B. Development

1. A er studying the seagrasses and their ver cal zona on, students will be guided to learning about the places in Puerto Rico where seagrasses can thrive. To do this, the teacher must integrate concepts from Social Studies and Geography. The students will separate into smaller sub-groups and each group will receive a sheet with ques ons about the rivers in Puerto Rico; these ques ons will be answered as a group using the informa on assigned during the previous class. Furthermore, the groups will receive a map (included in the CD), that can be either printed and handed out, or projected, depending on the available resources. There are two op ons for comple ng this ac vity: a. Students will be given a map of the rivers in Puerto Rico which, based on previously studied condi ons and understanding that rivers discharge water and sediment into the sea (which increases water turbidity), they can use to determine the places in Puerto Rico where seagrasses can grow abundantly. Students must write the names of the rivers and towns and indicate if seagrass meadows could thrive in the area or not. 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 should assign for each student to research a different set of rivers (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.

 An emphasis must be made on the importance of maps as a valuable tool to help us be er know and understand our planet.

2. When the ac vity is finished, each sub-group’s leader will present their answers to the class. Time will be provided to discuss the places in Puerto Rico in which this ecosystem can be found and review the necessary condi ons for this. The teacher must emphasize that there are a variety of factors whose combined impact governs where seagrasses can grow, and the interac on of these factors determines whether or not seagrasses can exist in a par cular loca on. The teacher can also explain why the most heavy-flowing rivers are to the north, and why there are no seagrass meadows in the areas with these rivers (changes in salinity and the turbidity these rivers produce inhibit seagrass growth, to name some of these limita ons).

C. 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 of far from con nents). IIf computers are available, students can determine if their answers are correct using the interac ve map. 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 seagrasses can grow):  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. Address any remaining 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. h. Tides, waves, preda on, substrate, and/or other factors cause ver cal zona on pa erns along the coast: density, pressure, and light levels cause ver cal zona on pa erns in the open ocean. Zona on pa erns influence organisms’ distribu on and diversity.

Content standards and grade expecta ons

Biology

Standard: Conserva on and change

Expecta ons and indicators:

Ecosystems: Interac ons, energy, and dynamics

ES.B.CB2.CC.1 Iden fies environmental factors to argue about the posi ve and nega ve effects they have on popula on growth.

ES.B.CB2.CC.2 Builds a model that represents and explains the sequence in the steps involved in ecologic succession in an ecosystem.

Environmental Sciences

Standard: Subject organiza on levels and structure

Expecta ons and indicators:

Earth systems

ES.A.CT2.EM.4 Gathers evidence about the geological origin, loca on, and the importance of Puerto Rico’s natural resources, and compares this evidence with that related to the other major islands in the An lles.

ES.A.CT2.EM.5 Iden fies the characteris cs of a tropical region to establish a contrast with the natural environment in other world regions.

University of Puerto Rico

MayagüezCampus Sea GrantProgram Seagrasses

Mapof the rivers inPuerto Rico -Where do seagrasses develop?

Name:

Instructions: Carefully observe the following map showing the rivers in Puerto Rico. Identify where the rivers with the largest volume or flo ware located, as well as the lowerflowing rivers. Then, based on this information, determine which areas along the Puerto Ricocoastline foster health y development of seagrasses.

Write the name of the river, the town in which the river is loca ted, and if seagrasses can grow there or not. When writing the names of the rivers and towns, you can refer to the maps included here. Note: For seagrasses to develop, a combination of factors has to occur; 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.

Rivers ofPuerto Rico

Rivers ofPuerto Rico

University of Puerto Rico

Mayagüez Campus

Sea Grant Program

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 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 . Taken from: large_blank_world_map_with_oceans_marked_in_blue.svghttp://commons.wikimedia.org/wiki/File%3AA_

Time: 1 or more 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: roleplay, review, discussion, conference, homework

Assessment technique: Open ques ons

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)

• 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 de

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)

* Content standards and grade expecta ons from the Puerto Rico Department of Educa on Science Program can be found at the end of each lesson plan.

* Fact sheets, assessment tools and other educa onal material to be used during each class are included at the end of each lesson plan and in the Guide’s CD.