extreme habitats: into the deep sea - bruce museum of arts and science · extreme habitats: into...
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Deep-sea anglerfish (Bufoceratias wedli) Photo by Larry Madin © Woods Hole Oceanographic Institution
Extreme Habitats: Into the Deep Sea April 5, 2014 to November 9, 2014
The Bruce Museum Education Department develops Educator’s Guides to provide detailed information on field trip
planning, alignment with national, state, and local standards, as well as suggested hands-on classroom activities to do
before, during, and after your visit to the Museum.
The Bruce Museum Education Department Presents: Educator’s Guide
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Educator’s Notes
This educator’s guide is separated into the following parts:
Pre-Visit Activity
Overview of Educational Program
Focus on Deep-sea Animals
Learning Objectives
Post-Visit Activity
Alignment with National, State, and Local Standards
Resources and References
How to Schedule Your Museum Visit
Education Department Staff List
Explore the vast and extraordinary deep sea and learn about the extreme biological and physical
factors that make this ecosystem unique. This exhibition focuses on both the highly adapted survival
strategies utilized by creatures of the deep and the technology that enables researchers to record
ground-breaking observations of what is often called the last frontier on this planet.
Consider the Bruce Museum an annex to your classroom. Our collections and inquiry-based STEAM
programs are the perfect way to complement and enrich your day-to-day practice. The hands-on
interaction of “touching” objects and “exploring” collections can enhance a child’s understanding of
scientific phenomena and artistic creation while also allowing them to make important connections
between the sciences and humanities. Our workshops are thematic and designed to give children
maximum exposure to both scientific and artistic concepts and processes.
A visit to Extreme Habitats: Into the Deep Sea is an exciting way to invite students into an
interdisciplinary study of biology, ecology, taxonomy and classification, food chains and webs,
engineering, and technology applications.
For school program information, contact Kathleen Holko, Manager School and Tour Services, at
[email protected] or (203) 413-6741.
For reservations contact Julie Harrington at [email protected] or (203) 413-6744.
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Pre-Visit Activity
Before a visit to Extreme Habitats: Into the Deep Sea, have students complete this activity about
classification so they better understand how scientists learn about newly discovered deep-sea
animals. This activity is modified from a version found on the National Geographic Education website
at http://education.nationalgeographic.com/education/activity/classifying-information/?ar_a=1.
1. List the following sports on the board: baseball, basketball, soccer, and volleyball. Show students
images of people playing these sports and prompt them to think about similarities and differences.
Ask questions such as:
How many of these use a ball?
How many of these use a net?
How many of these are played on a court?
How many of these use a hoop?
Tell students that identifying similarities and differences is one way to begin classifying information.
2. Explain to students that they can group many things based on characteristics and that something
with unique characteristics can be grouped into its own category. Show students images of different
insects and one arachnid. Ask: Which of these is not an insect? How do you know? Inform students
that scientists collect, study, and observe specimens. They record every detail and then compare
their observations to existing records. New species are classified according to their similarities and
differences to known species. This is called relatedness. New species are then given a unique
scientific name.
3. Next, collect a shoe from each person in the class and place the shoes on a table that everyone can
see. Ask students to classify the shoes based on shared characteristics, such as type, color, markings,
kind of closure, or materials. Ask:
How many different ways can you classify the shoes?
What characteristic is the most common?
What is the least common?
4. Ask students to share what they’ve learned about classifying information. Ask: Why do you think
scientists use a classification system to better understand life on Earth? Encourage students to answer
the question based on their experience with the activity.
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Overview of Educational Program
During a tour of Extreme Habitats: Into the Deep Sea, docents will guide students through the
following discussions and activities:
Review the conditions that make the deep sea a challenging and unique environment.
Compare and contrast the deep-sea animal examples in the exhibition and the live animals
from the Museum’s marine tank in order to learn about deep-sea animal adaptations, food
webs, vertebrates & invertebrates, and predator & prey relationships.
Identify the technologies and equipment scientists employ to explore the deep sea.
Sea butterfly (Thecosomata) Photo by Larry Madin © Woods Hole Oceanographic Institution
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Focus on Deep-sea Animals Physical conditions in the deep sea are cold, low in dissolved oxygen, experience tremendous
pressures, and for the most part lack the sun’s light. Amazingly, animals are able to exist in these
harsh conditions due to unique adaptations.
Vampire squid
Vampyroteuthis infernalis
Credit: © 2004 MBARI
When disturbed, the vampire squid will
encase its body with its arms, exposing
rows of spiny projections. The squid can
also make a round shape with its arms,
likely to encapsulate food.
Extreme Habitats: Into the Deep Sea
Common fangtooth
Anoplogaster cornuta
Credit: © 2004 MBARI
Yes, size matters in the animal kingdom. The
common fangtooth relies on a formidable
set of fanglike teeth and rapid movements
to catch its prey. Relative to its body size of
six inches, this fish has the largest teeth of
any marine species.
