Oceans Alive: Activity Book (BLM) by Teacher Superstore

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u S Oceans Alive

Activity Book

o c . che e r o t r s super Image courtesy Microsoft Design Gallery

w ww

. te

m . u

by Sandy Tasker

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Author: Sandy Tasker Cover Design: Shay Howard Cover images: i.

ii.

Tropical rainbow fish, barnacles, starfish – Images courtesy of IMSI’s Masterclips/MasterPhotos collection, 1895 Francisco Blvd, East San Rafael, CA 94901-5506 USA. www.imsisoft.com Surfer, SCUBA diver, beach scene – Courtesy Microsoft Design Gallery. These images and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

w ww

. te

m . u

o c . che e r o t r s super

Published by Ready-Ed Publications (2006) 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 649 3

12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234

Contents

Cur riculum Links: Outcome Statements .............................................................................. 4 Curriculum Teachers’ Notes ................................................................................................................. 5 Pr omoting Cr eative Thinking .......................................................................................... 7 Creative Relevant W ebsites ........................................................................................................... 9 Websites

Activities:

r o e t s Bo r e p ok u S

Teac he r

Activity .................................................................................... 10 Cyber Challenge ...................................................................... 11 Activity .................................................................................... 12 Cyber Challenge ...................................................................... 13 Activity .................................................................................... 14 Cyber Challenge ...................................................................... 15 Activity .................................................................................... 16 Activity .................................................................................... 17 Cyber Challenge ...................................................................... 18 Activity .................................................................................... 19 Cyber Challenge ...................................................................... 20 Activity .................................................................................... 21 Activity .................................................................................... 22 Cyber Challenge ...................................................................... 23 Activity .................................................................................... 24 Cyber Challenge ...................................................................... 25 Activity .................................................................................... 26 Cyber Challenge ...................................................................... 27 Activity .................................................................................... 28 Cyber Challenge ...................................................................... 29 Activity .................................................................................... 30 Cyber Challenge ...................................................................... 31 Activity .................................................................................... 32 Cyber Challenge ...................................................................... 33 Activity .................................................................................... 34 Cyber Challenge ...................................................................... 35 Activity .................................................................................... 36 Cyber Challenge ...................................................................... 37 Activity .................................................................................... 38 Cyber Challenge ...................................................................... 39 Activity .................................................................................... 40 Activity .................................................................................... 41 Cyber Challenge ...................................................................... 42 Cyber Challenge ...................................................................... 43 Activity .................................................................................... 44 Cyber Challenge ...................................................................... 45 Activity .................................................................................... 46 Cyber Challenge ...................................................................... 47 Activity .................................................................................... 48 Cyber Challenge ...................................................................... 49

ew i ev Pr

Oceans Alive: Ocean Industries: Ship to Shore: Ocean Environments: The Ocean in Motion: Tsunamis: Icebergs: Ocean Exploration: Super Scuba: Tide Pools: Sea Stars: Tide Pool Safety: Remarkable Reefs: Cool Coral: Coral Creatures: Coral Reefs: Reef Molluscs: Octopus Facts: Cool Crustaceans: Weird Fish: Coral Reefs Under Threat: Reefs at Risk: Whales Alive: Whale Watch: Delightful Dolphins: Dolphin Safe: Seals at Sea: Shark Tales: Ocean Rays: Terrific Turtles: Food Chains: Deep Sea Mysteries: Creatures of the Deep: Giant Squid: Under the Microscope: Ocean Plant Life: Sea Birds: Playful Pelicans: Fun in the Sun: Life Saver:

w ww

. te

m . u

o c . che e r o t r s super

Assessment Sheets ....................................................................................................... 5 0 ritten Infor mation ................................................................ 5 1 Written Information Teacher Assessment 1: W Teacher Assessment 2: Cr eativity ................................................................................ 5 2 Creativity Student Self-Assessment .............................................................................................. 5 3 Further Assessment T ools ............................................................................................. 5 4 Tools Answers ......................................................................................................................... 5 5

Curriculum References

Information from the Oceans Alive Resource Book and the Oceans Alive Activities (BLM) can be linked to the following National Curriculum outcomes at Levels 1 and 2:

Science Strand Organiser Outcome Earth and Beyond Earth, sky and people Lists ways that the local environment influences daily life. Records ways we monitor information about changes to the earth.

r o e t s Bo r e p ok u S

Distinguishes major features of the physical environment. Describes changes that occur in the local environment.

