Ac vi es:

A. Beginning

1. Gree ngs

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

3. Reflec on: “Nature is very consonant and conformable with herself.” - Isaac Newton

4. The teacher will ask students to find the comic strip assigned the previous day. Some of them may have sent theirs through email while others may have brought a paper copy, depending on the available resources. Using this cartoon, they will review seagrass evolu on. The teacher will select and present few of the comics sent by students via email, and will show the ones brought on paper. While presen ng the comics, the students will explain their pictures and thus demonstrate what they learned. Then, the teacher will project the animated comic strip found at the link provided to make sure that all important concepts have been discussed: h p://goanimate.com/videos/0qPsPJPZrrWo?utm_ source=linkshare. Another op on is for the teacher to make their own animated comic strip and presents it to the class.

B. Development

1. A er reviewing, the teacher will ask the students to build a model. They will have three op ons (selected according to available resources): a. Digital model –Using the classroom computer, the teacher will project the digital model document. This model presents a blank environment and surroundings and select from various elements to include when construc ng models. When students open the file, they will have to carefully observe all these elements and build a model that represents the environment in which seagrass can be found. They must select and add the elements this plant needs to thrive and develop. It is worth men oning that the document includes some elements which seagrasses do not need. Students must use their own judgement to determine which criteria are needed. b. 3D handcra ed model – If there is no feasible way to complete the digital model, then the class can handcra the model. Students must bring in a small cardboard box and construc on paper including colors like yellow, green, tan, brown and blue. They must also bring in transparent tape. They will make their own models, cu ng and taping the construc on paper in the shapes of the soil, the water, the sun, the nutrients, and the seagrass. They could also use other materials such as brown paper, cardboard, poster board, paints, cra ing foam, and others. Using these simple to find cra materials, they can handcra their 3D models integra ng all the factors necessary for seagrass survival. c. Drawn model – If students cannot complete the model in any of the previously men oned ways, they can draw the model on a piece of paper using the h p:// artpad.art.com/artpad/painter/ website or the Microso Paint program. The teacher will project the document showing the elements on the board and the students will draw the seagrass environment, using the selected elements that they think are important for the healthy growth and development of seagrasses. To do this, they should have crayons or coloring pencils and white or brown cra paper.

Note: If you do not want to use the Word document, you can use the h p://www. easel.ly/ website and use it to build the adequate environment for seagrass growth with the photographs provided in the CD-ROM accompanying this guide or seek out your own images.

Note: This ac vity can be done in sub-groups or individually, depending on the materials available and me allo ed. The teacher will decide.

2. A er finishing their model, each sub-group or student will explain their work. At this me, the teacher will discuss these necessary condi ons for seagrass development, including the specific environment these plants need.

Necessary condi ons for seagrass growth and healthy development:

• Sunlight for photosynthesis.

• Shallow, clear water that allows sunlight to reach the plants and facilitate photosynthesis. If there is nearby water flow or sediment discharge, water turbidity can become a factor making sunlight penetra on difficult.

• They must be submerged underwater. Most seagrasses tolerate a wide range in salinity, so they can inhabit low salinity environments like wetlands and estuaries, as well as high salinity or hypersaline habitats.

• In general terms, seagrasses need water temperatures above 24 degrees C (75°F). Some species can live in temperatures between 4º and 24º degrees C (39° to 75°F).

• Seagrasses need soil so the roots can anchor to the substrate, from which they can obtain necessary nutrients.

• Seagrasses need low to moderate surf and current condi ons. They cannot grow in places with strong surf or fast currents.

Note: The teacher can ask students to iden fy which model most closely resembles the ideal environment for seagrasses. The student or sub-group with the most appropriate model can be rewarded with a s cker or any other small prize chosen by the teacher. The digital models (if available) can be printed for display along with the other models. If there is a school or class blog, the teacher may wish to take photos for an update.

3. A er studying the necessary condi ons for seagrass development, it is important that students know the loca ons around Puerto Rico that can foster seagrass growth. To do this, they can complete one of the following tasks: a. Students will be given a map of the rivers in Puerto Rico. They will use their knowlege of the necessary condi ons for seagrass growth, and understanding that rivers carry sediment to the sea, thereby increasing water turbidity, to determine the areas around the island best suited for seagrass growth. Students will write the names of the rivers and towns, and indicate whether or not seagrass meadows could thrive in each area. b. If a computer is available, you can use the interac ve map found in the CD-ROM included with this guide. The map will ask the user to click on the areas in which seagrasses could be found. The student will click the square corresponding to their answer. The interac ve map will tell the student if their choice was correct or not.

Notes:

• It should be pointed out that the most voluminous rivers in Puerto Rico are found to the north of the island. Therefore, that is where most sediments are discharged, which could impact the growth and development of large seagrass meadows (along with factors such as surf condi ons, current speed, water depth, and others). Each student can be asked to research two rivers (one in the north and one in the south). Then, the group will come together to complete the ac vity. The teacher assigns a different set of rivers to each student or group of students (use the map included in this guide). Furthermore, the teacher must emphasize that water turbidity is not the only factor influencing seagrass meadows development. It is meant to be used as a star ng point for the discussion.

• The use of maps as important tools for learning about our planet should be emphasized.

D. Closing

1. To conclude the class, students will be offered a world map. Students must use the knowledge acquired to indicate the places around the world in which seagrasses can grow. This me, they will write the oceans in which seagrasses grow, considering the condi ons necessary for their development. Furthermore, students will iden fy which parts of the ocean are more likely to promote seagrass growth (near or far from con nents). If computers are available, the interac ve map will allow students to click and find out if their choices were correct. If the technology is unavailable, they can perform the ac vity using the map included in this guide.

