acknowledgementscdn3.teachercreated.com/samples/5112_tg_intro.pdf · thunder bay national marine...

ACKNOWLEDGEMENTSPROGRAM DESIGN AND DEVELOPMENTSue Ann BaloghWylandDr. Sylvia EarleDr. Charles KennelDr. Nigella HilgarthHarry Helling

CONTRIBUTING WRITERSSue Ann BaloghWylandDr. Sylvia EarleSteve CreechDawn DickersonCourtney Hughes-BrowneSarah TruebloodErika ReevesJennifer MartinPeter Landry, Hollister KidsSara Shahriari, Hollister KidsEmily Coyne, Hollister KidsRachel Vigoda, Hollister Kids

ART DIRECTORTracy Potter

GRAPHIC DESIGNTracy PotterGino BeltranGregg HambyKarla KippLinda WalkerTiffany MeairsNatalie Rim

ARTWORK & PHOTOGRAPHYWylandGary FirstenbergBill PotterNOAAU.S. Fish and Wildlife

TEACHER ADVISORY PANELErin BardinCourtney Hughes-BrowneValerie ColstonMichael CucchiaraNicole LaskerShelley Glenn LeeErika ReevesMike ShannonKelly StineSarah TruebloodJamie Ward

SCIENCE EDUCATION PROFESSIONALS & SCIENTISTSCathy Bester,

FL Museum of Natural HistoryJulie Bursek, NOAA,

Channel Islands National Marine SanctuaryMarjorie Bollinger,

Baltimore National AquariumDr. Eugenie Clark, Mote Marine LabsKristin Evans, Birch Aquarium at ScrippsMegan Daniels,

National Mississippi River Museum and AquariumKelly Drinnen, NOAA,

Flower Garden Banks National Marine SanctuaryMaria Durci,

Erie Zoological SocietyDave Grant,

Ocean Institute at Sandy Hook

SCIENCE EDUCATION PROFESSIONALS & SCIENTISTS (cont.)Cathy Green, NOAA,

Thunder Bay National Marine SanctuaryRuss Green, NOAA,

Thunder Bay National Marine SanctuaryHarry Helling, The Ocean InstituteClaire Johnson, NOAA,

Office of National Marine SanctuariesChristine Korhnak, Cleveland Metroparks ZooDavid Kushner, Channel Islands National ParkJoanne Larsen, Micke Grove ZooCharina Layman, Birch Aquarium at ScrippsSteve McCulloch,

Harbor Branch Oceanographic InstituteMichiko Martin, NOAA,

Office of National Marine SanctuariesMarianne Mortensen, Honolulu ZooAngela Moss, Denver ZooJack Musick, Virginia Institute of Marine ScienceRandy Olson, Shifting BaselinesChad Pregracke, Living Lands and WatersDeeVon Quirolo, Reef ReliefMandy Rodriguez, Dolphin Research CenterDavid Schaeffer, Great Lakes AquariumStefanie Schmidt, Aquarium of the PacificMaria Simpson, Birch Aquarium at ScrippsVictoria Ten Broeck, Reef ReliefDawn Dickerson, Birch Aquarium at Scripps

CONTRIBUTING ORGANIZATIONS AND AGENCIESScripps Institution of OceanographyBirch Aquarium at ScrippsHarbor Branch Oceanographic InstituteAssociation of Zoos and AquariumsThe Surfrider FoundationThe Ocean InstituteNOAA Office of National Marine Sanctuaries

CLASSROOM TESTINGSandra Mazur Pat van DriesscheAngela Rivera-Nieves Mike KennyDenise Liveston Scott SakamotoValerie Goetz-Doud Hilary RubinCheryl Bruton Yevgeny PevznerGreta Smith Courtney Hughes-BrowneBarry Blacher Sarah Trueblood

SPECIAL THANKS & ACKNOWLEDGEMENTSSpecial thanks to Dr. Charlie Kennel, Director of Scripps Institution of Oceanography; Nigella Hilgarth, Director of the Birch Aquarium at Scripps; and Harry Helling, Vice President of Research and Education at the Ocean Institute for the genesis of the Wyland Ocean Challenge.