Living together

Identifies personal needs and the needs of other familiar living things. Describes the types of relationships between living things.

Structure and function

Identifies observable personal features and those of other familiar living things. Links observable features to their functions in familiar living things.

ew i ev Pr

Teac he r

Life and Living

The changing earth

Biodiversity, Identifies personal features and those of animals and plants that change and continuity change over time. Compares and contrasts similarities and differences within and between groups of familiar living things.

Natural and Materials & their uses Processed Materials

Identifies materials and their uses. Lists the ways materials are used for their different purposes.

Working Scientifically

Collaborates with others in the care of living things. Explains ways that applications of science protect people.

Acting responsibly

Society and Environment / HSIE / SOSE Resources

Identifies places that are important to self and others. Describes choices people make in their use of places.

Use of resources

Identifies resources used and valued. Identifies that goods and services are made by combining a variety of resources.

Investigation

Gathers and records information from direct and indirect experiences of people and places. Selects, compares and categorises relevant information.

w ww

Investigation, Communication and Participation

People and places

Communication

. te

Participation

m . u

Place

Prepares information for an audience. Expresses a personal view of the meaning of data.

Differentiates between times when it is appropriate to act on personal choice or to follow established rules. Explores a variety of group work strategies.

o c . care These understandings expressed in activities through: e her r o t s super English

Technology

The Arts

Reading and Viewing – Strategies (reading and viewing information for meaning in the resource book, other books and on the Internet). Writing – Strategies (writing in a range of text types including poems, stories, articles, diary entries, lists and questions to demonstrate understandings of concepts). Designing, making and appraising (designing new ideas and “inventions” based on understandings) Information (acquiring information from a variety of resources including the Internet and using this knowledge to express ideas and understandings) Visual Arts (expressing understandings in the form of visual arts such as diagrams).

Teachers’ Notes

The Activities for Y Young Learners oung Lear ners series is designed to be used in a number of ways: 1. As a learning centre for the library or general classroom; 2. As a library resource package; 3. As a general activity resource package for a number of themes.

r o e t s Bo r e p ok u S

Oceans – A Rationale For Study

Teac he r

ew i ev Pr

As an “island nation”, we use the ocean as a means of import and export, as a tourist attraction and as a playground for a huge range of leisure and sports activities. The ocean also provides work for many people in the fishing and oil industries. Yet despite taking up most of the world’s surface area, and sustaining over 80% of the life in this planet, the ocean is fragile and at risk of significant damage and pollution. This activity book provides a range of interesting tasks that enable students to explore each section of the ocean, from tide pools on the shore, to coral reefs, right through to the mysterious dark depths. Activities enable students to compare the different types of animals living in the ocean and relate the unusual characteristics of sea creatures to the functions they perform. Students will learn about food chains and the effects of pollution and express their understanding on how they can help to look after the ocean. Students will also develop their ideas on their own personal health and safety at the beach. The Oceans Alive resource book includes interesting information that students may not know about icebergs, tsunamis and the history of ocean exploration. Highlighted throughout the book is a selection of well-known and lesser-known sea creatures, including fish, sea mammals, birds and microscopic organisms. The oceans topic also lends itself to creative and analytical thinking in the classroom among students of all ages. The Internet opens up a whole new way of finding out exactly what it could be like to explore the depths of the ocean and swim amongst an array of strange and wonderful creatures.

Updating of Internet References

m . u

w ww

It is now common knowledge that Internet sites disappear from time to time or move to new locations. While all of the sites included in this package were accessible at the time of publication, it is anticipated that many sites will move, modify their layout or disappear from the WWW completely.

. te

o c . che e r o t r s super www.readyed.com.au/urls/AYL/index.htm

Ready-Ed Publications endeavours to check all sites on a regular basis and replaces any sites that have moved. In addition, attempts are made to locate missing sites that have relocated to another address. All website references in this series are clearly linked on our website from the home page. oung Click on “Ready-Ed Kids Book Links” and then follow the link for the A ctivities for Y Young Learners series. The direct address for this series is:

Once at the above webpage, students will need to click on the book they are using (e.g. Oceans Alive Alive) and the page number and title. By using this online index page, students do not have to laboriously type in any URLs, greatly reducing the margin for error when trying to locate sites that have long and complicated addresses. The website indexes are clearly set out and easy for students to navigate. Should a broken link or a link that appears to have modified its layout be discovered, then please email eadyed.com.au with clear details of the topic and page number. Please note that ALL links that fixlink@readyed.com.au fixlink@r appear in each of the five resource books are included on the above site and are clearly labelled.