Oceans around the world in which seagrasses grow (the teacher will review the oceans with the students and then the students will use this informa on to iden fy those where can seagrasses develop):

 Atlan c Ocean

 Indian Ocean

 Pacific Ocean

Seagrasses are found near the con nents since the waters there are shallower and allow more sunlight to penetrate.

2. Students will be asked to summarize, in one sentence, what they have learned in the day’s class.

3. Clear up any remaining doubts or ques ons about the topic.

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 complete their tasks, tutoring during office hours and all the necessary opportuni es, according to their par cular cases.

Ocean literacy: Essen al principles and fundamental concepts

Principle 1: “The Earth has one big Ocean with many features.” g. The ocean is connected to major lakes, watersheds and waterways because all major watersheds on Earth drain to the ocean. Rivers and streams transport nutrients, salts, sediments and pollutants from watersheds to estuaries and to the ocean.

Principle 5: “The ocean supports a great diversity of life and ecosystems.” e. The ocean provides a vast living space with diverse and unique ecosystems from the surface through the water column and down to, and below, the seafloor. Most of the living space on Earth is in the ocean. f. Ocean ecosystems are defined by environmental factors and the community of organisms living there. Ocean life is not evenly distributed through me or space due to differences in abio c factors such as oxygen, salinity, temperature, pH, light, nutrients, pressure, substrate and circula on. A few regions of the ocean support the most abundant life on Earth, while most of the ocean does not support much life.

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

K.B.CB1.IE.2 Describes pa erns about what living beings require for survival by making observa ons about the differences between plants, animals, and humans.

5.B.CB1.IE.1 Recognizes some factors affec ng plant growth, such as the absence or the presence of the sun or a light source, the absence or presence of water, available space, minerals, soil, and land types.

Standard: Interac ons and energy

Expecta ons and indicators:

Ecosystems: interac ons, energy and dynamics

3.B.CB2.IE.1 Recognizes that living beings need other living beings and their environment for survival.

Expecta ons and indicators:

Gene c legacy: Legacy and trait varia ons

3.B.CB3.IE.2 Explains how the environment influences organism traits.

Expecta ons and indicators:

Biological evolu on: unity and diversity

3.B.CB4.IE.2 Builds an evidence-based argument to explain how in any given environment, some organisms thrive, others survive, and others s ll will not survive.

Earth and space sciences

Standard: Interac ons and energy

Expecta ons and indicators: The Earth’s place in the universe

2.T.CT1.IE.1 Recognizes that energy is necessary for certain events and processes to occur.

3.T.CT1.IE.1 Explains how the Sun provides energy for Earth’s processes.

Standard: Subject organiza on levels and structure

Expecta ons and indicators: Earth systems

4.T.CT2.EM.4 Interprets and analyzes data from maps when describing pa erns in Earth’s traits and characteris cs.

Seagrasses

Virtualdiorama: Conditions necessary for seagrass growth and development

Name:

Instructions: Carefully observethe images around the canvas (the blank space in the middle)and build the ideal environment in which seagrasse s can grow and develop in a healthy manner. To do this, you must select the elements that, to your judgment, the plants will need in order to survive. Then, ex plain your diorama or drawing to your teacher and your classma tes.

University of Puerto Rico MayagüezCampus

Sea GrantProgram

Seagrasses

Mapof the rivers inPuerto Rico -Where do seagrasses develop?

Name: _________________________Date:

Teacher: _______________________Grade-Group:

Instructions: Carefully observe the following map showing the rivers in Puerto Rico. Identify where thelargest flow rivers are located, as we ll as the lower flowing rivers. Then, based onthis information, determine which areas along the Puerto Ricocoastline foster healthy development of seagrasses. Write the name of the river, the town in which the river is located, and if seagrasses can grow there or not. When writing the names of t he rivers and towns, you can refer to the maps included here. Note: For seagrasses to develop, a combination of factors has to occu r; however, for this activity, we will only use river flow. The river’s flow determines the turbidity in the locations in which they flow into the sea. High-flow rivers in Puerto Rico

Rivers of Puerto Rico

Puerto Ricoand its towns

Seagrasses

Where are seagrasses located around the world?

Date:

Grade-Group:

Name:

Teacher:

Instructions: In the following world map, identify each of the oceans. Write the ocean names in the corresponding area. Then, observe the different empty squares on the map ( )and write a checkmark ( ) on the places in whereseagrasses can be found. To determine this, you must remember the conditions seagrasses need in order to thrive, and if these grasses grow near or far from the shore .

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

Teaching strategy: ECA

Phases: explora on, conceptualiza on and applica on

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

Teaching techniques: roleplay, review, discussion, conference, homework

Assessment technique: Open ques ons, graphic organizer

Integra on with other subjects: Biology, Ecology

Materials:

• Seagrass meadows - Teacher’s Guide

• Teacher’s Guide CD-ROM

• Slideshow – Seagrass meadows

• Song: I am the Seagrass (included in the CD-ROM)

• Graphic organizer sheet (if using the one provided in the CD-ROM)

• Instruc on sheet for the Go Hide! game

• Small cardboard box, construc on paper or cardstock, paper clips (if choosing the second op on for the Go Hide! game)

Taxonomy type: N. Webb (2005)

Depth of knowledge levels:

Level I: Memory thinking

Level II: Processing thinking

Level III: Strategic thinking

Level IV: Extended thinking

Unit: Marine ecosystems Importance of seagrasses

Objec ves:

A er studying the topic Importance of seagrasses, the student will be able to:

• iden fy the importance of seagrasses. (conceptual)

• analyze the importance of seagrasses to the marine environment. (procedural)

• explain this ecosystem’s importance. (conceptual)

• build a food chain to highlight the importance of seagrasses as a primary producer. (procedural)

• value the importance of this ecosystem and protect it. (a tudinal)