Thank you to all the amazing programs already out there such as Project Wet, Project Aquatic, MARE, the Jason Project, and many others that have inspired us.

Thanks also to Walter Foster® Publishing, Inc., 23062 La Cadena Drive, Laguna Hills, California 92653 (www.walterfoster.com), for permission to use content from Learn to Draw and Paint with Wyland on pages 39–42, and 52 of this book.

Special Dedication

This clean water art and science program is dedicated to all the teachers of the world—true heroes who will shape the young minds of future generations. It is also dedicated to students who hunger for creative ways to learn and want the opportunity to be part of the effort to preserve and protect our ocean planet.

WYLAND FOUNDATION SM 2 #5112TG Blue Star Education

TABLE OF CONTENTS

Welcome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Meet Your Guides. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

About the Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Program Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Standards Alignment Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Science Background Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Art Background Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Lesson Outlines and Student Activities

Unit 1—The Art & Science Connection . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Unit 2—Water: Picture of a Limited Resource . . . . . . . . . . . . . . . . . . . . . . 68

Unit 3—Watershed Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Unit 4—Message in the Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Unit 5A—The Color of Water (Part 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Unit 5B—The Color of Water (Part 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Unit 6—Fish, Fins, Form & Function. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Unit 7—Chomp! Food Web Maché . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Unit 8—Marine Mammals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Unit 9—Ecosystem Scramble: A Collage of Benefits. . . . . . . . . . . . . . . . 147

Unit 10—Around the World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Unit 11—Human Impacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Unit 12—Storm Drain Stencils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

Unit 13—Pollution and Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Unit 14—Trash to Treasure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

Unit 15—Share It With the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

Unit 16—Careers That Help the Planet . . . . . . . . . . . . . . . . . . . . . . . . . . 204

Unit 17—Water: Wyland Style! (Ecosystem Mural). . . . . . . . . . . . . . . . . . 218

Unit 18—Get Involved (Service Learning Project) . . . . . . . . . . . . . . . . . . 223

#5112TG Blue Star Education 3 WYLAND FOUNDATION SM

UNIT 1WATER: P ICTURE OF A LIMITED RESOURCE

The Scripps Institution of Oceanography was founded in 1903. Over the past one hundred years, our scientists have gained an ever more sophisticated understanding of ocean and earth sciences. The importance of increasing awareness among the public, especially our children—the leaders of tomorrow—of environmental issues such as clean water, is a very important part of our mission at Scripps.

The Birch Aquarium is the gateway to Scripps research, and I am delighted by this exciting partnership between the Wyland Foundation and the Birch Aquarium. Exploring Aquatic Ecosystems is a wonderful way to engage children in understanding one of the complex environmental problems that face us today. Science and art depart in opposite directions, but end up together on the great circle of human comprehension. And so it is that we at Scripps find ourselves in the same place and are pleased that you have taken the journey with us.

WYLAND

CHARLIE KENNEL

Welcome to the Wyland Clean Water Challenge, a new and exciting art and science program developed by the Wyland Foundation, Scripps Institution of Oceanography, and the Birch Aquarium at Scripps. Exploring Aquatic Ecosystems was designed to instruct and inspire a whole generation of young people through a program that focuses on the quality of water on our planet.

Exploring Aquatic Ecosystems gives students a global view of all bodies of water and our relationship to the conservation of one of our greatest natural resources. Our goal is to reach over 57 million students throughout the U.S. We are also planning to provide this important program to one hundred nations around the world. To accomplish this important project, we are asking principals, teachers, parents, and concerned citizens to join us in this campaign that promises to inspire young people to promote, protect, and preserve the water systems of our planet.

This entire program is a volunteer effort, and I hope that you will register today as a volunteer spearhead as we begin our quest to further educate our youth by giving them the information and tools to make a difference and perhaps contribute to the preservation of our water systems that will improve the quality of all of our lives in the future. Please visit our website: www.wylandoceanchallenge.org to sign up today.

Best fishes,

WELCOMEFROM . . .WELCOMEFROM . . .