Teachers’ Notes

About the Activities The books in this series contain tasks that are divided into two types of activities: ACTIVITY: These general activity pages require the use of the associated Wonders of the Rainforest resource book. The pages have been divided into three sections:

r o e t s Bo r e p ok u S

1. Just the Facts: This section allows for quick information retrieval. There is no further research required, and students should be able to gather the information that they need straight from the resource book. Completing this section will provide students with a basic understanding of the concept being explored. Questions are literal and relevant to the topic.

Teac he r

ew i ev Pr

2. Creative Corner: This section requires students to apply their imagination and draw on analytical skills to find responses to the questions posed, based on what they have read. The answers are not in the text and in many cases there will be no right or wrong answers. The objective of these activities is to get students thinking. Sometimes students might be asked to discuss something with a partner. Sometime the questions might involve using another sheet of paper for writing. Children should be encouraged to share their thoughts where possible. These tasks also lend themselves to small group work where students are often more confident in sharing information. 3. Think About It: This section extends on what the children have read in the resource book and thought about in the Creative Corner section. The tasks are usually an opportunity for students to be creative and to put themselves into another role, (e.g. Ocean creature, reef expert). Many of these activities can be done as homework or can be completed in spare time.

ble by first going through the Ready-Ed website (www.readyed.com.au/urls/AYL) and onto the index page for the Oceans Alive link. Bookmark this page for ease of use.

. te

Curriculum Links

m . u

w ww

Students should be given ample opportunity to explore the website before starting the activity. Most tasks will require basic research skills and students should be proficient in navigating websites. The activities have a varied format and students will find they may have to complete tables using information at the site or they may have to write about something that the site focuses on (e.g. a species of plant or animal). Sometimes the site is used merely as a springboard for ideas for the student.

o c . che e r o t r s super

The activities in this series explore high interest themes across core subject areas such as Society and Environment, Technology, Science and English. The themes provide a backdrop for creative thinking strategies and different learning styles. A table containing relevant learning outcomes is included on page 4. This information allows teachers to measure students’ learning according to the subject area and particular strand. It is up to the teacher to see exactly how this fits into their local curriculum documents. All information in this book has been matched to the National Curriculum Framework.

Assessment Detailed notes and assessment proformas have been included at the end of the activities. (See page 50-53.)

Teachers’ Notes

Promoting Creative Thinking The following creative thinking strategies are used in this book:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Forced Analogies The idea is to compare the problem with something else that has little or nothing in common, and gaining new insights as a result. Thinking about the effects of a highly unlikely situation. Lateral Thinking Looking at the problem in a different way, e.g. Aunty Annie is sitting knitting and three year old Jacob is upsetting her by playing with the wool. One parent suggests putting Jacob into the playpen. The other parent suggests it might be a better idea to put Annie in the playpen to protect her from Jacob. Applied Imagination Use of prompting questions to elicit new ideas. How could I adapt this? Modify, magnify, minimise, reverse, substitute, rearrange, combine and so on. The line of questioning needs to be specific to the topic. Problem Reversal State the problem in reverse. Change a positive statement into a negative one. Try to define what something is NOT. Figure out what everybody else is not doing. Change the direction or location of your perspective. Flip-flop results – think about achieving the opposite of what you want to achieve, e.g. “I want to increase my fitness. But how could I decrease my fitness?” Think about decreasing sales, failing a test, etc. Turn defeat into victory or victory into defeat, e.g. if I was stranded on the moon after a space shuttle problem, what good would come out of it? I might end up travelling through a wormhole to another dimension. If I failed a maths test, what good would come out of it? I might focus on doing twice as well in my spelling test. Or I might start going to homework classes and meet new friends, and so on. Brainstorms Brainstorms, particularly when done with a partner or small group, are an excellent method for exploring creative thinking. They can also lead on to mind-mapping®. Tony Buzan (www.buzan.com.au) pioneered the concept in 1970. The technique is an effective method of note-taking and useful for the generation of ideas by associations. Basically, the student starts in the centre of the page with the main idea, and works outward in all directions, producing a growing and organised structure composed of key words and key images, similar to a brainstorm but with more meaning. It can be done with students of all ages. Mind-maps can use imagery, colour and direction to illustrate a concept. Emotions and feelings about the particular theme can be given as well.

