Earth & Life Science Series: Oceans by Teacher Superstore

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The Earth & Life Science or eB Series t s r

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Oceans

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Science activities for . 6 to 9 year olds o c . che e r o t r s super

Written by Judy Gabrovec & Jane Bourke. © Ready-Ed Publications - 2005. Published by Ready-Ed Publications (2005) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 344 3

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o c . Acknowledgements: c e hwere r Photo images used herein obtained from IMSI’s Masterclips/MasterPhotos e o t r s su collection, 1895 Francisco Blvd, East San Rafael, CA 94901-5506 USA. er p The activities in this book refer to material from the document Science - a curriculum profile for Australian Schools (1994). This document is published by: Curriculum Corporation, St Nicholas Place, 141 Rathdowne St, Carlton VIC, 3053 www.curriculum.edu.au/catalog/primary.htm

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Contents Teacher Information ........................................................ 4/5

“Using Informa tion” Activity P ages Information” Pages

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Lesson Notes: Pages 7 - 12 .............................................. 6 Using Information: The Sea Floor ...................................... 7/8 Using Information: The Deep Sea ...................................... 9/10 Using Information: Tides .................................................. 11/12 Lesson Notes: Pages 14 - 21 ............................................ 13 Using Information: Tide Pools ........................................... 14/15 Using Information: Crustaceans ........................................ 16/17 Using Information: Shellfish ............................................. 18/19 Using Information: Stars of the Sea .................................. 20/21 Lesson Notes: Pages 24 - 28 .......................................... 22 Using Information: All About Algae .................................... 23/24 Using Information: Sea Birds ............................................ 25/26 Using Information: Sea Industries ..................................... 27/28

General Activity P ages Pages

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Lesson Notes: Pages 30, 31 ............................................ 29 General: Mysteries of the Sea .......................................... 30 General: Pirates ............................................................. 31 Lesson Notes: Pages 33 - 35 .......................................... 32 General: Ships from the Past............................................ 33 General: Mermaids ......................................................... 34 General: Seaside Fun ...................................................... 35 Lesson Notes: Pages 37, 38 ............................................ 36 General: Boating Safety .................................................. 37 General: Save Our Oceans ............................................... 38 Lesson Notes: Pages 40 - 42 .......................................... 39 General: Explorers of the Sea ........................................... 40 General: Seas of the World .............................................. 41 General: Along the Coast ................................................. 42

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Answers Answers ....................................................................... 43

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Teacher Information The Earth and Life Sciences Series is designed to provide teachers of children in the 6 - 9 age range with a set of materials that will give students a more rounded and scientific understanding of their world and their place in it. Student activities are directed towards meeting the requirements related to Science education as set down in the document Science - A Curriculum Profile for Australian Schools (Curriculum Corporation, 1994). This book, Oceans Oceans, relates in particular to the conceptual strand of Earth and Beyond Beyond, at Levels 1 and 2 as indicated in the Profile document. In addition the activities in the book enable children to utilize some cognitive processes which are incorporated in the Working Scientifically strand of the curriculum.

identifying, distinguishing, becoming aware of, observing;

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These are:

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describing, naming features, recording, describing change, describing how, listing; describing patterns, connecting, linking, classifying, sorting, organising.

Specific Out comes Rela ted to The W orking Scientific all y Strand Outcomes Related Working Scientificall ally Level 1 and Level 2 children working on activities in this book could be expected to realise these outcomes related to this strand:

Carry out sequential activities, and observe and describe their actions;

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Share observations;

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Focus on problems in response to teacher generated questions or suggestions;

. te o c Specific Out comes Rela ted to The Ear th and Beyond Strand Outcomes Related Earth . che e r o t r s super Identify some of the variables in a problem situation;

Make simple non-standard measurements and records of data.

Level 1 and Level 2 children working on activities in this book could be expected to realise these outcomes:

Students understand how some changes in the observable environment, including oceans, influence life. This outcome will be demonstrated by the understanding ... * that the ocean is a diverse environment; that the beach, waves and tides change constantly; * that oceans house a wide variety of life.

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Structure of this Book Books in this series are divided into two sections - the section which includes the “Using Information” activity pages and that containing “General Activity” pages. Both sections include Teachers’ Notes which focus on aspects of subsequent activity pages such as:

r o e t s Bo r e p ok u S tion” Section “Using Informa Information” learning outcomes of the relevant pages;

materials required to complete the activity page;

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teaching suggestions for each page in the section.

All student activity pages in this section are preceded by an “Information Page” - a set of notes that provides background knowledge to the activities presented on the worksheet. It is intended that these sheets are also photocopied for students and used by them as they attempt the activity page. It is envisaged that this approach will allow teachers to relate the class Science program to the Language program, through using these Information Pages as opportunities for Reading and Viewing activities. They are ideal for these purposes in that they require students to retell meanings and make simple interpretations for the purposes of completing the accompanying worksheets.

© ReadyEdPubl i cat i ons The text in these pages may be at a slightly more difficult level than that presented on the worksheets and further assistance is given by defining some key words or phrases. These are • f o r r e v i e w p u r p o s e s o n l y • underlined and link to the Explanations section at the base of the page, which contains further definitive statements and explanations about the text.