WATER: P ICTURE OF A LIMITED RESOURCE

MEET YOURGUIDES

MEET YOURGUIDES

WYLANDWorld-renowned artist, adventurer, and advocate for our blue planet, Wyland’s adventurous spirit has led him across the globe to dive and photograph the amazing marine life. Through his art, Wyland inspires others to take care of our precious water habitats. Wyland is on a mission to paint 100 giant murals around the world to share the beauty of art and his passion for the ocean. His largest mural in Destin, Florida, covers more than seven acres and is larger than his previous mural in the Guinness Book of World Records!

DR. SYLVIA EARLEAquanaut, scientist, explorer, and marine ecosystems protector, Sylvia Earle has been exploring the waters of the world since she was 17 years old. Her keen mind and determination have led her to discover places and things no one has seen before. She earned the nickname “Her Deepness” when she set the world’s depth record for diving at 3,281 feet! Dr. Earle uses her research and her writing to encourage others to learn about and protect the world’s marine ecosystems. She is an explorer in residence of the National Geographic Society.

A LETTER TO TEACHERSFrom Wyland and Sylvia Earle

We both have a great love of the beauty and power of the oceans. We are both longtime scuba divers and love to explore the incredible variety of life found within the world’s oceans and waterways. During a discussion of our underwater adventures, we began to compare the pristine reefs and abundant sea life of the past to the way our oceans look today. While diving today is still an incredible experience, those of us who have been diving for many years have seen a dramatic change. Reefs are sick, marine mammals are becoming more scarce, and the big fish and sharks are now rare sightings in many places. And it isn’t just our oceans that are in trouble. Lakes and rivers are polluted, and the world’s estuaries and wetlands are being destroyed at an alarming rate.

Out of that discussion grew the idea to join forces for this art and science program about water, water pollution, and the challenge of keeping the world’s water supply safe and clean. All of the water systems are connected. Rain falls in the mountains, turning into rivers that flow into lakes, wetlands, estuaries, and eventually the ocean where currents drive it across the planet. Along with the water goes everything it has picked up along its journey, including pollutants.

Many people don’t realize that the choices they make every day have an impact on the quality of our freshwater supply and our oceans. Pollution that happens in one body of water will spread to others. So how could we let people know that they can make a difference? We decided to combine our passions for art and science to create a fun and inspiring educational program.

It is our belief that art and communication are essential to the sciences. After all, what good is knowledge if it is not shared with others? The combination of art and science throughout history has produced some of the most innovative and important minds the world has known. We hope you and your students will embrace this challenge, enjoy the adventure, and help our planet!



ABOUT THEPROGRAMABOUT THEPROGRAM

INT RODU CT IONThe Wyland Clean Water Challenge: Exploring Aquatic Ecosystems program is founded on the concept that we protect what we know.

For people in most industrialized nations, clean water hasn’t been a topic of great concern. We turn on the tap and out comes clean water. We hear about water shortages and begrudgingly turn off our sprinklers for a while or run our dishwashers less frequently. We can’t see below the surface of the water, and we don’t often hear about less fortunate countries where people are faced with a daily struggle to obtain enough clean drinking water to survive.

Although we may not have been aware of it, as a nation we have been struggling to keep water supplies clean and plentiful. If you think about it for a moment, the signs are there: water shortages happening more often, warning signs at beaches and lakes closed to swimmers, produce that is unsafe to eat because of contaminated water, high levels of mercury and other pollutants in seafood, and aquatic animals paying the price due to human impacts on their environment.

It is time to acknowledge this important issue by taking steps to clean up what we’ve damaged and by protecting what remains. One of the first and most important steps we can take is to inspire our youth to make better choices and take action. This program leads students through an exploration of an aquatic ecosystem—from the properties of the water, to the animals that rely on it, and finally to the impact of humans—good and bad.

This program is designed to engage students and leave a lasting impression. They will never again look at a body of water and see only the surface—they will have the ability to see the weird and wonderful inhabitants below. They will understand how these creatures and the habitats they live in enrich our daily lives. They will understand that clean water connects us all and is essential for survival.

Young children and teenagers are amazingly creative thinkers and passionate beings. Armed with an understanding of the connections between the actions of people, clean water, and the health of the planet, they will become active stewards for our environment.

