Ac vi es:

A. Beginning

1. Gree ngs

2. Administra ve business – roll call, etc. (performed internally)

3. Reflec on: “Unity” – During this reflec on, it is important to highlight that organisms, in this case, seagrasses, algae and other organisms inhabi ng this ecosystem, must remain living together (united) so that the system (ecosystem, community) can thrive. If one of these elements is affected, the others will be affected as well. Therefore, we must protect and care for each of these so that ecological equilibrium can be preserved.

4. The teacher will use open ques ons to explore what students already know about herbaceous plants in general. Ques ons could include ‘What are grasses and herbaceous plants?’, ‘What are some of its characteris cs?’, ‘Where do they grow?’ etc. Then take the students out to the school grounds. The students should take a pencil and their laboratory sheet. The teacher will ask them to observe their surroundings and describe the grasses they can see in terms of their visible, physical characteris cs. The students will write down their observa ons.

Herbaceous plants or herbs - seed producing annuals, biennials, or perennials that do not develop persistent woody ssue but die down at the end of each growing season. (Merriam-Webster Online Dic onary, 2020)

B. Development

1. A er this exercise, everyone will return to the classroom and the teacher will project or place on the board the four (4) seagrasses found in Puerto Rico. The teacher will also place several pictures of algae (here, referring to marine macroalgae). The photos should be labeled with le ers so that the students can easily iden fy them.

2. Students will divide into subgroups and will be asked to carefully observe each picture and, based on the descrip ons they made, choose the pictures more similar to the grasses and herbs they observed on the school grounds. They must write the le er they selected on the same sheet they are working on, in the column labeled most similar. The pictures that feature organisms that do not show many similari es must be placed in the column labeled least similar

3. The teacher will ask some of the students to share their choices with the class. They will explain the characteris cs they observed that led them to their conclusions. They must also explain why some of the pictures on the board were not selected. The teacher, using ques ons and answers, will help the students describe and jus fy their decision. ‘Why were these pictures not selected?’, ‘What characteris cs does the organism in the picture show?’, ‘Is it a plant or not?’ ‘How is it different from the herbs and grasses found on the school grounds?’ At this point, the teacher will ask students to dra their hypotheses regarding which organisms are similar to the grasses and herbs on school grounds, and which are different.

4. Then, the teacher will show students the Seagrass meadows presenta on and will highlight the differences between seagrasses and marine algae, emphasizing the characteris cs not usually perceived at first glance. While these characteris cs are being discussed, the students will complete the second part of the laboratory sheet; this is a table in which students will write the non-visible characteris cs of grasses on one side, and the non-visible characteris cs of marine algae on the other side. At this point, students have not yet determined whether or not the organisms are seagrasses or algae. They will complete the table using the classifica on: most similar organisms and least similar organisms.

Notes:

 The teacher must thoroughly know these characteris cs in order to have an effec ve discussion. Please review the seagrass background sec on.

 Remember to show students the parts of seagrasses and marine algae when discussing their differences.

E. Closing

1. To conclude the class, ask the students to determine what the organisms under study are, based on what they learned in class. To do this, they must answer the final ques ons in the laboratory sheet. The teacher will guide them towards properly iden fying seagrasses and marine algae. Then, they must define in their own words what seagrasses, seagrass meadows, and marine algae are.

Seagrasses - Seagrasses are higher plants in the angiosperm group, which grow underwater in the sea. These plants have leaves, stems, flowers and fruits.

Seagrass meadows –Seagrass meadows are large swathes of seagrasses growing on the marine substrate. They can be comprised of a single or several species.

Marine algae – Marine algae are non-vascular plants that absorb nutrients from water through diffusion across the plant surface (Seagrass-watch, 2013). They belong to the Pro sta kingdom and can be unicellular or mul cellular. They can be shaped like a sheet or a thread and have a rela vely complex inner structure. They also generally feature chlorophyll and can perform photosynthesis. (Diccionario Enciclopédico Dominicano de Medio Ambiente, 2013)

2. Clear up any remaining ques ons regarding the topic.

Homework:

1. Students will be asked to fill out a Venn diagram in which they compare and contrast seagrasses and marine algae. The diagram can be made through the use of websites such as Google Suggest Venn Diagram Generator, SmartDraw (this is not a free program; although it offers a free trial), use Microso Word to draw the diagram, or the teacher can hand out copies of the Venn diagram included in this plan so the students can fill out the differences and similari es.