General Activities Section

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It should be noted that not all the information that is required to complete worksheets is contained in these notes. In fact, children will benefit greatly from introductory discussions and idea sharing sessions about the worksheet in conjunction with the use of the Information Page.

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The activity pages in this section (headed ACTIVITY PAGE) utilize traditional print related reference materials for children to complete the set tasks on the sheets. It would be useful for a collection of appropriate books and materials to be assembled before commencing the unit so these can be accessed and used with as little disruption as possible. It is imperative, too, that these sheets are discussed thoroughly before children are set to work.

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Lesson Notes Pages 7 - 12 Content Area(s): science

Learning Out comes: Outcomes:

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Ma terials Required: Materials Information Pages pencil or pen

Time:

approximately 20-35 minutes.

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In this section students will: examine the features of the sea bed. explore the depth to which humans can descend into the sea. explore the depth to which deep sea submersibles can descend. interpret diagrams showing the earth’s tidal movement.

Background Informa tion: Information: Pages 7/8: The Sea Floor

Pages 9/10: The Deep Sea

Pages 11/12: Tides

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The deepest recorded fish was found at 8 370 metres. Fish can swim to these depths because they have special features which help them withstand the water pressure. Humans, however, cannot withstand the water pressure. The greatest depth a human has descended to in a free dive is 127 metres.

Tides are the slow steady rise and fall of the sea that happens daily. Every place on earth that is on the coast has two high tides. One is when the moon is directly overhead and the pull of gravity causes the water to rise. The other is when the location is on the opposite side of the moon and the gravity then acts to pull the land towards the moon which causes a high tide on the other side of the world. High tide and low tide happen twice every 24 hours because this is earth’s rotation time.

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Using Information

Information Page: The Sea Floor 71% of the earth’s surface is covered by oceans. Underneath the water, the sea floor is just like dry land. It has tall mountains, deep valleys, flat plains, and underwater volcanoes. There are earthquakes in the ocean. These happen when the earth’s plates, which make up the surface of the earth, move across each other or crash together. Earthquakes in the sea can cause tsunamis.

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The earth’s tallest mountain, longest mountain range, and deepest canyon are all under the ocean.

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The Mariana Trench in the Pacific Ocean is the deepest point in the ocean. It is 11,700 metres deep. The longest mountain range in the world is also in the Pacific Ocean. The tops of some of the mountains stick up out of the water making islands. Even though Mount Everest is the tallest mountain on land, Mauna Kea, a mountain in the sea near Hawaii, is taller. However, most of Mauna Kea is under the sea.

The shores around the earth’s seas are shaped by water. In some areas, coastlines are eroded, in others the sea leaves pebbles and sand to build them up.

© ReadyEdPubl i cat i ons Coastlines are eroded: The action of the waves crashing on the coast slowly wears away rocks toe make things caves, and natural bridges. •and f osoil rr vi e wlikepcliffs, ur p os es on l y•

Explana tions Explanations

Tsunamis: A tsunami is a huge wave that can cause a lot of damage if it hits land.

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Underwater volcanoes: Underwater volcanoes can erupt. Sometimes an eruption can cause a volcanic island to form. Earth’s surface: A lot of land that is covered by ocean now used to be dry land. This explains why the sea bed has the same features as dry land.

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Using Information

The Sea Floor

Use the Information P age on The Sea Floor to help you complete this page. Page Read all about the sea floor and answer the questions below. 1. What are some features of the sea bed that are the same as dry land?

r o e t s Bo r e p o u k Colour the area that shows the sea floor below. S

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2. Why do you think the sea bed is similar to dry land?

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3. What is a tsunami? ................................................................

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What causes a tsunami? ........................................................... .................................................................................................

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o c . ch e 4. What is the deepest point of the world’s oceans known as? r er o t s s r u e p ................................................................................................................... 5. What ocean is the longest mountain range in? ........................................ 6. What is the tallest mountain on land? ...................................................... 7. What is the tallest mountain in the ocean and where is it located? ................................................................................................................... Page 8

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Using Information

Information Page: The Deep Sea The deep sea is a very unfriendly place for humans because it is so cold and dark. The deepest a person has dived to is 127 metres. Scuba divers, who use special equipment, can go deeper. To explore the really deep sea, scientists use small submarines. Some sea animals can go very deep and have special body parts which help them live in the cold, deep water. Many look like monsters but some of them are tiny. Many deep sea fish are black, red, or silvery. This is so they can’t be seen by their predators. Black blends in against the dark, deep waters, silver reflects any light, and red looks black in deep water.

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The grenadier is a fish that lives at the bottom of the sea. It swims along the bottom of the sea bed with its big mouth open. It eats live fish as well as the carcasses of sea animals that have sunk to the bottom of the sea. The grenadier has very big eyes because there is very little light to see with at the bottom of the sea. Deep sea anglers have a light on the top of their heads that glows in the dark. They use the light to try and catch smaller fish for food. A fish called a flashlight fish makes its own light by glowing in the dark.

The viperfish is one of the meanest fish in the deep sea. The viperfish has hundreds of tiny light organs in its mouth that it uses to attract its prey.

