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OCEAN OCEAN ADVENTUREADVENTURE

1. Unit overview 2. Activities 3. Supplemental Activities 4. Integrated Literacy and Other Academic Skills 5. References 6. Resources

o Ocean Vocabulary Words o Ocean Creatures, Plants and Objects– Treasure Hunt Words o Ocean Trivia o Tuna Salad Sandwiches o Created Sea Urchin o Effect of Oil Pollution on Birds o Twenty Thousand Leagues Under the Sea – Chapter One o Crafts: Tissue Paper Collage, Sand Casting, Shell Decorated Objects o Concept Web o Ocean Mural Requirements

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OCEAN ADVENTUREOCEAN ADVENTURE

Objectives: To increase the participant’s understanding and respect for the ocean including

Products from the sea Careers related to the sea (If you have suggested guest speakers) Ecological concerns

To reinforce reading and writing descriptive, technical and scientific information To reinforce research skills.

Specific Reading Activities:

Reading books and handouts to gather information for the mural Reading about the products from the sea Reading directions for experiments

Specific Writing Activities: Writing the results of the experiments in the science journal Writing the letter about water pollution concerns Writing the creative story about the non-breakable creature Writing the description of the object in the mural Writing the acrostic poem about the object in the mural

Culminating Events: 1. Trip to the Aquarium or beach 2. Watch a movie that takes place on the ocean or beach 3. Have a “beach” party with Hawaiian music, sea food, games with the participants wearing

appropriate beach attire.

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ACTIVITIES Prep: 1. Gather books, articles, website links and if possible videos about the ocean to

have available throughout the 6 week unit. 2. For the craft activities, you will need to buy craft shells in bulk. There are

many sites that sell this material for about $12.00 a gallon. 3. Check out different books web pages for craft activities that use shells and sand.

Ships & Snails & Walnut Whales by Phyllis Fiarotta, (New York: Workman Publishing Company, 1975) has many great craft ideas.

4. Make sure that each participant has a journal that they can use to take notes for the mural during free time.

Remember: At the beginning of the unit, hold a meeting with the yearbook committee that volunteered for the unit. Discuss what they will need to take pictures of and what stories they will write for the yearbook. Activity One Unit Introduction 1. Introduce the activities that you will be doing during the unit and any special expectations for

behavior. Introduce the mural project and discuss how they will be working on it throughout the unit.

2. Complete the first two columns of a KWL Chart,

What do you know about the ocean?

What do you want to know? What have you learned?

or do a prewrite responding to the following questions: (See tool kit section)

Have you ever seen the ocean in real life or in a movie? What are three things you immediately think of when you think of the ocean?

What is your favorite sea food why have you chosen it as your favorite?

3. Play word games with the vocabulary listed on the sheet. You can do these games throughout the unit. Check out the types of games you can play in the tool kit. You can download word searches and crossword puzzles about oceans and sea life at the following website: http://www.edhelper.com/oceans.htm. Note: If you want the participants to practice their decoding skills, have a contest between small groups to see which group can correctly pronounce the words on the list using the “Decoding Summary Sheet” and “Syllabication Rule Summary Sheet.” Make sure each person in the group can pronounce all the words independently before awarding the groups their points.

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Abyss: a deep part of the ocean that can be between 4,000 and 7,000 meters in depth Continent: One of the seven large land masses. The continents are North America, South

America, Australia, Europe, Africa, Asia, and Antarctica. France is on the continent of Europe, and the United States is on the continent of North America.

Crustacean: A group of freshwater and salt-water animals having no backbone, with jointed legs and a hard shell made of chitin. Includes shrimp, crabs, lobsters, and crayfish

Ocean Current: the steady flow of surface ocean water moving in a continuous direction Eddy: a current moving against the direction of the main current, often in a in a circular

motion Intertidal: Belonging to the area that exists on the shore that appears between the high

tide mark and the low tide mark Island: small body of land completely surrounded by water Marine: Pertaining to the ocean Plankton: the often microscopic animals and plants which live at or near the surface of

salt or fresh waters and are a major source of food for the larger fish Seafloor: the bottom of the ocean Shellfish: an animal that lives in the water that has an external covering or shell Submersible: A ship or object that is able to function under water Tidal pool: small collections of water below the tide line usually along rocky shorelines.