Note: Neither the Sea Grant Program nor the University of Puerto Rico sponsor any brand or program in par cular.

Praxis reflec on:

The reflec on will be performed by the teacher at the end of class.

Reasonable accommoda on:

Reasonable accommoda on will be offered to all students who need it. Students with physical or cogni ve difficul es will be offered reasonable me in which to do their tasks, tutoring during office hours and all the necessary opportuni es, according to their par cular cases.

Content standards and grade expecta ons

Biological sciences

Standard: Subject organiza on levels and structure

Expecta ons and indicators:

From molecules to organisms: Structures and processes

1.B.CB1.EM.2 Makes observa ons with the aim of describing the structures plants and animals need to survive and grow.

3.B.CB1.EM.1 Observes and describes pa erns in plant structures to determine how to best classify them. Deduces that plants (grasses, shrubs and trees) have a series of structures that help their classifica on.

Oceanic literacy: Essen al principles and fundamental concepts

Principle 5: “The ocean supports a great diversity of life and ecosystems.” c. Most of the major groups that exist on Earth are found exclusively in the ocean and the diversity of major groups of organisms is much greater in the ocean than on land.

3.B.CB1.EM.2 Iden fies plants according to their structures and the different types of stems: the herbaceous plants have not developed hardened woody structures, besides being so (grass); the woody plants have developed hardened structures (wood); the roots (fibrous, branched or primary); and the leaves (simple or compound and according to their ribs: parallelinerve, penninerve or palminerve; according to their margin: whole, wavy, serrated or lobed; and according to their stem: alternate, opposite or basal).

5.B.CB1.EM.1 Iden fies and groups plants with seeds and without seeds. Creates models that represent the differences between vascular and non-vascular seeding and non-seeding plants.

Expecta ons and indicators:

Inheritance and varia ons in characteris cs

1.B.CB3.EM.1 Makes observa ons, describes and groups plants, animals and human beings according to the characteris cs that make them similar or different.

Standard: Interac ons and energy

Expecta ons and indicators:

From molecules to organisms: Structures and processes

K.B.CB1.IE.3 Dis nguishes and describes different types of habitats in which human beings live and to which they adapt.

Expecta ons and indicators:

Biological evolu on: Unity and diversity

2.B.CB4.IE.1 Recognizesecosystems as places in which living and non-living elements interact. Iden fy different aqua c ecosystems (freshwater, such as rivers and creeks) and terrestrial (forests and deserts).

2.B.CB4.IE.3 Makes direct observa ons about the biodiversity in terrestrial and aqua c systems, with an emphasis on comparing ecosystem diversity.

Physical sciences

Standard: Subject organiza on levels and structure

Expecta ons and indicators:

The subject and its interac ons

K.F.CF1.EM.1 Recognizes the different types of subject according to their physical proper es and groups them according to one or more characteris cs.

1.F.CF1.EM.2 Compares, contrasts and groups the subject according to its physical proper es.

2.F.CF1.EM.2 Plans and researches in order to describe and classify different types of materials according to their observable physical proper es.

4.F.CF1.EM.1 Compares, contrasts and measures the physical proper es of the subject.

6.F.CF1.EM.1 Groups and classifies the subject according to its physical and chemical proper es.

Earth and space sciences

Standard: Subject organiza on levels and structure

Expecta ons and indicators:

Earth systems

2.T.CT2.EM.1 Describes, compares and groups earth materials according to their physical proper es (natural and ar ficial materials).

References:

Merriam-Webster Online Dic onary. (2020). Herb. Retrieved on March 27, 2020. h ps://www. merriam-webster.com/dic onary/herb

Diccionario Enciclopédico Dominicano del Medio Ambiente. Algas marinas. Retrieved on October 7, 2012, from h p://www.dominicanaonline.org/diccionariomedioambiente/ es/definicionVer. asp?id=615 Translated on March 27, 2020.