Carcass: A carcass is a dead body.

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Small submarines: Small submarines that are used to explore the deep sea are called deep sea submersibles. Special equipment: The special equipment that scuba divers use to help them swim, breathe, and see underwater.

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oxygen tanks

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diving mask

Scuba: SCUBA stands for Self-Contained Underwater Breathing Apparatus. Using scuba gear means that people can breathe air from the oxygen tanks while they are underwater. © Ready-Ed Publications

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Using Information

The Deep Sea Use the Information P age on The Deep Sea to help you complete this page. Page 1. Why can’t humans swim in the deep sea? .................... .......................................................................................

r o e t s Bdeep r 2.What are the small submarines that explore the e o p ok sea called? u S ....................................................................................... 3.Describe the special features these fish have so that they can live in the deep sea. grenadier fish: .................................................................. ..........................................................................................

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flashlight fish: ............................................................................................

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Using Information

Information Page: T ides Tides Tides are the slow, steady rise and fall of the sea that happens every day. Water creeps up to its highest level, called high tide. Then it slips back to its lowest level, called low tide. Low Tide

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High Tide

Tides are caused by the pull of the moon on the earth. The moon’s gravity pulls the water directly beneath it, making the water rise. This is a high tide. On the other side of the earth, there is also a high tide because the moon pulls the land away from the water.

As the earth turns, high tide happens at each place on the ocean twice a day once when the place is directly beneath the moon and once when the place is on the opposite side of the moon.

Explana tions Explanations

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Gravity: The moon’s gravity is the force that pulls towards the centre of the moon. The earth also has its own gravity which pulls towards the centre of the Earth. Gravity is the reason why objects on earth (like people) don’t go flying into space. The earth turns: The earth turns or rotates every 24 hours. This is why we have night and day.

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Twice a day: There are high tides twice a day because the earth turns or rotates every 24 hours. In that 24 hours each place on earth will be directly underneath the moon once and have a high tide. Each place will be on the opposite side of the moon once and have a high tide. This pattern will repeat itself every 24 hours. When the place is in between it will have a low tide.

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Using Information

Tides Use the Information P age on Tides to help you complete this page. Page

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1. Label the high tide and the low tide below. Colour.

2. What causes tides? ................................................................................ ................................................................................................................... ...................................................................................................................

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3. What happens at high tide? ...................................................................

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4. Draw some sea animals and plants that you think might be washed ashore by a high tide.

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Lesson Notes Pages 14 - 21 Content Area(s): science

Learning Out comes: Outcomes:

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Ma terials Required: Materials Information Pages pencil or pen

Time:

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In this section students will: explore the sea life that lives in a tide pool. familiarize themselves with the safety rules that should be followed while exploring a tide pool. discover how tide pools are formed. examine the features that all crustaceans have in common. discover the difference between bivalves and univalves. gather information and facts about starfish.

Pages 14/15: Tide Pools

Pages 16/17: Crustaceans

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Tide pools form where the land meets the sea. Many different type of sea life live in tide pools and it is important to be very careful not to damage these creatures. Safety rules in regards to dangerous waves and knowledge of the tides is vital when exploring a tide pool.

There are 44,000 crustacean species. Most live in saltwater, but there are many freshwater crustaceans as well. Crustaceans include lobsters, crabs, shrimps, barnacles, sea spiders, and hermit crabs.

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Molluscs include the familiar snails, garden slugs, and beautiful sea slugs, the clams, oysters, scallops, mussels, the active octopuses, squid, cuttlefish, and nautilus. Some molluscs have shells to protect their soft bodies while some have a special shell inside. Octopuses and some slugs have no shell at all.

Pages 20/21: Stars of the Sea

Starfish are not true fish and are also called sea stars.

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Using Information

Information Page: T ide PPools ools Tide

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Tide pools are formed where the land meets the sea. They are formed because of the movement of the tide over the rocky shoreline. Many different sea animals and plants make their home in a tide pool. Small fish, crabs, barnacles, sea anemones, starfish, sea urchins, and a variety of molluscs can be found living in tide pools. There are some very important things you must remember if you are exploring a tide pool. If you pick up an animal, put it back exactly where you found it because it may need protection from predators or the hot sun. Do not pry animals off rocks. This will injure or kill them. Watch where you step - the animals and plants live everywhere in the tide pool. Even barnacles are damaged by being walked on. Don’t turn your back to the ocean. A big wave may catch you while you are not looking. Rocks and algae can be very slippery - walk carefully and wear shoes or boots. Visit the tide pools at least one hour before low tide, and don’t forget your watch to keep track of the time. Keep an eye on the tide.

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Barnacles Barnacles: Barnacles attach themselves to rocks and the bottom of boats. Barnacles are crustaceans and are related to crabs, lobsters, and shrimp. Molluscs: A soft bodied animal that has no skeleton but is protected by a hard shell. Sea animals like mussels, octopuses, and clams are molluscs. Movement of the tide: The tide has a high tide and a low tide every day. During high tide, water covers the rocks. When the tide lowers, a pool of water can be left in parts of the rocks. Sea anemones: A sea animal that looks like a plant. It can move, eat, and live in the bottom of the sea and tide pools. Sea urchin: A sea animal that looks like a round, plump pin-cushion.

