algal coverage.

www.noaa.gov Search “turf algae” CCMA: Shallow - Water Benthic Habitats

Think about it...Why do scientists observe producer and coral cover in the ocean?

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ExploreBuild a quadrat in small groups.

Stand in a class circle around the entire benthic community (sheet).• Discuss ways you are able to count the number of coral and algae in the entire area.

Build a quadrat in small groups at your table.• Layout four 1-foot PVC tubes into a square.Layout four 90-degree PVC elbows at each corner of the square.Insert 1-foot tubes into elbows to join sections together to form a square.

Return to the benthic community (sheet).•

Place your quadrat down over some coral and algae.• Estimate visually the coral and algae coverage in your quadrat.Is it a little, a lot, or totally full?Write estimates on the board.

Tally all observations on the board.• Did most students have a little, a lot, or totally full?

Think about it...How do scientists estimate algal coverage over a large area?

How Many?


9Hawaii Coral Reef Initiative * U3.L4.A1 * www.reefpulsehawaii.com

ExplainCoverage measures how much coral or algae cover a habitat. Tutu says coverage is just another way of talking about patterns!

Why do scientists observe producer or coral cover in the ocean?To find patterns and document changes! Habitat structures may change over time. There could be more coral one year and then more algae the next. Scientist will measure the coverage (amount of coral and algae) over time and try to determine why the changes are happening.

How do scientists sort plant or coral cover?By estimating a small area! It seems like a big task to estimate coverage over a whole reef. But, just like cleaning your room, it becomes easier when you break it into smaller chunks. Uncle says a quadrat helps scientists break large areas into smaller ones. Then, they use the information to estimate the whole area.

Scientistssay......baseline information for data that is collected in an area for the first time. This data can be used to compare future data and to determine if there were any changes.

What’s in a Word?Quadrat comes from Latin for square (quadratus).

NOAA LinkSee how scientists use photoquadrats to study changes in marine habitats over the years:

www.response.restoration.noaa.gov >> Students and Teachers >> Observing Marine Life Abundance >> Mearns Rock Quadrats

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ElaborateDemonstrate sparse, patchy, and continuous in small groups.

Draw an imaginary line down the center and across quadrat to make four equal • squares.

Gather algae in quadrat.• Cover one square with algae first and then the other. Algae can be placed on top of coral to fill in the square.

Determine if you have sparse, patchy, and continuous algae coverage within your • quadrat.Sparse: algae covers less than two squares.Patchy: algae covers more than three squares.Continuous: algae covers almost all four squares.

Add more beans to your quadrat to change your algae coverage.•

How it worksSparse, patchy, or continuous! Sparse has the least amount of coverage (less than 50%). Patchy areas have between 50-90% coverage. Continuous areas have the most (more than 90%)! Did it matter whether the beans were spread out or bunched together? No! They still have the same coverage.

Think about it...How do scientist describe algal coverage?

How Many?



EvaluateHow do scientists measure producer or coral coverage?

Answer by drawing two photos from a photoquadrat.

Fold paper in half.• Use a ruler to draw the same size square on both sides of paper.

Label first square, Photoquat A (July 2007).• Draw a picture of some coral and algae.

Label second square, Photoquat A (July 2009).• Draw a picture that shows more coral that has grown in the same area.

Discuss how photos of the same quadrat taken in different years • can help scientists.

How would you estimate the amount of cement on the ground at your school compared to grass?

AssessSC.K.6.1 Classify objects by their attributes.

SC.1.1.1 Collect, record, and organize data using simple tools, equipment, and techniques safely.

SC.1.1.2 Explain the results of an investigation to an audience using simple data organizers (e.g., charts, graphs, pictures).

SC.1.5.1 Identify ways in which the same kinds of plants and the same kinds of animals differ.

SC.2.1.1 Develop predictions based on observations.SC.2.3.1 Describe how animals depend on plants and animals.

Scientists Say... ...photoquadrat for a quadrat with a camera attached to the top.

Invention centerCoral Point Count was created by NOVA University. It is a computer program that can calculate coral coverage from photoquadrats.