Often they are found in depressions in the rock or an area surrounded by high rocks that hold seawater, and many times are filled with different sea organisms

Tide: Periodic rise and fall of the surface of the ocean and connected bodies of water resulting from the gravitational attraction of the Moon and Sun

4. Watch the movie: Eyewitness: Ocean (23 minutes) or read a book or article about the

oceans. Graham Salisbury has written two books of short stories, Island Boyz and Blue Skin of the Sea published by Random House that are set in Hawaii and capture the spirit of living with the spirit of the ocean.

Activity Two Treasure Hunt 1. Break the group up into teams of no more than three people. 2. Have a treasure hunt to find a picture and some information about 10 different objects,

animals or plants in the ocean. (See the suggested worksheet in this unit for ocean-related terms and tool kit for ways of running treasure hunts.)

3. At the end of the treasure hunt have the teams decide on an object that interested them. They will use this object for their mural design. Any time doing the unit that the participants have free time they can find more information about their “object,” and write it in their journal so they will be prepared for the mural activity.

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Activity Three Ocean Trivia

Break the group into teams. Have the teams compete throughout the time of the unit to find the answers to the following trivia questions. (Participant handout found in resources)

What country has the longest coastline? - Canada’s coastline is 56,453 miles long Which ocean is the deepest? - The Pacific with an average depth of 4,282 miles How tall is the tallest iceberg? – 550 feet located off the coast of Greenland. It is only 5

feet, 6 inches shorter than the Washington Monument in Washington, D.C. How many different species of ocean fish exist? How does this compare to the

number of land mammals? – depends on who you ask. The numbers range from 15,000 to 40,000 with the figure of around 25,000 has the most accepted. There are less than 4,200 land mammals

What is largest animal on earth? - the blue whale What ocean creature can be used to replace human bone? - The coral because its

architecture and chemistry is very like human bone, and can be used in grafts. If all the salt in the ocean were dried and spread over the land, how much of the

land continents would be covered? - All of the continents would be covered to a depth of about 5 feet

Where are the largest numbers of fish located? - The Southern hemisphere where fewer humans fish.

Activity Four Different Foods from the Ocean Have the participants take the Ocean Taste Test.

Ocean Taste Test Supplies: Index cards Different foods from the sea such as:

Sea weed Sushi Squid (Calamari) Octopus Eel Clams

Sardines Crab Oysters Tuna Shrimp

Directions: 1. Put small pieces of different sea foods listed above on a platter. 2. Have the participants list the names of each of the foods on an index card and place the

index card next to the pieces of food.

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3. After they taste the samples, have them rate the food on a scale from one to four, write their rating down on the index card and sign it.

4. Chart the responses to see which foods are the most popular. Variation: If the participants are resistant to trying the different foods, introduce the activity as a Fear Factor contest. Break the participants into teams. Have each team get points according to the number of participants in the team that tries each of the different foods.

Make a meal that includes products from the sea. After making the food, have the participants write a short review of the food that they cooked and eat, including texture, taste and presentation. (The reproducible recipe for Tuna Salad Sandwiches in the resources is an easy one to follow. Remember to increase the literacy development opportunity; do not demonstrate how to make the sandwiches. Give the recipe to the participants and have them read and follow the directions.) Activity Five Created Sea Urchin Have the participants follow the directions in the reproducible found in the resources to design and then write about a creature that exists in the tidal pools. A great supplement for this activity is watching the second episode of the Tidal seas – part of the Blue Planet: Seas of Life series sponsored by BBC. Note: The inspiration for this activity came from an ocean experiment described by Renee King and Pat Goldschlhmidt found at the following website http://209.7.110.8/~rking/Animals/OceanEX2.html Activity Six Marine Ecology 1. Oil Pollution Experiment Have the students follow the directions of the oil pollution experiment included the resources. A supplement to this activity is to watching the video, Outrage at Valdez by The Cousteau Society. 2. Social Action- What are you going to do about oil pollution?

1. Talk to the participants about the effects of pollution in the oceans. 2. If you have access to computers have them look for information about the effect of oil

pollution in the ocean. If they use <ocean pollution> in the search engines they will find many great links.