Dumbo Octopus
Cf. Grimpoteuthis
Credit: © 1999 MBARI
Named for the “ears” that resemble Walt
Disney’s Dumbo, the “ears” attached to the
mantle of this cephalopod are fins, used to
effortlessly keep the squid steady in the
water column while it searches for prey.
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Learning Objectives
After a visit to Extreme Habitats: Into the Deep Sea, students will be able to:
Describe the adaptations, such as bioluminescence, that allow deep-sea animals to survive in
their environment.
Explain deep-sea food webs in ecosystems such as the hydrothermal vent.
Define symbiosis and distinguish between different types of symbiotic relationships.
Differentiate between vertebrates and invertebrates and give examples of vertebrates and
invertebrates that live in the deep sea.
Review the predator-prey relationship and identify different examples of the predator-prey
relationship in the deep sea.
Summarize the various technologies scientists have developed to explore the deep sea.
A bloodbelly comb jelly (Lampocteis cruentiventer) almost 2000 meters below the surface in Monterey Canyon. Photo by MBARI ©2002 MBARI
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Post-Visit Activity
After a visit to Extreme Habitats: Into the Deep Sea, students can compare and contrast the deep
sea with another extreme environment, outer space. This activity is based on a lesson plan from
National Geographic Education, which can be found in its entirety at
http://education.nationalgeographic.com/education/activity/exploring-extremes/?ar_a=1.
1. Introduce the video clips by explaining that students will see an astronaut (Mike Mullane) and
a deep-ocean explorer (James Cameron) describe what it is like to enter extreme
environments. Show the following videos "Descending into the Depths" and “Former
Astronaut Mike Mullane Describes His Countdown to Teamwork,” which can be found on the
following website: http://education.nationalgeographic.com/education/activity/exploring-
extremes/?ar_a=1.
2. After viewing the videos, project a T-chart or Venn-diagram or draw one on the board. Label
one area “Deep Ocean” and the other “Space.” Discuss as a class how the experiences of the
two individuals in the videos were similar and different. Model how to use a T-chart or Venn-
diagram by noting students’ responses in the appropriate spaces as you compare and contrast
the experiences.
3. Afterwards, break the students into small groups and assign each group an outer space
exploration topic for them to research. Suggested topics include:
Exploration technology and equipment used by astronauts
Characteristics of the outer space environment
Effect of outer space on human bodies
History of space exploration
4. Utilizing their previous knowledge of the deep sea and newly discovered information about
outer space, students should then create a T-chart or Venn-diagram outlining the similarities
and differences between their topic in the deep sea and outer space. For example, students
who researched the technology and equipment used by astronauts should compare these
items with the equipment used by deep-sea explorers.
5. Conclude the activity by having each group share their comparisons with the rest of the class.
Ask each group to share what they were surprised to learn about outer space in comparison
to the deep sea.
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Alignment with National, State, & Local Science Standards
The complete Next Generation Science Standards with the full text for all grade levels and subjects
can be found at: http://www.nextgenscience.org/next-generation-science-standards.
- ESS2.B: Plate Tetonics and Large-Scale System Interactions (4)
- ESS3.A: Natural Resources (K)
- LS1.A: Structure and Function (1, 4)
- LS1.B: Growth and Development of Organisms (1,3)
- LS1.C: Organization for Matter and Energy Flow in Organisms (K, 5, MS)
- LS1.D: Information Processing (1)
- LS2.A: Interdependent Relationships in Ecosystems (5, MS, HS)
- LS2.B: Cycles of Matter and Energy Transfer in Ecosystems (5, MS)
- LS2.D: Social Interactions and Group Behavior (3)
- LS3.B: Variation of Traits (3)
- LS4.C: Adaptation (3, MS, HS)
- LS4.D: Biodiversity and Humans (2, 3)
The complete State of Connecticut Core Science Curriculum Framework with the text for grades K-8
can be found at:
http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/science/pk8_science_curriculumstandards201
1.pdf
- PK.2 — Many different kinds of living things inhabit the earth.
- K.2 — Many different kinds of living things inhabit the earth.
- 1.2 — Living things have different structures and behaviors that allow them to meet their
basic needs.
- 3.2 — Organisms can survive and reproduce only in environments that meet their basic needs.
- 4.2 — All organisms depend on the living and nonliving features of the environment for
survival.
- 5.2 – Perceiving and responding to information about the environment is critical to the
survival of organisms.
- 6.2 — An ecosystem is composed of all the populations that are living in a certain space and
the physical factors with which they interact.
- 8.2—Reproduction is a characteristic of living systems and it is essential for the continuation
of every species.
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The complete New York State Elementary Science Core Curriculum with the text for grades K-4 can
be found at: http://www.p12.nysed.gov/ciai/mst/pub/elecoresci.pdf
- Standard 4: The Living Environment
o Key Idea 1: Living things are both similar to and different from each other and from
nonliving things.
Performance Indicator 1.2: Describe the life processes common to all living
things.
o Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Describe how the structures of plants and animals
complement the environment of the plant or animal.
o Key Idea 4: The continuity of life is sustained through reproduction and development.
o Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.1: Describe basic life functions of common living
specimens (e.g., guppies, mealworms, gerbils).