NOAA LinkSee divers using a photoquadrat in the North Western Hawaiian Islands:

www.coris.noaa.gov >> About Coral Reefs >> Coral Reef Ecosystem Essays >> More Detail >> Rapid Ecological Assessment

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Ready?EngageFamiliarize yourself with the Pinch-Don’t Pull lyrics.

ElaboratePunch two holes in each jar lid with hammer and nail.

Straws should fit through holes.Cut nylon stocking into small squares (One per student).

Set?Unit 3-Lesson 3-All Activities: Habitats• Unit 3-Lesson 4-Activity 1: How Many? (Count Coverage) • Unit 3-Lesson 4-Activity 2: Slimy Samples (Gather Samples)• Unit 3-Lesson 4-Activity 3: Habitation Clues (Search for Signs)• Unit 3-Lesson 4-Activity 4: Here, There, and Everywhere (Monitor Animals) • Unit 3-Lesson 4-Activity 5: Are You Following Me? (Track Animals)• Unit 4-Lesson 4-Activity 4: Along Those Lines (Longitude: NS)• Unit 5-Lesson 8-Activity 3: Macroalgae (Algae)•


Materials

Pinch-Don’t Pull (mp3 and lyrics) White sheet (queen-size) Magnifying glassSmall glass jar with lid (e.g. baby food jar, 1 per student)HammerNailNylon stockingScissorsStraw (bendable) (2 per student)Modeling clayTapePensPaperCrayons

Hawaii Standards

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(Samples)

Scientists collect and preserve samples to later observe and find patterns.

How do scientists make further

studies?

GatherSamples!




EngageSing Pinch, Don’t Pull as a class.

Mime pinching algae when you hear • pinch.

Pretend to pull algae when you hear • pull.

What's in a Word?Sample comes from the Latin word exemplum. Example comes from the same word!

Gathering TipSome types of limu get bumps when they are ready to release spores. The spores grow into new limu! Tutu says to be careful not to pick any limu with bumps.

Did you know?It is against Hawaii state law to take samples of coral and living rock (aka coralline algae) without a permit.

Taking a walk along the shore,You start to explore.You see some limu and look for more. You bend over to your kneesAnd begin to reach.You stop and scratch your skull, “Should I pinch, or should I pull?”

CHORUS:You take everything when you pull.You leave nothing but a little hole.When you pinch,You leave some to grow.

Well, you are still there bending to your knees.But, you know what to do,Thanks to Tutu.So, you begin to reachAnd pinch off a little piece.This way, you know,The limu will continue to grow.All because you pinched and did not pull.

CHORUS

Think about it...How do scientists collect algae?

Scientists collect and preserve samples to later observe and find patterns.

GatherSamples!

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ExploreGather leaves (algae) individually.

Pretend you are a phycologist collecting algal samples.• Pinch off three leaves from plants in your school yard. Be sure not to pull on the plant.Alternatively, gather fallen leaves into bag.

Spread sheet on ground.• Place leaves (algae) onto sheet.

Classify (sort) algae into piles as a class.• Sort by color, shape, or size.

Look at your leaves with a magnifying glass.• Could you have sorted the algae while underwater? Could you use a magnifying glass or microscope underwater?

**Activity Extension**Make a herbarium.

See directions in U5.L8.A3-p.38.•

Slimy Samples

Think about it...Why do scientist collect algae samples?



ExplainSometimes, scientists cannot do all their observation in the field. So scientists collect samples to look at later. Samples help them find patterns in a habitat.

How do scientists collect algae?Pinch, not pull! Tutu says if you pull up the entire limu, there will be less for the future. When you pinch, you leave most of the limu in place. Then it can grow for others to enjoy.

Why do scientist collect algal samples? To look at them later without running out of air in their SCUBA tank! In their laboratory, they can sort and classify algae to find patterns in their presence across habitats. They can also share the samples with other scientists.

Just for fun!Fill a jar with ocean water and turf algae. Set overnight. Look at the micro-organisms (really small animals) that float out of the algae and into the water!

Scientists say......Herbarium for a collection of preserved plants or alga. Herbarium species can easily be shared with other scientist.