3. Have them write a letters of concern about ocean pollution using the writing skeleton found below.

4. Have them look on the web for places where they can send their letters. Ocean Conservancy has a great website which could serve as a good starting point for ideas of people or organizations that the participants could write letters of concern about ocean pollution. WebQuest also has a great website called, The Ocean’s in Trouble. Use the

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skeleton for the letter provided as a handout (See the tool kit for more information on using the skeleton technique to help in writing.)

< Address> <Date> Dear _______,

I am concerned about (remember to be specific) ________________because (give one reason) ____________________________________ I am also concerned about (repeat the concern) _____________________ because (give another reason) _________________________________________________. Please (give one specific action that you want the person to do) _______________ __________________________________________________. You need to do this because _____________________________________________________. Yours truly, <Name> <Who you are. (For example, participant at ______________, student at _________.) Activity Seven How Big is The Blue Whale?

Supplies:

100 foot measuring tape stakes white construction paper markers small flags or cones to mark the measurements

Directions:

1. Divide the participants into five groups and have each group write a short description of the Have the participants write a short paragraph about each of the species, including the average length, where they can be found and any other facts they might find interesting.

2. Go outside on the playground or field with a hundred foot measuring tape. 3. Have the participants measure off the following lengths to indicate the average size of the

following species: Average human male – 5’ 10” Dolphin – 12 feet Alligator – 15 feet Elephant – 24.5 feet Blue Whale – 75 feet

4. Place stakes at the beginning and the ending point of measurement for each animal. Put the information about the animal written on the construction paper and put it on the stake.

5. Have a discussion about why a whale can be so big compared to animals that are on land.

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Activity Eight Crafts - See the resources for directions for various crafts. 1. There are many crafts that you can do with objects from the ocean such as shells and sand.

Check out the references and the ideas found in the resources. 2. After the participants complete the tasks have them do one of the following:

write a short description of the their finished craft, or choose someone to give the craft to and write a letter that will accompany it

explaining why they are giving them the craft.

Remember to get the most literacy development out of crafts, give the participants the directions and let them follow them without demonstrating how to do it, and give directions only when asked. Activity Nine Mural Each team will choose a theme for their part of the mural. Provide the teams with the requirement sheet found in the resources. (The participants should have been thinking of something to put on the mural since the treasure hunt and spent some free time looking for information.) 1. The team will each be given butcher size paper 4 ft long. These sheets will be eventually put

side by side for the finished mural. Time will need to be allocated for the completing of the transitional space decorations.

2. Have the participants do a concept web for the marine animal or plant that they will draw on the mural. (See tool kit for ways to use concept maps)

3. Give the teams the requirements for the mural. A copy of these requirements is found in the resources.

4. After the mural is finished, invite school personnel and community members to join the participants in the celebration accompanying the mural hanging in a public area. Serve “sea” food as part of the celebration.

Activity Ten Reflection Time 1. Participants will gather together and do an evaluation of the club. (What went right and

what they would do differently next time?) If you did a KWL chart at the beginning of the unit, you can fill the last column as part of this activity. Check the tool kit for other ideas on how to process the unit.

2. Participants will decide what they will put in their “time capsule” from this club. i.e.

Pictures, materials, (shells, visitor brochures, decorations) and quietly place them in the capsule and close it.

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3. Have the yearbook committee in charge of this club discuss what pictures and stories that had gathered for the yearbook.

SUPPLEMENTAL ACTIVITIES

1. Watch 20,000 Leagues Under the Sea: Watch the Walt Disney version of the movie 2, 000 Leagues under the Sea (It’s an oldie but

goodie.) Have the participants list what was realistic and not realistic based on what they think

working under the ocean would really be like.

Field trips and guest speakers (See tool kit for preparation for a walk, field trip or guest speaker) 2. Go to either a section of the community that has a lot of fish markets or to the grocery store

that has a fish section and talk to the staff about how they get and store the products. 3. Take a field trip to an aquarium, pet shop with an extensive salt water fish display. 4. Have a guest speaker such as a Marine Biologist or Scuba Diver

INTEGRATED LITERACY SKILLS Reading Vocabulary and Concept development Comprehension and Analysis of Grade-Level-Appropriate Text Comprehension Connect and clarify main ideas by identifying their relationships to other sources and related

topics Understand and explain the use of a simple/ complex mechanical devise by following

technical directions. Writing Strategies Organization and Focus Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose. Create multiple-paragraph expository compositions Research and Technology Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. Writing Applications Write research reports Write persuasive compositions:

a. State a clear position or perspective in support of a proposition or proposal. b. Describe the points in support of the proposition, employing well-articulated evidence. c. Anticipate and address reader concerns and counterarguments.