GOALS FOR THE PROGRAMhabitats

environmental issues



PROGRAMCOMPONENTS

PROGRAMCOMPONENTS

HOW TO USE THE PROGRAMThe lessons and activities in this program teach students about the importance of clean water through the exploration of aquatic ecosystems. You will use a combination of science and art activities, field notes, and student supplements (called Eco Guides) to help students understand the connections between people, water, animals, and the health of the planet.The program components are introduced on the following pages. You will find as you review the materials that there are a variety of ways to adapt the contents to fit your needs.

WHAT’S INCLUDED?TE A C H E R RE S O U R C E GU I D E

This Teacher Resource Guide contains everything you need to succeed, including comprehensive science and art background information, copies of student activity pages, and ready-to-use classroom aids. You will also find correlations charts aligning the units with both national science and art standards. (See pages 10 and 11.) Use these to help you choose or prioritize the units you will introduce to your students.There are 18 units in this guide. Each unit contains a detailed lesson and color copies of the student activity pages for reference. Black and white reproducible versions of the student activity pages are provided in the Student Activities book. Page numbers to such pages are given in parentheses as (SB page #), where SB stands for “Student Book.”All lessons include the following sections:

PROGRAM OPTIONSCreate your own unit of study and include the units with the icon to teach your students art techniques and ecology. Students will use their new skills and knowledge to go “Wyland style” and create a beautiful large-scale group mural illustrating the aquatic ecosystem studied.

If you don’t have the flexibility in your classroom to complete several units of activities, select units that cover the science standards you need to meet. Each unit can be used as a stand-alone lesson and includes an art project.

≠objectives

≠a summary of the unit

≠time needed to complete the unit

≠a listing of science and art materials

≠teacher preparation information

≠an activity introduction

≠ step-by-step directions for completing the

activities

≠review and assessment suggestions

≠extensions

≠copies of the student activity pages



PROGRAMCOMPONENTSPROGRAMCOMPONENTS

EC O GU I D E S

The Eco Guides are full-color student supplements with articles, fun facts, people profiles, lots of images, and a set of organism cards. Five sets of full-color Eco Guides are included in the box.* Each represents a different aquatic ecosystem, and all the guides can be used with the lessons in the Teacher Resource Guide.These guides provide students with valuable background information about each of the ecosystems as well as basic understandings about the ways in which water connects us all. Each guide includes the following information:� ≠Important facts about the ecosystem� ≠What a watershed is� ≠How water connects us all� ≠What kind of water is in the ecosystem� ≠Case studies and topics of special interest and concern (related to the specific ecosystem)� ≠How humans affect the ecosystem� ≠Organism cards (images and facts about species native to the ecosystem/used with lessons)� ≠Ways in which students can get involved (includes scenarios of student stewardships)� ≠A feature story of one or more people who are making a differerence to the world’s waterwaysReference to the Eco Guide contents is made throughout the units. The guides can be used in a variety of ways. For one or more lessons, you may wish to have students work in groups, with each group responsible for a particular ecosystem. As new lessons are introduced, student groups can be rotated to another ecosystem guide. In this way, students will be able to learn and share information about each ecosystem first hand. If your academic focus needs to be on one particular ecosytem more than another, adjust the grouping and use of the guides as you proceed through the lessons. The lessons were designed to allow for this kind of flexibility. You can even create your own lessons and extension activities using the material in the Eco Guides!

Choose from the following Eco Guides:

*Additional copies of the Eco Guides may be ordered from the publisher. (For publisher information, see page 24 of any Eco Guide.)

Includes a feature on the

Great LakesIncludes a feature

on the Mississippi River


mangroves and the Everglades


Chesapeake Bay

Includes features on kelp forests and coral reefs



PROGRAMCOMPONENTS

PROGRAMCOMPONENTS

F I E L D NO T E B O O K S

Field notebooks are great tools for scientists and artists. They are valuable in the classroom as well. The activities in this guide call for students to document their learning in !eld notebooks by sketching, recording observations, writing thoughts, creating stories, and answering questions.

The students’ notebooks will help them as they build their knowledge of aquatic ecosystems by allowing them to re"ect on and keep a record of what they have learned. The !eld notebooks will also help you assess what the students have learned and the type of progress they are making. Some students are hard to assess by traditional means so by reviewing the notes, sketches, and activity sheets in their notebooks you will have another tool to evaluate the depth of their learning.