w ww

. te

m . u

o c . che e r o t r s super

For more information on mind-mapping, check out this website: www .mind-mapping.co.uk/mind-maps-examples.htm www.mind-mapping.co.uk/mind-maps-examples.htm

Other Titles in this Series: •Cool Antarctica •Endangered Animals •World Cultures •Wonders of the Rainforest

Teachers’ Notes

Cognitive and Affective Skill Areas Fluency

r o e t s Bo r e p ok u S

Generating a number of ideas and then looking at the best option. This is based on the notion that the more ideas generated, the more chance of being original.

Flexibility

Addressing a situation from another point in time, or looking for a positive aspect rather than concentrating on the negative aspects (problem reversal).

Teac he r

Exploring a problem from a different perspective, e.g. through the eyes of someone else.

Originality

Thinking of new and innovative ideas to improve the functioning of objects.

Solving a range of problems by taking two old ideas and combining them to come up with something new.

Elaboration

ew i ev Pr

Expanding on an already existing idea or fact, perhaps adding a different slant.

Answering the who, what, where, when and why about a particular idea or thing.

Students usually only have control over their own thoughts and ideas. Encouraging students to develop their imagination allows them to pretend they are someone else or allows them to look at something from another angle, often exploring things beyond the “safe” boundaries that they most often operate in.

w ww

Risk Taking

m . u

Involves understanding that there can be many solutions to a problem and that one idea may be better than another, however, this does not mean that the original idea is no longer valid.

It is important to note that individual brainstorming activities usually produce a wider range of ideas than group brainstorming. Students feel less inhibited and less worried about other people’s opinions which allows them to be more freely creative. Importantly, group work should still be seen as a valuable learning tool as it does allow students to gather a certain perspective that they may not have considered on their own.

. te

o c . che e r o t r s super

Relevant Websites

Encouraging Creativity:

r o e t s Bo r e p ok u S

Oceans Websites

ew i ev Pr

Teac he r

Thinking Skills - www.teachers.ash.org.au/researchskills/thinking.htm Creative, Lateral, Logical Thinking - library.trinity.wa.edu.au/teaching/thinking.htm Creativity Tool Kit - www.directedcreativity.com/pages/ToolsImagine.html Mind-Mapping - www.mind-map.com/ Teaching Thinking - www.teachingthinking.net/ Creative Thinking Techniques - www.virtualsalt.com/crebook2.htm Creative Quotations - www.creativequotations.com/ The Thinking Classroom - learnweb.harvard.edu/alps/thinking/intro.cfm Edward de Bono’s Resources - www.edwdebono.aust.com/debono/home.htm BubbleDome - www.bubbledome.com/bubbledome.asp?Action=Story

Ocean Science Teacher Resources – www.vims.edu/bridge/ Ocean Planet – seawifs.gsfc.nasa.gov/ocean_planet.html Kids at the Living Rainforest – www.livingrainforest.org/for/kids Ocean Theme Resources – atozteacherstuff.com/Themes/Ocean/ Endangered Ecosystems: Oceans – teacher.scholastic.com/activities/explorer/oceanlife/ Teaching About Oceans – www.ericdigests.org/2004-3/oceans.html Ocean Resources For Kids – home.earthlink.net/~boytan/oceans/kids.htm Earth’s Oceans (Enchanted Learning) – www.enchantedlearning.com/subjects/ocean/ Ocean Sites for Kids – www.kidsbookshelf.com/gsfk/water.asp

w ww

. te

m . u

o c . che e r o t r s super

Oceans Alive

d a e R

Activity

Read about Map It Out in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p __________________________________________________ ok u S __________________________________________________

ew i ev Pr

Teac he r

1. Name the five oceans of the earth.

2. Apart from oceans, what are some other areas of water called? S_____ G________ and S__________

3. Looking at the world map, name the three oceans that surround your country. Circle the one that is closest to where you live. • _______________ • _______________• _______________

• Why do so many people choose to live near the ocean?

Think About It

. te

m . u

w ww

• Make a list containing as many reasons as you can think of. Try to include sensible and creative ideas.

o c . c e Who will you takeh with you? r er o t s super What will you bring?