Career CornerTaxidermists preserve animals. Taxidermy helps scientists, museum visitors, and sportsmen.

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ElaborateLog bug samples individually.

Stick straws through holes in lid.• Seal spaces around straws with modeling clay.

Cut one straw so only two inches stick up above lid.• Tape nylon piece over bottom end of short straw. Screw lid firmly onto jar.

Take bug collector outside. • Find small bug such as an ant.

Hold outside end of long straw over bug.• Suck gently through short straw of your newly constructed aspirator. Watch bug enter jar.

Return to the classroom. Draw your bug in your journal.• Write weather, date, time, location, and weather of where you collected your bug. Return to that habitat and release bug.

How it worksWith field notebooks! Scientists record information about the habitat from which they collected their samples. They note the weather, place, date, time, and weather. They draw or take pictures. They even record different facts about the habitat, such as coverage.

Slimy Samples

Think about it...How do scientists log (record) samples?



EvaluateWhy do scientists collect samples?

Answer by collecting and sorting something from your schoolyard.

Think of your other senses besides sight. How might scientists use them to describe samples?

AssessSC.K.1.2 Ask questions about the world around them.SC.K.6.1 Classify objects by their attributes. SC.1.1.1 Collect, record, and organize data using simple tools, equipment,

and techniques safely.SC.1.5.1 Identify ways in which the same kinds of plants and the same

kinds of animals differ.

SC.2.3.1 Describe how animals depend on plants and animals.SC.2.8.2 Identify the limited supply of natural resources and how they can

be extended through conservation, reuse, and recycling.

Scientists Say......Vouchers for preserved samples.

Career CornerSome artists specialize in scientific illustrations. They may use microscopes and surgical tools to dissect tiny plants or animals before drawing.

Tools of the tradeMarine scientists use special paper and pens that they can write on underwater!

NOAA LinkCheck out some scientific illustrations of the first scientific study of the Florida reefs.

www.noaa.govSearch “scientific illustrations”

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ReadyEngageDecorate cracker wrapper to look like a lobster, or other eel food.

ExploreDownload schoolyard map from Internet or draw your own.

Make a copy for each pair.

Set?Unit 3-Lesson 3-All Activities: Habitats• Unit 3-Lesson 4-Activity 1: How Many? (Count Coverage) • Unit 3-Lesson 4-Activity 2: Slimy Samples (Gather Samples)• Unit 3-Lesson 4-Activity 3: Habitation Clues (Search for Signs)• Unit 3-Lesson 4-Activity 4: Here, There, and Everywhere (Monitor Animals) • Unit 3-Lesson 4-Activity 5: Are You Following Me? (Track Animals)• Unit 4-Lesson 4-Activity 4: Along Those Lines (Longitude: NS)• Unit 5-Lesson 2-Activity 3: Let’s Eat (Track Animals)•


Habitation Clues

Hawaii Standards

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Materials

Saltine crackers Googly eyesGlueConstruction paperBaking sheet or shallow tray (1 per pair)Flour or sandSchoolyard map (1 per pair)PaperMarkersProps for detective skit

(Creature Signs)

Search for SIGNS!

Scientists search for signs animals left behind to discover their habits inside a habitat.

How do scientists look for patterns

and clues?




EngageSearch for signs of wildlife in two groups!

Group 1 (scientists): Stand to one side of room with eyes closed.•

Group 2 (eels): Take crackers out of wrapper (lobster shell). Set • crackers aside. Hide wrapper under a desk (eel cave). Then sit down off to the side.

Group 1: Quietly search the desks (caves) for signs of an eel • living there.What clue did you find? Which senses did you use?

Group 2: Switch and become scientists. Stand to one side of • room with eyes closed.

** Activity Extension**Group 1 (carnivorous fish): Stand around a desk and eat a • cracker. Do not worry about making a mess then sit down off to the side.

Group 2 (scientists): Quietly search the desks (coral reef) for • signs of a fish living there.What clue did you find? Which senses did you use?