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INTEGRATED SCIENCE SKILLS Science Extension of vocabulary and experience in science area. Understanding that scientific progress is made by asking meaningful questions and

conducting careful investigations Earth Science Ecology Students know organisms in ecosystems exchange energy and nutrients among themselves and with the environment Students know the natural origin of the materials used to make common objects. Life Science – Structure and Function in Living Systems Students know the anatomy and physiology of plants and animals illustrate the complementary nature of structure and function

REFERENCES

Websites Link for different activities and materials related to the ocean: http://edtech.kennesaw.edu/web/oceans.html Videos Eyewitness: Ocean Ocean world; Frozen seas / a BBC-Discovery Channel co-production. Planet of life. a production of NHK in association with Discovery Channel. Tidal seas. Part of the Blue Planet: Seas of Life series sponsored by BBC. Outrage at Valdez. The Cousteau Society. Deep sea dive. The National Geographic Society. Secrets of the Titanic. National Geographic Society. Dolphins. In association with the National Wildlife. Books (There are many great books that you can use as resources for this unit. Here are just a few suggestions.) Eyewitness: Ocean. DK Publishing, 2000. Eyewitness: Seashore. DK Publishing, 2000. Center for Environmental Education, The Ocean Book: Aquarium & Seaside Activities &

Ideas for All Ages. Wiley, 1998. Ellen Doris & al, Marine Biology. Thames & Hudson, 1993. Jacques-Yves Cousteau, Jacques Cousteau: The Ocean World. Harry N. Abrams, 1985. Michael Bright, Encyclopedia of Awesome Oceans. Copper Beech, 2002.

Reproducible 11

OCEAN VOCABULARY LIST

1. abyss

2. continent

3. crustacean

4. current

5. eddy

6. intertidal

7. island

8. marine

9. plankton

10. seafloor

11. shellfish

12. submersible

13. tidal pool

14. tide

Reproducible 12

OCEAN CREATURES, PLANTS AND OBJECTS

1. Baleen Whales

2. Sea anemones

3. Tube Worms

4. Anoplogaster cornuta (fangtooth)

5. Sea Urchin

6. Codium fragile (Dead Man's Fingers) –type of green algae

7. Abalone

8. Portuguese men-of-war

9. Swordfish

10. Kelp

11. Swordfish

12. California Sea Lion

13. Hydrothermal Vents

14. Coral Reefs

15. California Moray

Reproducible 13

OCEAN TRIVIA 1. What country has the longest coastline? 2. Which ocean is the deepest? 3. How tall is the tallest iceberg? 4. How many different species of ocean fish exist? How

does this compare to the number of land mammals? 5. What is largest animal on earth? 6. What ocean creature can be used to replace human

bone? 7. If all the salt in the ocean were dried, how much of the

land continents would be covered? 8. Where are the largest numbers of fish located?

Reproducible 14

TUNA SALAD SANDWICHES

Ingredients: Makes 4 servings (Calculate the amount of ingredients needed to make enough tuna salad for the whole group)

1 (6 ounce) can tuna, drained 1 tablespoon chopped fresh parsley 1/4 cup chopped celery 1/2 cup mayonnaise 1/2 teaspoon lemon juice 1/4 cup chopped onion 1/4 teaspoon garlic powder 1/8 teaspoon salt 1/8 teaspoon ground black pepper paprika to taste Bread

Directions: 1. In a large bowl, combine the tuna, celery, onion, mayonnaise, lemon

juice, parsley, garlic powder, salt and pepper. 2. Mix well and refrigerate until chilled. Sprinkle with paprika if

desired. Spread the tuna fish salad onto the bread, and enjoy.