You are making a plan for a sailing trip around the country. On a new sheet, write some ideas for these questions: • •

• Where will you stop along the way? • When will you go (what time of year)? • Why are you sailing around the country? To become famous? To raise money? To study the ocean? To have an adventure? 10

Ocean Industries

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 11.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Watch the short movie at the website. Ask your teacher for help with this. Imagine you are an oyster growing up in a pearl farm. At a young age, you are taken away from your comfy ocean home and a little bead is placed inside your shell. It itches and scratches your body â&#x20AC;&#x201C; itâ&#x20AC;&#x2122;s so annoying! The only way you know to stop the itching is to use your special pearly skin to cover the bead. So you start to make a pearl. Using everything you know about pearls, write your story, from when you are plucked from the ocean to the day that your beautiful pearl is taken from you. Write a plan for your story in the boxes below. ÂŠsheet Re dy Ead ubl i cat i ons On a separate of a paper, write finalP copy.

w ww

. te

Middle

m . u

â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ Beginning

o c . che e r o t r s super

End

Ship to Shore

d a e R

Activity

Read Ship to Shore in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u S

Teac he r

Creative Corner

ew i ev Pr

1. You can visit a city’s port to see ships that are i_______ ing or e_________ ing products from overseas. 2. Name three things that you might find on a cruise ship: • _______________ • _______________• _______________ WRITE YOUR IDEAS ON THE BACK OF THIS PAGE.

1. You are the owner of a cruise ship for families. Make a list of the things that kids and their parents will be able to do on your ship. 2. You and your family are spending a relaxing day at the beach. Imagine© youR are lying towel ini the sunshine. ea dyon Eyour dP ubl c at i onsOn a blank sheet of paper, complete these sentences:

•f orr evi ew pur posesonl y•

w ww

Think About It

Imagine if people were charged $5 every time they visited the beach. The money will be used to take better care of the animals that live near and in the ocean.

. te

m . u

I see... I hear… I smell… I feel… I taste…

o c . c e her r Make a list of advantages and disadvantages for this idea. o t s s r u e p DISADVANTAGES ADVANTAGES

• _________________________ • _________________________ • _________________________ • _________________________ • _________________________ • _________________________ • _________________________ • _________________________ 12

Ocean Environments

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 13.

r o e t s Bo r e p ok u ______________________________________________________ S

Teac he r

Why do most of the living things in the ocean exist in the sunlit zone zone? ______________________________________________________

ew i ev Pr

______________________________________________________

In the picture below, use the words shown to label each zone. Draw some of the plants and animals that you might find in each zone.

w ww

â&#x20AC;˘rock pool â&#x20AC;˘coral reef

. te

â&#x20AC;˘deep ocean

m . u

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

o c . â&#x20AC;˘twilight zonec e her r o â&#x20AC;˘midnight zone t s super â&#x20AC;˘sunlit zone

â&#x20AC;˘ocean floor

Extra Make a larger painting of your picture, using lots of bright colours. You could even make a 3-D model using a shoebox and scrap materials. 13

The Ocean in Motion

d a e R

Activity

Read Currents in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u S What are the two main types of currents?

ew i ev Pr

Teac he r

1. From the map, name three of the currents found in the world’s oceans: • _______________ • _______________• _______________ S_________ C___________ and D_______ W______ C________

3. You are swimming at the beach. If you dive down right to the bottom of the water, will it feel colder or warmer as you go deeper? ________________.

m . u

w ww

Message• in f ao bottle: Pretend you are going to r r e v i e w p u r p o s esonl y• place a letter in a plastic bottle and let it float out to sea. The cur currrents will take the message to a mystery destination. On the back of this sheet, write a draft for what your letter will say.

. te o If you really did send the plastic bottle out to sea, you c . cpolluting ethis be a bad herthe water. s would be Whyo would r up ert thing? Write downs your ideas.

Think About It

_____________________________________________ _____________________________________________ ________________________________ ________________________________ 14

Tsunamis

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 15. Read Disaster Supply Kit at the website.