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Using Information

Tide P ools Pools Use the Information P age on Tide P ools to help you complete this page. Page Pools 1. Where are tide pools formed and what causes them? .....................................................................................

r o e t s r 2. Make a list ofe the sea life that you B could in a tide pool. ofind p o u k ..................................................................................................... S

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Name and draw three things that live in tide pools.

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o c . ................................................................................................................ che e r o t 4.What are some of the safety rules you should follow when exploring a r s s r u e p tide pool?

3. What is a sea anemone? .......................................................................

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Using Information

Information Page: Crustaceans

Some animals that live in the sea have a hard shell, ten legs, feelers, and antennae. These sea animals are called crustaceans and include crabs, lobsters, barnacles, and shrimp. Crustaceans live mostly in the water so they breathe with gills in the same way that fish do. They use their feelers for touching and feeling. Some crustaceans use their feelers for smelling.

Crabs

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Lobsters

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Crabs are unusual because they are able to run sideways and to burrow into the ground as well as swim. Different types of crabs vary in size. The spider crab can grow up to 3.6 metres. The crab grows by moulting. Each time a crab moults it can be in danger from predators because its body is soft. When a crab moults, lost legs and pincers are replaced. Lobsters use eight of their ten legs for walking and the other two are used like arms. Each arm has a pincer at the end. One is a crushing claw and the other one is used to tear food apart. Lobsters eat crabs, sea stars, and sea urchins. Lobsters, like crabs, will grow new legs, claws, and antennae when they moult. Sometimes they even amputate their own claws and legs to escape a predator. Lobsters can be many different colours like blue-green, blue, yellow, red, and white. Some even have shells with two different colours.

© ReadyEdPubl i cat i ons You can see barnacles on almost any surface that gets covered by sea water, especially • f or r ev i e w pofu posesonl y• on rocks, the bottom of boats, and the poles ar dock.

Barnacles

Explana tions Explanations

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Barnacles have hard, white, cone-like houses where they live. To get food from the water, they peek out only when water covers them. The barnacles glue themselves to a nice spot and as they grow they make their houses (shells) larger around them. Amputate: If a leg or claw is amputated it means it is cut off. Antennae: Antennae are the same as feelers. They are called feelers because they are used to feel, smell, and touch. Moulting: Moulting happens when a crustacean loses its shell and another bigger one forms. The new shell is soft at first but will soon harden. Pincers: The pincers are used in feeding as well as when the crustacean is defending itself against predators. Predators: The predators of crustaceans are other sea animals like octopuses and whales. When crabs are out of the water, sea birds prey on them. Shrimp: Shrimp look like tiny lobsters. Some of them are so tiny that you need a microscope to see them.

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Using Information

Crustaceans Use the Information P age on Crustaceans to help you complete this page. Page 1. What are the features that all crustaceans have? ........................................................................................

r o e t s Bo r 2. Describe each of the crustaceans listed below. Draw a picture for each. e p o u k crab:................................................................... S ........................................................................... ........................................................................... ........................................................................... ...........................................................................

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© ReadyEdPubl i cat i ons lobster: .............................................................. •f orr evi ew pur posesonl y• ...........................................................................

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Using Information

Information Page: Shellfish A type of sea animal called a mollusc makes its home in a shell. Often you will find these shells washed up on the shore. If you find a hole in a shell, the animal inside might have made the hole so that it could suck in water to feed. Sometimes a predator will drill a hole in the shell so that it can eat the creature inside. There are two types of molluscs - bivalves and univalves..

Biv al ves: Bival alves:

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Univ al ves: Unival alves:

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Sea animals such as cockles, scallops, and mussels are bivalves. The shell they live in is two round parts that are held together with a hinge. The molluscs that live in these shells have gills, a mouth for feeding, and even a foot for movement. The foot is sometimes used to attach the animal to rocks. Some bivalves, like scallops, clap the two shells together to swim while others burrow deep into the sand or mud. Univalves are shells that have many coils winding from a pointed end to an open end.

Conch and Whelk

Molluscs like conches and whelks are univalves. They make their shells out of a special material called the mantle. They use the mantle to make their shells bigger as they grow. These animals live in their shell homes all the time. If you find an empty shell on the beach it means that the animal has died.

Explana tions Explanations

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Hermit crabs will sometimes carry an empty shell from place to place and use it as shelter. Sometimes the hermit crab may just find an empty shell or it might have eaten the animal from inside the shell and then used its home.

. tthe sand or mud: Molluscs have a tube that the wateroflows Burrow deep intoe c through so they can feed. Molluscs that burrow deep into the sand have an . c e especially long tube that they stick up into the water. he r o t r s r u Gills: The gills help the mollusc feeds by moving the water which contains the food pe Bivalves: The prefix “bi” means two. Therefore bivalves have two parts.