Reproducible 15

CREATED SEA URCHINS

For this activity you will need:

• paper plates • cups • straws • construction paper • pipe cleaners • tape • glue • 1 pillow case filled with about 12-15 pounds of weight (Beans, rice, or other

flexible weights)

Construct an animal that can survive in the intertidal environment. The animal must be able to live in sand or on rocks in this zone. This animal must be able to withstand the constant pounding of the ocean's waves in order to survive. You will test your animal by dropping a weighted pillow case filled with beans or other flexible weights on them to simulate the pounding of the waves. Write a short story with your creature as the main character. In the short story you need to include a name for your creature, where he or she lives, what it likes to eat and its personality. You might want to begin the story this way: My name is _______, and I was just holding on to this rock in ________ and suddenly….

Reproducible 16

EFFECT OF OIL POLLUTION ON BIRDS Materials

feathers paper towels cups of water motor oil microscope eyedroppers

Directions: 1. Look at a feather under a microscope. 2. Place a feather under water and then dry it off. 3. Place a drop of oil into the water. 4. Place the feather back into the oily water and try to dry the feather

again. 5. Look at the feather under the microscope. 6. Write your findings on a 3 x 5 index card, and be ready to report out,

answering the following questions:

What did the feather look like when it was dry, wet, with no oil, wet with oil?

How do you think the presences of oil on the feathers of birds would affect their ability to fly?

Reproducible 17

< Address> <Date> Dear _______,

I am concerned about (remember to be specific) ________________because

(give one reason) ____________________________________ I am also

concerned about (repeat the concern) _____________________ because (give

another reason) _________________________________________________.

Please (give one specific action that you want the person to do) _______________

__________________________________________________. You need to do

this because _____________________________________________________.

Yours truly,

<Name>

<Who you are. (For example, participant at ______________, student at _________.)

Reproducible 18

TISSUE PAPER OCEAN COLLAGE

1. Start with a 9” x 12” white poster board

or a sturdy piece of cardboard, colored tissue paper, in blues, blue-greens and tans, white glue and a brush. Cheap tissue paper works best because they run the best.

2. Mix some glue with a little water in a small bowl. Tear the

tissue paper into long irregular pieces. Brush the poser board with glue and begin placing the “water” colored tissue paper, the blues and blue-greens, over it, one piece at a time. Brush more glue over the papers to make them lay flat. Arrange the pieces so that they overlap. Add “land” colored tissue paper, the tans, for an island, etc.

3. Add more blue for a sky. After drying completely, carefully

trim any ragged edges with scissors.

Used by permission from School –Age Notes, Volume XXIII #12 August 2003

Reproducible 19

SAND CASTING

Supplies

Sand Pie pan Rag Plaster Different shape blocks, or simple objects like buttons,

shells, stones or just form simple designs in the sand Paint Paintbrushes

Directions

1. Fill pie pan 1/2 way with sand.

2. Embed shapes, holes, etc. into the sand.

3. Fill the other 1/2 of pan with plaster.

4. Let dry. Drying could take up to 10 days, so this project might overlap into another unit activity

5. Wipe off lose sand after removing the mold from pan.

6. Paint the mold.

Reproducible 20

SHELL DECORATED BOXES (Other objects such as picture frames, tin can pencil holders can be done the same way.)

Supplies:

Small lidded boxes Small shells Air drying clay Directions:

1. Cover the top of the box lid with about 3/8” thick layer of air-drying clay.

2. Press shells well into wet clay in a pattern you like and let

dry. Make different designs or use the shells to spell out your name.

3. Replace the lid and use the box for holding special

treasures or as a gift box.

Reproducible 21

Object Name

Brainstorm ideas for each circle. Write down one or two words on each line.

Physical Characteristics

Uses

How you feel when you think

about them

Where you find them

Reproducible 22

OCEAN ADVENTURE MURAL REQUIREMENTS

Your team will complete an ocean scene on a 4 ft x 36 inch piece of paper that will include the following things:

1. A picture of something from the ocean (for example: a whale, a moray eel, a kelp plant or a hydrothermal vent)

2. An appropriate background scene for the picture

3. Labeling of all of the objects in the picture and the

background

4. A short descriptive paragraph of what is going on in your section of the mural.

5. An acrostic poem that describes the object in your section

of the mural.

6. And the most important thing of all, YOUR NAMES.

Remember your part of the mural will be connected to all the other sections to make one large mural that will be

displayed in the school.