Reading ResourceBig Tracks, Little Tracks: Following Animal Prints by Millicent E. Selsam (J 599.1479 Se)

Did You Know?The shape and pattern of eaten coral polyps tell which corallinavore grazed at that spot.

Just for fun!Learn about the different senses animals have!

faculty.washington.edu/chudler/amaze.html

Think about it...What senses do marine scientists use to find signs of animals?

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ExploreSearch for signs of wildlife in pairs!

Go outside.•

Search for animal clues.• Look for things like poop, scratch marks, feathers, ant mounds, etc. Listen for bird calls.

Use your map to record where you found animal signs.•

Place tracking tray near your animal clues.• Cover bottom of baking sheet with thin layer of sand or flour. Leave unattended for several hours.

Return to classroom. • Write or sketch your observations. Include weather conditions.

**Activity Extension**Make this an experiment by predicting which animals appear during the day and at night.

Make a hypothesis.• Predict what animals you will track during the day or at night. Leave tray unattended for several hours during the day.

Observe/draw what you see in tray.• Smooth sand.

Leave tray out all night in the same spot.• Observe/draw what you see in tray in the morning.

Repeat for several days.•

Habitation Clues

Think about it...What tools do biologists use to observe absent animals?



ExplainScientists look at signs animals leave behind for clues. Habitats can hold lots of clues for scientists.

What senses do marine scientists use to find signs of animals?Sight and touch! Scientists look for signs like empty shells outside of caves, broken spines, exoskeletons, or nibbled coral or algae.

What tools do biologists use to observe absent animals?Tracking plates! Scientists put the plates where they are looking for animals. They can tell what kind of animal has been there by looking at its tracks on the plates. Marine scientist use a type of tracking plate underwater by seeing what kind of animals settle and grow on it.

Dazzling DefinitionTracks are footprints. Signs are all the other clues animals leave behind them. Do marine biologists mostly look for tracks or signs?

Did You Know?Some explorers place bait on their tracking plates to attract animals. Why might this provide inaccurate information?

NOAA LinkRead about the volunteer effort to search for signs of hawksbill turtle activity in Hawaii.

www.fpir.noaa.govSearch “Hawksbill Turtle Recovery Program”

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ElaborateGo on a scat hunt as a class!

Search for bird or lizard droppings.•

Draw shape, size, and note location.•

Use a stick to open up scat.• Hypothesize what you think the animal eats. How does this provide a clue to scientists about how an animal interacts with its habitat?

How it worksScat tells a lot about a habitat! Finding scat tells scientists what type of animal passed through the habitat and what it ate. Different diets produce different shaped poop. Look at your recorded shapes again. Carnivores and scavengers have splats and sprays. Insectivores, granivores, and frugivores have loose tubes of semisolid materials. Herbivores have tubular or cylindrical scat. Determining what the animal ate gives scientists clues about other things that live in the habitat.

Habitation Clues

Think about it...Why do scientists look for animal signs?



EvaluateWhat do scientists look for when seeking animal signs?

Answer by drawing your pet’s habitat!

Draw a picture of your home and signs that you have a pet.• For example, dog food in a bowl, hair on the couch, etc.If you do not have a pet, make one up.

Have a classmate guess what kind of pet you have by looking at • your drawing.

Look at your scat drawings. What do birds or lizards in your area eat?

AssessSC.K.1.3 Collect data about living and non-living things.SC.K.2.1 Identify different types of technology at home, in the classroom,

and/or in the world.SC.K.3.1 Identify similarities and differences between plants and animals.SC.K.6.1 Classify objects by their attributes.

SC.1.1.1 Collect, record, and organize data using simple tools, equipment, and techniques safely.

SC.2.1.1 Develop predictions based on observations.

Reading ResourceBe a Nature Detective by Millicent E. Selsam (J 599.05 S)

Scientists Say......Scat for animal droppings (or dung).

Did You Know?Insectivores eat insects. Granivores eat grain. Frugivores eat fruit.

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Ready?EngageFamiliarize yourself with Transect Tool mp3 and lyrics.

ExplorePhotocopy fish and urchin outline template (U3.L4.A4-pp.30-34).