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Hinge: An everyday hinge can be seen where a door is attached to a wall. The bivalve’s hinge works in a similar way. Univalves: The prefix “uni” means one so univalves only have one part. Mollusc: Some molluscs, like squid, do not have a shell. Instead they have a skeleton inside their body. Page 18

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Using Information

Shellfish Use the Information P age on Shellfish to help you complete this page. Page 1. What is a mollusc? .................................................................... ......................................................................................................

r o e t s Bo r ................................................................................................................... e p o u k 3. What is the difference between these two types? S

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2. What are the two types of molluscs?

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4. What type of mollusc does not have a shell? ......................................... ...................................................................................................................

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5. Draw an example of each type of mollusc that you have learnt about.

o c . che e r o t r s su 6. Why do the shells of molluscs sometimes have holes in them? per

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Using Information

Information Page: Stars of the Sea

A strange animal lives at the bottom of the sea and in tide pools. It has eyes, arms, and feet, but it is shaped like a star. Because of its shape it is called a starfish. The starfish usually has five arms. Underneath the arms are little feet that help the starfish move. At the end of each arm are the starfish’s eyes which are able to sense light.

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Because it can’t see very well, the starfish uses its sense of smell to find food. The starfish finds a clam and sticks to the clam’s back with its tube-like feet. The starfish pulls on the clam’s shell until it begins to open.

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The starfish pushes its stomach out of its own body and through the space between the two halves of the clam’s shell. Special juices from the starfish’s stomach turns the clam into a liquid. The starfish then sucks up the liquid!

If a starfish loses an arm, it will grow a new one. If it is torn in two, each half will grow into a new starfish.

Explana tions Explanations Clam: A clam is a bivalve and has two parts to its shell.

Starfish: Starfish are related to sea cucumbers, sea urchin, and sea lilies.

Tide pools: Tide pools form on rocky beaches. They fill up when the tide is at its highest.

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Using Information

Stars of the Sea Use the Information P age on Stars of the Sea to help you complete this page. Page 1. How did the starfish get its name? ........................... .....................................................................................

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2. Describe the arms of a starfish. ...............................

3. What is unusual about these features of a starfish?

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eyes: ....................................................................................................... ................................................................................................................

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4. What other sea creatures is the starfish related to? ...............................

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o c . ................................................................................................................... che e r o t r s super 5. Draw and colour some starfish. ...................................................................................................................

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Lesson Notes Pages 24 - 28 Content Area(s): science

Learning Out comes: Outcomes:

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Ma terials Required: Materials pencil or pen Information page

Time:

approximately 20-35 minutes.

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In this section students will: explore the features of seaweed. compare the features of seaweed to that of other plants. list the special features that sea birds have to adapt to their environment. draw and label a diagram of the special features of different species of sea birds. write an explanation about how a pearl is formed.

Background Informa tion: Information: Pages 23/24: All About Algae

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seaweeds by colour: red (Rhodophyta), brown (Phaeophyta), blue green (Cyanophyta), and green (Cholorophyta). Seaweed is a plant without roots or stems. It is a plant because it uses the process of photosynthesis to make food. Seaweed holds onto rocks by sticking its tissues onto the rocks. Pelicans are widely distributed over most of the warm regions of the world, frequenting seas, rivers, lakes, and feeding mainly on fish. They hover over the water, plunging down to catch their prey. They can store the food in their pouch, eating it at their leisure, or feeding their young. The spoonbill is named because of its flat, spoonlike bill that sifts through the water collecting food. The birds are gregarious and nest in large colonies in trees near the water. A heron is the common name for any tall, gaunt bird that belongs to the stork family and includes birds like bitterns, bostbills and egrets.

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Pages 27/28: Sea Industries

The sea provides a living for many people around the world, particularly coastal dwellers.

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Using Information

Information Page: All About Algae

Sea weed Seaweed Seaweed is a type of algae that lives in the sea. Seaweed looks like plants and can be found floating on the sea surface, attached to rocks and piers, and washed up on shore. Seaweed comes in all shapes, sizes, and colours and often grows in a tangled bunch.

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Plankton

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Most seaweed doesn’t have true roots, stems, leaves, and flowers. This is why you usually see seaweed in shallow water or floating on the water’s surface. But because it makes its own food, seaweed is a plant. Like land plants, seaweed needs sunlight to make food. It cannot grow without it.

If you looked at a cup of seawater under a microscope, you would see hundreds of tiny creatures swimming in the water. There are also many tiny plants in the water. These tiny plants are a type of algae. The algae are covered in small threads which help them move. Sometimes they cling together in a chain. The tiny plants and animals are called plankton and are food for many different sea creatures, like whales.

Explana tions Explanations

Plankton: Plankton is also made up of fish eggs and worms.

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animals than plants. Microscopic animals and plants are so tiny they can only be seen using a microscope. Small threads: Algae are usually moved by tides, currents, and wind.

Sunlight: The way in which plants use sunlight to make their own food is called photosynthesis.

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Whales: Baleen whales eat plankton. They have a special material in their jaws used to suck in the plankton.

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Using Information

All About Algae Use the Information P age on All About Algae to help you complete this page. Page

Seaweed

Seaweed is a type of algae. Answer the following. 1. Where can seaweed be found? ........................

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3. How is seaweed different from most plants? ............................................................................................

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4. Why does seaweed float near the surface of the sea?

o c . c e he r 5. What is plankton made up of? ................................. o t r s s r u e p .....................................................................................