Performance Indicator 5.2: Describe some survival behaviors of common living
specimens.
o Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Describe how plants and animals, including humans,
depend upon each other and the nonliving environment.
Performance Indicator 6.2: Describe the relationship of the Sun as an energy
source for living and nonliving cycles.
The complete Greenwich Public School Science curriculum with the text and for grades K-8 and
subjects can be found at: http://www.greenwichschools.org/page.cfm?p=828
- K.2- Zoology
- 1.2- Survival
- 3.2- Plant and Animal Adaptations
- 4.2- Ecosystems
- 6.2- Matter and Energy in Ecosystems
- 7.3- Energy in Earth’s Systems
Deep sea coral (Paragorgia sp.) and sea stars
Alvin Dive 3806 © Woods Hole Oceanographic
Institution
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Resources and References
Resources for Educators:
Claire Nouvian’s book The Deep: Extraordinary Creatures of the Abyss includes over 200 color photos of deep-sea creatures.
National Geographic Education has a number of activities and lesson plans related to the deep sea, including:
- Animal Adaptations in the Ocean: http://education.nationalgeographic.com/education/activity/animal-adaptations-ocean/?ar_a=1
- Bioluminescence: Living Light: http://education.nationalgeographic.com/education/activity/bioluminescence-living-light/?ar_a=1
- Deep Sea Decisions: http://education.nationalgeographic.com/education/activity/deep-sea-decisions/?ar_a=1
- Deep Sea Ecosystems: Extreme Living: http://education.nationalgeographic.com/education/activity/deep-sea-ecosystems-extreme-living/?ar_a=1
- Resources in the Deep Sea http://education.nationalgeographic.com/education/activity/resources-in-the-deep-sea/?ar_a=1
Visit this page from NOAA and the Smithsonian National Museum of Natural History on Deep-Sea Corals: http://ocean.si.edu/ocean-news/deep-sea-corals-noaa-education-plans-activities
The Woods Hole Oceanographic Institute’s website provides information, news, and resources related to different aspects of the ocean, including:
- Hydrothermal Vents: http://www.whoi.edu/main/topic/hydrothermal-vents - Life at Vents & Seeps: http://www.whoi.edu/page.do?pid=83517 - Underwater Vehicles: http://www.whoi.edu/page.do?pid=83502
Resources for Students:
A Day in the Deep by Kevin Kurtz Deep-Sea Anglerfish and Other Fearsome Fish (Creatures of the Deep) by Rachel Lynette Down, Down, Down: A Journey to the Bottom of the Sea by Steve Jenkins Journey into the Deep: Discovering New Ocean Creatures by Rebecca L. Johnson
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How to Schedule a Museum Visit
Adult and school groups of 8 or more require advance reservations and are subject to a special group fee.
Museum-Based School programs are available Tuesday through Friday, 10:00 am to 5:00 pm.
After-School Museum-Based programs are available Tuesday through Friday, last one hour, and start no later than 4:00 pm.
The Bruce Museum is accessible to individuals with disabilities.
Call Bruce Museum Reservations Manager, Julia Harrington, at (203) 413-6744. You may leave a voicemail message at this number at any time. Please leave a choice of times to return your call.
Fees A confirmation/invoice will be e-mailed four weeks prior to the program. Pre-payment is preferred, however, Museum programs may be paid on day of visit. Payment is by cash or check, payable to Bruce Museum, Inc. Museum-Based School Programs: $45 per program for each class. Adult tour groups: $6 per person with a minimum fee of $54.
Scholarships Thanks to the generosity of our corporate members and sponsors, scholarships are available under special circumstances. Please contact the Museum for more information.
Cancellations There is a $15 charge if cancellation is less than two weeks in advance of the scheduled program.
No Eating Facilities are available at the Museum In case of bad weather, classes will be permitted to eat in the Education Workshop if they reserve the room in advance.
Class Size In order to maintain quality education, classes are limited to 25 students. Pre-school class size is limited to 20 students.
Supervision: REQUIRED for all programs Museum visit: 1 adult for every 5 children, to accompany the children at all times. Self-guided tours: If you would like your class to tour the rest of the Museum before or after the scheduled program, you must tell us when you make your reservation to avoid conflict with other groups. Nametags: Help to personalize program and enhance student behavior.
Conduct In order to enhance everyone's enjoyment of the Museum, please go over these rules with your students in advance:
o Please do not run in the Museum o Please talk in quiet voices o Please do not touch paintings or objects
Special requests or curriculum needs All of the programs are flexible and can be adapted to audiences with special needs or to your curriculum objectives. Please discuss with the Museum Education staff in advance.
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Education Department Staff List
Robin Garr Director of Education and Public Programs
(203) 413-6740 [email protected]
Kathleen Holko
Manager of School and Tour Services (203) 413-6741
Peter Linderoth Manager of Outreach Education
(203) 413-6742 [email protected]
Julie Harrington
Museum Educator and Reservations Manager (203) 413-6744
Mary Ann Lendenmann Manager of Volunteers and New Media Developer
(203) 413-6746 [email protected]
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