One fish or urchin per student.

Photocopy Record Sheet (p.35). One per student. Note: if class size is large, add more transects and fish lines as needed.

Set? Unit 3-Lesson 3-All Activities: Habitats• Unit 3-Lesson 4-Activity 1: How Many? (Count Coverage) • Unit 3-Lesson 4-Activity 2: Slimy Samples (Gather Samples)• Unit 3-Lesson 4-Activity 3: Habitation Clues (Search for Signs)• Unit 3-Lesson 4-Activity 4: Here, There, and Everywhere (Monitor Animals) • Unit 3-Lesson 4-Activity 5: Are You Following Me? (Track Animals)•


Materials

Transect Tool (mp3 and lyrics) Painter’s tape RulerString/clothesline (20’) Chairs (2)Fish outlines (U3.L4.A4-pp.30-34)Record Sheet (U3.L4.A4-p.35)ScissorsClothes pinsRuler

(Transects)

Hawaii Standards

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Scientists count critters inside a habitat with transects.

Why do scientistS

count critters?

To Monitor Animals!




EngageSing Transect Tool as a class.

Take that transect to the sea. Count the fishes, one, two, three.Big fish, small fish, coral too.Watch them all as we swim through.

With our methods and our tools, we can help the reef out too.With our methods and our tools, we can help the reef out too.

Repeat.

**Activity Extension**Make a transect line as a class.

Clear space in middle of classroom.•

Make a line with painter’s tape (approximately 10 feet) on the • floor across the classroom.

Observe objects near the line.•

Scientist Say... ...sample to describe a section of a whole. For example, a small number of yellow tang (sample) may be studied to determine characteristics of all yellow tang (population).

Scientists Say... ...estimate when making an educated guess about the size of a group.

Scientists Say... ...Ichthyologist (ik-thee-ol-uh-gist) is a fish scientist.

Web ResourceWatch a video on underwater transect

www.youtube.comSearch “Coconut Island transect video.” Select video by “Sharkrage11”

Think about it...What tool do scientists use to count animals?

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ExploreEstimate fish counts along your transect as a class.

Make fish.• Cut out fish. Tape string to top of fish so they can hang.

Place fish swimming around transect. • Place one chair at start and other chair at end of transect. Connect chairs with string. Secure fish on string over transect line with clothespins.

Scatter sea urchins on floor along transect. Tape in place.•

Estimate number of uhu, manini, and tangs on line and sea urchins on floor. • Record estimates.

Swim along the transect in pairs. In each pair decide who will count fish and • who will count sea urchins. Count number of uhu, manini, tangs, and urchins as you go. Use tally marks and record in your log.

Compare counts as a class.•

Think about it...Why do scientists count animals?

Here, There, and Everywhere



ExplainScientists use math to study habitat patterns! By counting animals, they find patterns in habitats.

What tool do scientists use to count animals?Transects! Scientists unroll an 82-foot long measuring tape and lay it on the ocean floor. Then, an ichthyologist swims along and counts the number, type, and size of fish near the transect. Tutu Kane says a phycologist and invertebrate zoologist usually follows and counts the algae and invertebrates!

Why do scientists count animals?To describe a habitat and find its patterns! Scientists count animals, coral, and algae to tell a story about a habitat. They assess an area once to get a snapshot. They monitor the same area again and again to discover any changes. Scientist then have to determine why the numbers changed.

Scientists Say......Fish when there are many fish of the same species and fishes when there are more than one species.

Invention CenterTowboarding is a method used to quickly survey a marine area. Two divers with video cameras are pulled behind a small boat.

http://www.hawaiianatolls.org/video/towboarding.php

Career cornerDivers always swim with a buddy, even on scientific explorations. Buddies help keep each other safe underwater.

Did you know?Scientists monitor the number of aquarium fish along the west coast of the Big Island.

www.hcri.hawaii.edu>> Education>>Publications >> West Hawaii Projects PDF

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ElaborateEstimate fish size with a partner.

Make a shaka and measure the length from pinky finger to thumb.• Record all shaka lengths on board. What is the shortest length? Longest? Average?