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Plankton

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Using Information

Information Page: Sea Bir ds Birds

Many birds live near the sea. They eat fish and other sea animals. These birds are good at living near the water and eating fish. They have different adaptations that help them live in the water. Some birds have webbed feet to help them swim. Other birds catch their food by flying low over the water and grabbing fish swimming near the surface with the beaks or claws.

The P elic an Pelic elican

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The pelican’s beak is specially designed for catching fish. It is long and solid with a pouch for holding the fish. The pelican can scoop fish out of the water, catching them in the pouch in its bill just like a big fishing net. The wings of some pelicans, like the brown pelican, can span over a metre. Pelicans are very light for their size and are skilled flyers. Soft, webbed feet help them swim, but make them clumsy on land.

Spoonbill

A spoonbill wades by the seashore with its head underwater searching for food. Its bill is like a shovel. The spoonbill swings its head from side to side and shovels tiny fish and other food into its mouth.

Herons

Herons also live along the seashore. They have a long pointed beak that is like a spear. Sometimes the bird may stand for a long time with its head between its shoulders. It looks like it is sleeping, but it is patiently waiting for fish, crayfish, and other small sea animals. When a heron spots its prey it sticks its sharp bill into the fish and lifts it out of the water. A heron has long thin legs that help it wade through the water. When they fly, herons stretch their long legs straight out behind them and curl their heads between their shoulders.

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Explana tions Explanations

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Different adaptations: There are many different ways seabirds and water birds adapt: * Some have special feathers that contain oil so they don’t get wet. * Most have webbed feet for swimming. * The shape of the beak can vary according to the type of food the bird eats and how the bird catches its food. * Some are excellent divers. * Penguins have flippers instead of wings and are the best underwater swimming bird.

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Curl their heads between their shoulders: This is a very unusual way to fly as most birds such as cranes, storks, and ibises, fly with their necks extended. Herons: Herons live on every continent except Antarctica.

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Using Information

Sea Birds Use the Information P age on Sea Birds to help you complete this page. Page 1. Describe three of the special features that sea birds might have to adapt to their watery home. .....................................................................

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2. What special features do these sea birds have? Draw the birds and label their special features. pelican - ..........................................................

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Using Information

Information Page: Sea Industries

There are many industries other than fishing which rely on the sea. Millions of people all over the world make a living from the sea.

Whaling For many years, whales have been hunted for their blubber, meat, whalebone, and other parts to make oil, perfumes, tools, and food.

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Pearling

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The blubber of a whale is used to make oil. Many whales, like blue whales, are now protected by law because they were hunted so much that they were in danger of becoming extinct. Countries such as Australia and the United States, do not have a whaling industry any more. They have banned whaling so that whales do not become endangered. Pearls are formed in the shells of oysters. When a grain of sand gets inside the oyster, it is coated over and over again with the material that makes the oyster’s shell. This forms a round, pear-shaped or irregular-shaped pearl. The pearls are farmed by opening the shells and removing the pearl.

Oil

Oil and gas are removed from the sea floor by huge drilling rigs which sometimes float on the water and sometimes sit on legs planted on the ocean floor. The oil is used to make medicines, fertilizers, foodstuffs, plastic, building material, paints, cloth, and to generate electricity.

Explana tions Explanations

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Banned whaling: In the United States, the Makah Indian tribe are able to still hunt whales as this is part of their traditional life. They are only able to take five whales a year. Fishing: Crabs, shrimp, oysters, clams, mussels, squid, octopus, abalone, lobster, and sharks are examples of sea animals that are fished and eaten by people.

o c . Industries: An industry is work that people do in order to make a living. c e h r o Removing the pearl: Whene ther pearl is removed the oyster dies. t s s r u e p Oysters: Oysters are molluscs and have two parts to their shells, so they are bivalves.

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Using Information

Sea Industries Use the Information P age on Sea Industries to help you complete this page. Page 1. What types of sea life are taken from the sea for food? ..................................................................................

r o e t s Bo r .................................................................................. e p o u k 2. What are whales hunted for? .................................................................. S Teac he r

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3. Why is whaling now banned or very limited?.......................................... ................................................................................................................... ...................................................................................................................

4. Explain how a pearl is formed in an oyster shell.

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5. What is the oil that is removed from the sea bed used for?

Lesson Notes Pages 30, 31 Content Area(s): life science

Learning Out comes: Outcomes:

r o e t s Bo r e p ok u S Ma terials Required: Materials pencils reference materials

atlas/globe

Time:

approximately 20-35 minutes.

Background Informa tion: Information:

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In this section students will: use research skills to investigate some sea mysteries. use a retrieval chart to gather information about some famous pirates. write a brief report on the life of a pirate.