Teac he r

ew i ev Pr

r o e t s B r e Imagine that a big storm has hit town and you ando your family are trapped at p o u home with no power, no water supply and no way to get tok the shops. S In the space below, draw a disaster supply kit that will help your family survive for five days. Think about what you will need to eat, drink, keep warm and see at night. Include any extra ideas that you can think of.

w ww

. te

m . u

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

o c . che e r o t r s super

Icebergs

d a e R

Activity

Read about the Chill Out on an Iceberg and The Tip of the Iceberg in the Oceans Alive resource book to help you complete the following.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Just The Facts

1. Icebergs are formed from g______ and i_____ s_______.

2. True or False: The water that is frozen in an iceberg can be thousands of years old: ________ 3. What are smaller icebergs called? _____________________

w ww

. te

m . u

o rideas r ev e pu r po ses nl y• Write or • drawf some fori anw iceberg warning system foro boats that travel though cold waters.

o c . che e r o t r s super

Think About It

Imagine this: Instead of icebergs floating in the oceans, there are big chunks of fire called firebergs.. On a new page, make a brainstorm chart (ask your teacher how to do this) that lists all the problems that firebergs might cause. 16

Activity

Ocean Exploration

d a e R

Read Super SCUBA and SCUBA News in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok ________________________________________ u Spieces of equipment that SCUBA Name three

1. What does SCUBA stand for? _______________

Teac he r

divers need:

• ____________________________________ • ____________________________________ • ____________________________________

ew i ev Pr

3. Which piece of equipment is most important © Re ad yEdPubl i cat i ons to a SCUBA diver and why?

•f orr evi ew pur posesonl y• __________________________________________________ Creative Corner

m . u

w ww

On the back of this page, list as many ways as you can think of that divers can talk to each other underwater. Be as creative as you like.

. Designt an outfit and special e o c . breathing equipment chethat a e r fish would need to use to o t r s su er survive in air for a long time. p Think About It

Draw and label your design. Name your invention:

CYBER

Super Scuba

d a e R

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 18.

r o e t s Bo r e p ok u S

Viking longboats

Submarines

SCUBA diving

ew i ev Pr

Teac he r

What do you think was the most important event in the history of ocean exploration? Circle your answer.

Sailing ships

Why do you think this was important in ocean exploration history? ÂŠ ReadyEdPubl i cat i ons ______________________________________________________

â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ ______________________________________________________

w ww

. te

m . u

Draw a picture of you exploring the ocean in the way that you circled.

o c . che e r o t r s super

Activity

Tide Pools

d a e R

Read Tide Pools – On The Rocks in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e ______________________________ p ok u What are S some animals that can be found in a tide pool?

1. How many legs do barnacles have?

ew i ev Pr

Teac he r

__________________________________________________

Creative Corner

Imagine that you are a barnacle attached to a rock in a tide pool. What is the BEST thing about being a barnacle?

What is the WORST thing about being a barnacle?

w ww

. te

m . u

o c . c e her Think About It r o t s shisper Barney the Barnacle has spentu whole life clinging to a rock in a tide pool. One day he manages to make his way on to the shell of a turtle and he suddenly finds himself riding out to the deep sea.

Using another sheet, write a diary entry about this amazing day. 19

Sea Stars

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book (What a Star) to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 20.

Teac he r

Do all sea stars have only five arms? __________

ew i ev Pr

r o e t s Boof sea star and r e Check out the pictures of the different types p o read a little more about them at the website. k u S Write your favourite starfish fact inside the star:

w ww

Starfish Skills

. te

m . u

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

o c . che e r o t r s super

When starfish lose an arm, they can re-grow another one. What special skill would you like to have? It might be the ability to regrow your hair quickly or it might be the ability to grow an extra eye. Write about your idea and explain why it would be useful. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 20

Tide Pool Safety

d a e R

Activity

Read Tide Pool Safety in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u S ______________________ 3. Write one other tide pool ______________________

ew i ev Pr

Teac he r

1. Why can it be dangerous to 2. When exploring a tide pool, it is sensible to wear ... touch animals in a tide pool? s _______________________ ______________________

safety rule from the resource book in your own words: ______________________ ______________________

______________________ © ReadyEdPub l i cat i ons Creative Corner • f orr ev i ew pur posesonl y•

m . u

Turn one of the tide pool safety rules into a rhyming slogan so it is easier to remember. Here is an example:

w ww

If you see tide pool animals, please leave them alone. If you move them around you are wrecking their home

. te

Write your own slogan on a blank sheet and decorate it with tide pool pictures.

o c . e Thinkc About It her r o t s swhilst r pe Have you ever hurt yourselfu exploring at the beach? Tell a friend about it. What could you have done to stop getting hurt? ______________________________________________________ ______________________________________________________ ______________________________________________________

Remarkable Reefs

d a e R

Activity

Read Remarkable Reefs in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e • ___________________________________ p ok u • ___________________________________ S

2. Why do so many animals live in a coral reef? ___________________________________ ___________________________________

Creative Corner

ew i ev Pr

Teac he r

1. Name two famous reefs in Australia:

w ww

. te

m . u

Imagine if fish kept aquariums that had humans inside.

o c . che e r o t r s super

Think About It You are about to meet Mr Coral, a world famous reef expert. On the back of this page, write three questions about reefs that you would like to ask Mr Coral. 22

CYBER

Cool Coral

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 23.

r o e t s Bo r e p ok u S

Teac he r

Coral is a plant.