Practice estimating the size of a fish using your hands.• Stretch arm in front of you and hold out your shaka so it lines up with a fish. Close one eye to help focus on the fish. Is the fish one shaka, one and a half shakas, or two or more shakas?

Partner one: Swim along transect (from U3.L4.A4-p.26) and estimate the size of • each fish using your shaka as a guide.Keep your distance and do not touch the fish. Tally on your record sheet.

Partner two: Swim behind partner and repeat exercise.•

Compare notes with partner.• Discuss pros and cons of this tool.

How it works:Hands! Scientists use their hands as a tool to measure the size of fish underwater. Since fish swim away if humans get too close, scientists have practiced estimating the size of fish from a distance by using just their hands as a ruler. With practice, they get pretty accurate.

Think about it...What tools do scientists use to measure the size of swimming fish?

Here, There, and Everywhere



EvaluateWhy do scientists count critters?

Make a fish postcard.

Use the fish cut out from the previous Elaborate (U3.L4.A4-p.26) to write a postcard on the back.

Address the postcard to that fish. Tell the fish why you are counting it.

Is it good to see only one type of fish on a reef?


and/or in the world.

SC.1.1.1 Collect, record, and organize data using simple tools, equipment, and techniques safely

SC.1.1.2 Explain the results of an investigation to an audience using simple data organizers (e.g., charts, graphs, pictures)

SC.1.2.1 Explain why people create technological devices.

Historical noteIn ancient times, a span equaled the width of a man’s spread out hand.Cubit extended from a man’s elbow to the tip of his finger.

ON A RELATED NOTEInch comes from an old English word for “one twelfth part.” To what part do you think it refers? Answer: Foot!

invention centerScientists have adapted tools developed for snipers to estimate fish size. They shine two laser dots - one red and one green - onto a fish. How is this like your shaka?

nOAA LinkView photos of a scientist measuring fish on a transect.

www.photolib.noaa.gov >> reef >> Pacific reefs >> Diving Biologists

Fish outline template 1 (Manini)

30 Hawaii Coral Reef Initiative * U3.L4.A4 * www.reefpulsehawaii.com

Fish outline template 2 (Uhu)U3 L4 A4: Here, There, and Everywhere (explore)


Fish outline template 3 (Uhu and Urchin)U3 L4 A4: Here, There, and Everywhere (explore)


Fish outline template 4 (Urchins)U3 L4 A4: Here, There, and Everywhere (explore)


Fish outline template 5 (Tang)

One Shaka One and a half shakas Two ShakasNumber of Fish/Urchin Less than 5-inches 5-7 inches More than 8-inches

Manini

Uhu

AchillesTang

Sea Urchin


Manini

Uhu

AchillesTang

Sea Urchin


Swim along transect and estimate the size of each fish (from U3-L4-A3) using your shaka as a guide.Keep your distance and do not touch the fish. Tally on your record sheet.

Transect Swim Record Sheet


Manini

Uhu

AchillesTang

Sea Urchin


Manini

Uhu

AchillesTang

Sea Urchin


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Ready?EngageUse fish from previous activity or photocopy more (U4.L4.A4-pp.30-34).

One per student.

ElaborateMark start and goal lines with tape for Transmitter Relay Race.

Set? Unit 3-Lesson 3-All Activities: Habitats• Unit 3-Lesson 4-Activity 1: • How Many? (Coverage)Unit 3-Lesson 4-Activity 2: • Slimy Samples (Samples)Unit 3-Lesson 4-Activity 3: • Habitation Clues (Creature Signs)Unit 3-Lesson 4-Activity 4: • Here, There, and Everywhere (Transects)


Hawaii Standards

SC.K.1.3SC.K.2.1

SC.1.2.1SC.1.5.1

Materials

Fish Outline Templates (U4.L4.L4.pp.30-34) ScissorsPenCupsPaintPaint brushesPainter’s tapePillow (1 per team)Toilet paper rolls (2 per team)GlueMarkers

TrackingCritters

(Tracking)

Track Animals!

How do scientists

learn about critters in their

habitat?