Page 30: Mysteries of the Sea

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The sinking of the Titanic was one of the worst maritime disasters in history. The British luxury liner of the White Star Line, was on its maiden voyage from Southampton to New York City, when just before midnight on April 14, 1912, it struck an iceberg. Of the 2220 people on board, 1502 lost their lives. The giant squid, Architeuthis, is at least 18 metres long. It lives at depths of up to 600 metres, where it is the prey of sperm whales. Atlantis, in Greek mythology, was a large island with a flourishing civilization. The island is said to have been engulfed by the ocean as a result of an earthquake. On November 7, 1872, the Mary Celeste departed New York with Captain Briggs, his wife, young daughter, and a crew of eight. The ship was bound for Genoa, Italy. The captain, his family, and crew were never seen again. The ship was found derelict but no sign of the people on board has ever been discovered. Lack of evidence of violence ruled out piracy or foul play.

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Henry Morgan (1635-1688) was the most famous English pirate and the most successful pirate in history. Blackbeard (?-1718), a British pirate, was one of the most famous villains in the history of the sea. He is also the pirate that we know the least about. His real name was Edward Teach. The Queen Anne’s Revenge, Blackbeard’s flagship, is believed to have sunk in 1718 at Beaufort Inlet, North Carolina. William Kidd (1645-1701), was a famous Scottish-born pirate. His ship was known as the “Adventure Galley”, and he later took control of the Armenian ship “Quedagh Merchant”.

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Mysteries of the Sea Throughout history there has been many mysterious stories about the sea. Use your research skills to find out about the following mysteries. Why did the Titanic sink? ................................... ..........................................................................

r o e t s Bo r e p ok .......................................................................... u S Does the giant squid really live in the depths of the ocean?

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Does the underwater city of Atlantis really exist?........................................

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What happened to the crew of the “Mary Celeste”?

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Pirates A pirate is a person who attacks and robs ship. Fill in the table below with facts about some famous pirates. Pirate

Birth date

Death date

Nationality

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Henry Morgan

William Kidd

Choose one of the pirates and find out more about his life.

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Lesson Notes Pages 33 - 35 Content Area(s): life science

Learning Out comes: Outcomes:

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Ma terials Required: Materials pencils/paper reference materials

Time:

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In this section students will: use research skills to locate illustrations of ships from the past. draw an accurate illustration of the ships. use a variety of resources to find out about unusual mythical sea creatures. match the mythical sea creatures with the matching description. illustrate some of the sea creatures. explore the different leisure activities that can be enjoyed by the sea.

Page 33: Ships from the Past

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Viking Ships were the best vessels built in northern Europe between the A.D. 700s and the late 1000s. By about 1200, shipbuilders in the north had developed a sturdy ship called the cog. It became the standard merchant vessel and warship of northern Europe for about 200 years. In the mid-1500s, a type of sailing ship called the galleon appeared on the seas. Galleons were big vessels that served as both warships and cargo vessels. The Chinese junk is a sturdy wooden vessel that carried its sails parallel to the length of the ship. The Chinese still use junks to carry goods and passengers along coasts and on rivers.

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Some other mythical sea creatures include: kraken (giant squid), Amphitrite (Greek queen of the sea), nereids (Mediterranean sea nymphs), Doris (Greek sea goddess), mermaid (beautiful woman with a fish tail), Nereus (god of the Mediterranean Sea), nixie (water sprite), Scylla (seamonster), Poseidon (Greek god of the sea), roane (Irish fairies), Triton (body of man and tail of a fish, son of Poseidon).

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Ships from the P ast Past Use your research skills to find pictures of these ships. Draw a picture for each box.

Cog

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Viking long ship

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Spanish galleon

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Mermaids A mermaid is a mythical creature of the sea. What is unusual about a mermaid? ................................................................. ................................................

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What do you think a merman is? ............................................................... ................................................................................................................... Draw a mermaid and a merman below.

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Sea Side F un Fun There are many different ways you can enjoy the sea. Make a list of all the activities you can do in the sea. Don’t forget things that we can do on the beach as well as in the water. ...........................................................

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...................................................................................................................... ............................................................................ .................................................................... Which of these activities is your favourite?

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Draw a beach scene showing as many of these activities as you can.

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Lesson Notes Pages 37, 38 Content Area(s): life science

Learning Out comes: Outcomes:

r o e t s Bo r e p ok u S Ma terials Required: Materials pencils reference materials

Time:

approximately 20-35 minutes.

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In this section students will: explore boating safety issues. become familiar with the safety equipment that all boats should carry. brainstorm reasons why our oceans should be protected. develop some ideas on how to protect our ocean while using it for leisure.

Background Informa tion: Information: Page 37: Boating Safety

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When two boats approach each other at right angles, the boat that sees the other on its port side has the right of way. It holds its course and speed. The second boat must turn right and pass behind the first one. If necessary, the second boat must slow down to keep out of the way. A boat should never be loaded with more people than it can safely hold. Boaters should know how to swim and non-swimmers should always wear a life jacket. Equipment on a boat should include life jackets for every person, fire extinguisher, a bell or a whistle, flares, spare lighting equipment, spare fuel food and water, first aid kit, and a radio for boats going out to sea.

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Protecting our oceans from pollution is important because all of the earth’s water flows into the sea and a polluted ocean would mean a polluted water supply. Pollution of oceans can cause the death of sea creatures, particularly with oil spills from ships becoming more common.

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Boating Safety Write four boating safety rules and draw a picture for each one. 2. ....................................................