References are made throughout the lessons encouraging students to document their activities and to write about their science and art experiences. Encourage students to use the field notebook for recording data, observations, reflections, and ideas. The !eld notebooks should be a place for students to not only complete the required work, but also a place for them to do additional sketching and record their thoughts on aquatic ecosystems at any time. Each lesson has one or more student activity sheets that should be added to the student’s notebook when it is completed. If you do not wish to copy the student activity sheets, you may have students do that work directly in their !eld notebooks. The notebooks will be a unique and artful record of student learning.

A full-color cover template has been provided on the CD. (See page 56.) For easy storage and "exibility, consider having students use three-ring binders that will allow pages to be added as students work through the activities. Have them add extra lined paper for writing and blank paper for illustrations. We recommend taking a little time before beginning the program to introduce the Field Notebook to the students and to assemble their notebooks. (Note: The Exploration section of Unit 1 provides a good introduction to students about the purpose and use of the Field Notebook.)

AC T I V I T Y CA R D S

A set of 24 full-color activity cards is included in the program. These are to be used where indicated in the unit lessons. Students may be asked to use the cards as they work in groups or at a center. Twelve of the cards contain photos and information about organisms inhabiting lakes, estuaries, rivers, wetlands, or the ocean. Students will use these cards often, and in a variety of ways. You may wish to cut the individual cards out and place them in envelopes or resealable bags. (Note: Full-color organism cards can also be found in the Eco Guides, and reproducible copies are available in the Student Activities book.)

POSTE RSFive habitat posters are included in the kit, each featuring the art of Wyland. The posters can serve as motivational and learning tools. Display and use them in ways that work best for you and your students. When used throughout the program, you will find that these beautiful visuals are also handy references!

CD-ROM

A CD (Windows and Mac compatable) is included to supplement materials referred to in the units. The contents include a variety of supplement pages that accompany the lessons and reproducible pages from the Student Activities book, as well as a Field Notebook cover template and a student certificate. The pages have been prepared as PDF files and can be easily printed.

Certificate of Appreciation—Each student who participates in the program should receive a certificate of appreciation. A copy is included on the CD as well. The certificate is signed by Wyland, explorers and scientists Dr. Sylvia Earle and Dr. Bob Ballard, and Charles Kennel from the Scripps Institution of Oceanography.

OT H E R FE AT U R E S

Wyland Ocean Challenge Web Site—For additional resources, go to www.wylandoceanchallenge.org. Learn about how to enter the Nationwide Art and Science Contest on this site as well!



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1. THE ART & SCIENCE CONNECTION

2. WATER: PICTURE OF A LIMITED RESOURCE

3. WATERSHED MODELING

4. MESSAGE IN THE WATER

5. THE COLOR OF WATER

6. FISH, FINS, FORM & FUNCTION

7. CHOMP! FOOD WEB MACHÉ

8. MARINE MAMMALS

9. ECOSYSTEM SCRAMBLE: A COLLAGE OF BENEFITS

10. AROUND THE WORLD

11. HUMAN IMPACTS

12. STORM DRAIN STENCILS

13. POLLUTION & SOLUTIONS

14. TRASH TO TREASURE

15. SHARE IT WITH THE WORLD

16. CAREERS THAT HELP THE PLANET

17. WYLAND STYLE! ECOSYSTEM MURAL

18. GET INVOLVED

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1. THE ART & SCIENCE CONNECTION

2. WATER: PICTURE OF A LIMITED RESOURCE

3. WATERSHED MODELING

4. MESSAGE IN THE WATER

5. THE COLOR OF WATER

6. FISH, FINS, FORM & FUNCTION

7. CHOMP! FOOD WEB MACHÉ

8. MARINE MAMMALS

9. ECOSYSTEM SCRAMBLE: A COLLAGE OF BENEFITS

10. AROUND THE WORLD

11. HUMAN IMPACTS

12. STORM DRAIN STENCILS

13. POLLUTION & SOLUTIONS

14. TRASH TO TREASURE

15. SHARE IT WITH THE WORLD

16. CAREERS THAT HELP THE PLANET

17. WYLAND STYLE! ECOSYSTEM MURAL

18. GET INVOLVED


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