Â&#x2030;True

Coral polyps live together in a colony.

Â&#x2030;True

______________________________________

Â&#x2030;True

ew i ev Pr

At the website, click on the topics in the pink section to learn more about alse Quiz False Quiz. coral reefs. Use the information to make up a True or F Here are a few examples to start you off. Make sure you include plenty of false sentences to try and trick your classmates. Give your quiz to a friend and ask them to tick the correct answer. Â&#x2030;False

Â&#x2030;False

Â&#x2030;True ÂŠ ReadyEdPubl i ca t i onsÂ&#x2030;False ______________________________________ Â&#x2030;True â&#x20AC;˘f orr evi ew pur posesonl yÂ&#x2030;False â&#x20AC;˘ ______________________________________

Â&#x2030;False

______________________________________

Â&#x2030;True

Â&#x2030;False

______________________________________

Â&#x2030;True

Â&#x2030;False

______________________________________

Â&#x2030;True

Â&#x2030;False

m . u

Â&#x2030;True

w ww

______________________________________

. t On the back ofe this page, design a cool coral sticker to givec too your friend for . doing such a good c job. e her r o st super ______________________________________

Â&#x2030;True

Â&#x2030;False

Activity

Coral Creatures

d a e R

Read Simply Super in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p mouth? _______________________ ok Where is an anemone’s u S __________________________________________________

1. Two relatives of the coral are j_________ and a__________.

3. Why do most fish stay away from the anemone?

ew i ev Pr

Teac he r

__________________________________________________

Creative Corner

_______________________________________

m . u

w ww

“Anemone” is a hard word to say. Make up a tongue twister about an anemone. Bonus points if you include a true anemone fact. _______________________________________ Super Slurpy sponges soak and suck up stacks of stuff from the sea.

. te o c _______________________________________ . che e r o t r s uper Think About It s _______________________________________

Anemones have ways of protecting themselves from their enemies. Think about your house. List the things that help keep you safe from enemies, for example locks, alarms and your pet dog and ... ______________________________________________________ ______________________________________________________ 24

Coral Reefs

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 25.

r o e t s Bo r e p colourful places. Your task ok Coral reefs are beautiful, is to make a coral u reef collage using S a range of materials.

ew i ev Pr

Teac he r

Explore the reef by clicking on the topics at the website.

Step 1:

Look at the pictures in the resource book and on the website to get an idea of the creatures that live in coral reefs. Sketch some of their shapes and colours on some scrap paper.

Step 2:

Collect some materials that you can use to make your collage. Ask your teacher if you can look in the art room or technology room.

ÂŠ ReadyEdPubl i cat i ons Ideas: Pipe cleaners, foam pieces, streamers, scrap material, plants, pieces ofo egg carton, straws, â&#x20AC;˘f orr edried vi e wp ur p se sodrinking nl yâ&#x20AC;˘

unusual buttons, cellophane, Easter egg wrapping and so on.

w ww

Draw the background of your coral reef and paint over the page in blue for the water.

Step 4: Step 5: Step 6:

m . u

Step 3:

Glue the items in place to create coral, sponge, rocks and seaweed.

. t ecoloured paint and other materials to c o Use add some fish. . ch e Ask your teacher if you can find a place in the classroom r e o r to hang your masterpiece! st super

Reef Molluscs

d a e R

Activity

Read Marvellous Molluscs in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s B r e oo ______________________________________ p u k What are two types of molluscs? S

1. Why do molluscs need a shell?

U ___________ and B ___________

3. When do shells become empty?

ew i ev Pr

Teac he r

__________________________________________________

Creative Corner

In this box, draw or describe your body shell.