Name: _________________________

Teacher: _______________________

University of Puerto Rico Mayagüez Campus Sea Grant Program

Fact sheets

Laboratory #1: Seagrasses

Date: _____________________________

Grade-Group: _______________________

Instructions: Carefully observe the grasses in your schoolyard. Describe them in the space provided, considering their visible physical characteristics. To do this, only use the column labeled Schoolyard grasses. Then, carefully observe the organisms presented in the images shown in class. Each image will have a letter. Write the letter belonging to the organism similar to the grasses you saw in your schoolyard. Write the letter in the column labeled Similar organisms for each characteristic. For instance: if the plant on image A has a similar color to the ones in your schoolyard, write that letter in the space provided for the color characteristic. If it does not look similar, then place the letter in the column labeled Different organisms, as shown in the following example. Also, write the observable characteristics you can see in each one.

Example:

Visible Characteristics Schoolyard grasses Similar organisms

Different organisms

Color green A - green B - yellow, C - red

I. Plant observation and comparison chart

Visible Characteristics Schoolyard grasses

Leaf length: long or short

Leaf width:

Wide or narrow

Leaf shape: ribbon-like, feathershaped, cylindrical, oval, rounded, or like a chain made of shells

Color

Where does it live: water or soil

Other visible physical characteristics

Similar organisms

Different organisms

Seagrass meadows: Teacher’s Guide

Hypothesis:

1. According to your observations, which kind of organisms are the most similar to the grasses in your schoolyard? Are they sea grasses or marine algae?

2. According to your observations, which kind of organisms are the least similar to the grasses in your schoolyard? Are they sea grasses or marine algae?

II. Table comparing the non-visible characteristics between the most similar and the least similar organisms. Write down all non-visible characteristics the teacher discusses in the classroom.

Non-Visible Characteristics

Organisms most similar to schoolyard grasses

Organisms least similar to schoolyard grasses

Conclusion: When finishing their observations about the visible characteristics of the organisms under study and after discussing the non-visible characteristics discussed with the teacher, identify the organisms you have observed. What organisms are most similar to the schoolyard grasses? And the ones least similar? Was your original hypothesis correct? Please explain your answer.

Seagrasses

Venn diagram organizing the differences and similarities between seagrasses, terrestrial grasses,and marine algae

Name:

Instructions: Use the following diagram to organize the differences and similarities between seagrasses, terrestrial grassesand marine algae. If a characteristic only desc ribes one group, like algae, write it down in the part of the circle that only corre sponds to marine algae. If it is a characteristic that is shared with an other group, like seagrasses, write it down in the area that over laps both subjects. All three groups can share a characteristic. In this ca se, this characteristic can be written in the area in which al l three circles overlap.

Marine algae

Seagrasses

Terrestrial grasses

Time: 1 or several class periods (the teacher will adjust according to the grade and group)

Teaching Strategy: ECA

Phases: conceptualiza on and applica on

Teaching methods: Demonstra ve, exposi onal, inquisi ve, ac on or ac vity

Teaching techniques: review, coopera ve work, discussion, conference

Assessment technique: Open ques ons, Venn diagram, Timeline, seagrass iden fica on, comic strip

Integra on with other subjects: Biology, Ecology, Geology, History

Materials:

• Seagrass meadows – Teacher’s Guide

• Teacher’s Guide CD-ROM

• Presenta on – Seagrass meadows

• Paper board or brown paper

• Markers

• Transparent tape or glue

• Seagrass iden fica on sheet

• Magnifying glass to observe the iden fied seagrasses (op onal)

Taxonomy type: N. Webb (2005)

Depth of knowledge levels:

Level I: Memory thinking

Level III: Strategic thinking

Level IV: Extended thinking

Unit: Marine ecosystems

Seagrass evolu on, species and their differences

Objec ves:

A er studying the topics Seagrass evolu on, species and their differences, students will be able to:

• iden fy the different adapta ons seagrasses have developed in order to survive. (conceptual)

• iden fy the four (4) most common species of seagrass in Puerto Rico (turtle grass, manatee grass, shoalgrass, and paddle grass). (procedural)

• explain the physical characteris cs of each type of grass. (conceptual)

• create a meline to explain how seagrasses have evolved during different geologic periods. (procedural)

• demonstrate a desire to learn about and protect the seagrass ecosystem. (a tudinal)