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A boat should carry safety equipment at all times. Draw four pieces of safety equipment that all boats should have.

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Save Our Oceans It is important that we look after our oceans so they don’t become polluted. List the reasons why you think it is important to keep our oceans clean. ..............................................................................................

r o e t s Bo r .............................................................................................. e p o u k .............................................................................................. S List some ways we can protect the ocean from pollution...

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on a boating trip: ........................................................................................... ...................................................................................................................... ......................................................................................................................

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Lesson Notes Pages 40 - 42 Content Area(s): life/earth science

Learning Out comes: Outcomes:

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Ma terials Required: Materials pencils reference materials

world map or globe

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In this section students will: use the resources in the library to find out about the sea voyages of some famous maritime explorers. use atlas skills to locate major oceans. explore coastal features. identify coastal features on a diagram. distinguish between coastal features that are caused by erosion and those that are cause by deposition.

Page 40: Explorers of the Sea

Page 41: Seas of the World

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Captain James Cook is recognised as the greatest figure amongst Pacific explorers. Between 1768 and 1779 he made three voyages of exploration in the Pacific and was an important figure in sea exploration in both Australia and New Zealand. Both countries have a number of geographical features named after or by Cook. Locate the major oceans and seas on a large class map or globe. Ask children to write the number of each of the seas onto the map to show where they are found. They can then colour the map.

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Page 42: Along the Coast

Some coastal features that are caused by the sea water wearing away the cliff faces include caves, stacks, blowholes, natural bridges, and headlands. Coastal features formed a result of a build up of sand include beaches, sandbars, and lagoons.

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Explorers of the Sea Visit your library to learn about Captain James Cook. Write about one of his sea voyages.

Captain James Cook

r o e t s Bo r Where: ............................................................. e p ok u ........................................................................ S ........................................................................ ........................................................................ Draw Cook stepping ashore at Botany Bay.

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When: ..............................................................

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. t e sea explorer to Australia and find out more o Choose another about his c . che voyage. Draw a picture of the explorer. e r o t r s s r u e p Name: ................................................................... When: .................................................................... Where: ................................................................... .............................................................................. .............................................................................. Page 40

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Seas of the W orld World Use an atlas to place the following major seas and oceans on the world map. 2. Indian Ocean

3. Southern Ocean

4. Arctic Ocean

5. Mediterranean Sea

6. Atlantic Ocean

7. Bering Sea

8. Caribbean Sea

r o e t 9. Gulf of Mexico s Bo r e p10. South China Sea ok u S

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1. Pacific Ocean

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o c . c e 1. What are the two oceans on either side of the American continent? her r o t s super .............................................. .............................................. 2. Name two oceans on either side of Australia. .............................................. .............................................. © Ready-Ed Publications

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Along the Coast A coastal area can have many different features. On the picture below show where each of these coastal features are. Circle the cave.

Draw water coming out of the blowhole.

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Colour the sandbar brown.

Colour the beach yellow.

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Colour the natural bridge green. Colour the ocean dark blue

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Answers The Sea Floor (Page 8) 1. Mountains, valleys, plains, volcanoes; 2. The ocean was once dry land; 3. Huge wave, underwater earthquake; 4. 11 700 metres; 5. Pacific; 6. Mount Everest; 7. Mauna Kea, near Hawaii.

Tides (Page 12) 2. Moon’s gravity.

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Tide Pools (Page 15)

1. Where the land meets the sea, movement of the tide; 2. Fish, molluscs, crabs, barnacles, sea anemones, starfish, sea urchins.

Crustaceans (Page 17)

1. Hard shells, ten legs, feelers, antennae.

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Shellfish (Page 19)

Stars of the Sea (Page 21)

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1. Sea animal with a shell; 2. Univalve, bivalve; 3. Bivalve has two parts to shell, univalve has a single shell; 4. Octopus, squid; 6. The holes allow water in for feeding. Also sometimes molluscs are attacked by a predator who makes the tiny hole in the mollusc’s shell so that it can suck out the mollusc. 1. Their shape; 2. Have five arms with tube-like feet underneath, eye at end; 3. Eyes are able to sense light, at the end of arms, legs glue to prey, stomach is able to leave the body; 4. Sea cucumbers, sea lilies, sea urchin.

All About Algae (Page 24)

1. Underwater beds, sea surface, rocks, piers, shoreline; 2. Makes its own food; 3. No true roots, stems or leaves; 4. To get sunlight; 5. Algae, tiny sea creatures, worms, fish eggs.

Sea Birds (Page 26)

1. Beaks, webbed feet, oil in feathers, excellent divers, penguin have flippers.

Sea Industries (Page 28)

Seas of the World (Page 40)

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1. Pacific, Atlantic; 2. Indian, Pacific (or Tasman Sea).

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1. Crabs, lobster, shrimp, oysters, clams, mussels, squid, octopus, abalone, fish, seaweed. 2. Blubber, meat, whalebone. 3. Whales were (and still are) in danger of becoming extinct. 4. A grain of sand gets inside the oyster, becomes coated with the material that makes the oyster’s shell. This forms a pearl. 4. Medicines, fertilizers, foodstuffs, plastic, building material, paints, cloth, and to generate electricity.

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