Ac vi es: A.

Beginning

1. Gree ngs

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

3. Reflec on: “Belief that ‘nature’ is inexhaus ble is a widely-spread mistake”. Konrad Lorenz

4. In previous classes, the students learned about seagrasses, the types of seagrasses exis ng in Puerto Rico, and the condi ons they need to grow and thrive. Now students will learn about the importance to study these grasses’ zona on and seagrass distribu on in Puerto Rico and the world. The teacher will begin by showing the following ver cal seagrass zoning image (included in the CD).

The image the teacher will show the students does not have the names of the seagrasses, since the students will be asked to carefully observe the image and a empt to iden fy the species using the knowledge gained from previous classes.

A er the students iden fy the 4 seagrass species, the teacher will tell them that seagrasses follow a ver cal zoning. The teacher should be sure to note that this distribu on is not as strictly delineated as shown the image. In reality, several of these species overlap in their zona on and are found intermixed in the same meadow or area. Generally speaking, the first one found when proceeding seaward from shore is shoal grass, found in the shallower areas. Then, one may find turtle grass and manatee grass. Although the image shows turtle grass appearing first, it o en mixes with manatee grass. Then, at deeper levels, one can find paddle grass.