Scientists track critters inside a habitat with observation and tools.




Interesting FactSome animal tracking devices use radio-frequency identification (RFID). RFID tags send data back to scientists electronically.

historical noteIn the fall of 1803, American naturalist John James Audubon wondered whether migrating birds returned to the same place each year. He tied a string around the leg of a bird before it flew south for the winter. The following spring, Audubon saw the bird with the string returned.

Invention CenterYou can track your pet! Veterinarians can insert a location chip in your pet’s back.

EngageTrack your own fish individually.

Use fishes from U4.L4.A4-pp.30-34.• Do not decorate fish.

Gather together as a class.• Everyone hold one fish.

Throw fish into air all at once.• Close your eyes as you do this.

Find your own fish on the ground.• Could you definitively do this?

** Activity Extension**Gather fish and throw into air again.

This time watch fish fall.• Discuss what you learn about their movement when you watch them fall.

Think about it...What do scientists learn by tracking critters?

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ExploreMark and track fish individually.

Take any one fish from Engage activity.• It does not have to be the same one with which you started.

Draw a special marking on your fish, like a tattoo.• Use lines or dots in different colors or patterns.

Gather together as a class with your fish.• Close eyes. Throw all fish into air at once.

Find your own fish on the ground.• Could you definitively do this?

Are You Following Me?

Think about it...What tool do scientists use to observe moving fish?



ExplainSometimes scientists want to know more about animal than they can find out from what the animals leave behind them. They want to actually observe them in their habitat. This information helps scientists learn more about how animals use their habitats.

What do scientists learn by tracking critters?Movement patterns! How far do they move? When do they move? Do they return to the same place? These are just a few questions that can be answered by tracking animals.

What tool do scientists use to observe moving fish?Tattoos! Scientists tattoo each fish with unique markings. Then, they return daily at different times. The tattoos help them easily find and observe each individual fish.

Hawaii NeiTattoos come from Polynesian culture, like Hawaiian. They say kakau for tattoo.

NOAA LinkLearn about humpback whale tracking and research.

www.hawaiihumpbackwhale .noaa.gov >> Science

NOAA LinkWatch the journey of a loggerhead turtle from Baja, Mexico to Japan, where it was born. Scientists tracked the journey with a satellite tag.

http://sos.noaa.gov >> Search >> Pacific Turtle Tracking.

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ElaborateDo the Transmitter Relay Race in teams of 4-5.

Line up in teams behind starting line.• Choose one scientific explorer per team. Rest are monk seals.

First monk seal: Race on all fours to goal and back.• Balance pillow (transmitter) on your back.

Freeze if pillow falls.• Scientific explorer: Put pillow back on monk seal.

Scientist: Move transmitter to next monk seal when first returns. •

Continue until done.•

How it works:Tracking devices! Scientists can put equipment on monk seals and other animals to track what they do. A common tracking device is a video camera called a critter cam. Scientists can carefully put critter cams on an animal to record everything it does! The critter cam is often attached to their back, like the pillow transmitter you wore while racing.

Are You Following Me?

Think about it...What tools do scientists use to observe large, moving animals?



EvaluateWhy do scientists track critters?

Write about a day in a life of a monk seal.

Write about what you might see in the critter cam attached to a • monk seal.

Why is knowing about the daily life of a monk seal important?•

What can a satellite tracking device tell us about turtles that travel across the ocean?


and/or in the world.

SC.1.2.1 Explain why people create technological devices.SC.1.5.1 Identify ways in which the same kinds of plants and the same

kinds of animals differ.

Interesting FactScientists got the idea for critter cams by watching fish suctioned to the sides of sharks.

Web ResourceBuild your own critter cam and watch amazing footage.

www.nationalgeographic.com/crittercam >> Interactive Missions

NOAA LinkYou can see a video from a critter cam attached to a real monk seal:

www.oceanexplorer.noaa.gov >> Search “Hawaiian monk seal” >> Click Video Transcript link.

lesson 4 explorationblog.hawaii.edu/hcri/files/2017/01/u3l4-scientific-exploration.pdf · sc.1.1.2...

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