. te

m . u

w ww

©R ead EdPubl i cat i ons If you could design ay shell• that protects f o rr evi ew pur posesonl y• your body, what would it look like? Would it have any special features?

o c . che Think About It e r o t r s r up What would it be like if you s were ae mollusc and you lost your shell? How did you lose it?

Look at some pictures of molluscs and choose a shell design, then create a “LOST” poster on a large sheet of paper so that other sea creatures can help you find your shell. 26

Octopus Facts

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 27.

r o e t s Bo r e p ok u S

Teac he r

At the website, type â&#x20AC;&#x153;Octopusâ&#x20AC;? into the search bar. You can also use the resource book and library books to learn as much about octopuses as you can.

ew i ev Pr

Write your eight favourite octopus facts below â&#x20AC;&#x201C; one fact for each arm.

w ww

. te

m . u

ÂŠ ReadyEdPubl i cat i ons 3 4 â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

o c . che e r o t r s super

8 27

Cool Crustaceans

Activity

Read Crustacean Celebration in the Oceans Alive resource book to help you complete the following.

d a e R

Just The Facts

r o e t s Bo r e What do crustaceans use their claws for? p ok u __________________________________________________ S

1. When crustaceans shed their shell, it is called ___________

ew i ev Pr

Teac he r

Creative Corner

Imagine that you are the first person in the world to discover the crab. Your task is to think of a name for this creature. What will you it?a ____________________________________ ©call Re dyEdPubl i cat i ons

• f orAbout r evi w pur posesonl y• Think Ite

Crab Feature

. te

New Feature

m . u

w ww

Imagine that you can change the features of the crab to create a whole new creature. Using the table below, write something different for each feature. Be as creative as you wish.

o c . che e Claws r o t r s s r u e p Hard outer shell Ten legs

Two eyes on stalks Antenna

Draw your new creature on the back of this page. Give it a name. 28

Weird Fish

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 29.

r o e t s Bo r e p ok u The fish of the Sreef are holding a competition to see which fish is

Teac he r

Read about the special ways that reef fish can defend themselves from predators.

â&#x20AC;˘The lionfish with its stinging spines â&#x20AC;˘The puffed up prickly porcupine fish

ew i ev Pr

best at defending itself. Tick your choice for the winner:

â&#x20AC;˘The clever clownfish who hides from enemies in an anemone

ÂŠ ReadyEdPubl i cat i ons Why did you choose that one? â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ __________________________

â&#x20AC;˘The butterfly fish with a special disguise that looks like an eye

w ww

__________________________

Fishy Feature

. te

m . u

__________________________

o c . che e r o t r s super

This poor fish has no way of protecting itself from its enemies.

Draw a special feature on its body and describe how it works to protect the fish. 29

Activity

Coral Reefs Under Threats

d a e R

Read Threats to Coral Reefs in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok _______________________________________ u S _______________________________________

ew i ev Pr

Teac he r

1. Why are boat anchors a danger to coral reefs?

_______________________________________

Creative Corner

In this box, draw a design for a boat anchor that will Rreef. eadyEdPubl i cat i ons not damage © a coral

w ww

Think About It

. te

m . u

•f orr evi ew pur posesonl y•

How will you stop people from littering the beach? Write a list of solutions here.

o c . che • _________________________________________________ e r o t r s super • _________________________________________________ • _________________________________________________ • _________________________________________________ • _________________________________________________

Reef Life

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 31. At the website, type â&#x20AC;&#x153;Coral Reef Crisisâ&#x20AC;? in the search bar.

Teac he r

ew i ev Pr

r o e t s Bo r ereef pollution and Read the story onp coral useo the information in u your resource book. You can use other books as k well if you wish. S Write a newspaper article on the threats to coral reefs. Include Âˇ Some of the things that are a danger to coral reefs Âˇ What people can do to help Âˇ A picture of a coral reef in danger Âˇ A headline that gets peopleâ&#x20AC;&#x2122;s attention, e.g. Reefs at Risk

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

HEADLINE

________________________

PICTURE

w ww

. te

STORY

m . u

________________________ ________________________ ________________________

o c . che ________________________ e r o t r s super ___________________________________________ ________________________

___________________________________________ ___________________________________________ ___________________________________________

Whales Alive

d a e R

Activity

Read The World of Whales in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u What makesS this group different from other sea creatures?

1. Whales belong to a special group of sea animals known as m_____________

ew i ev Pr

Teac he r

__________________________________________________

3. How do whales breathe? _____________________________

__________________________________________________

© ReadyEdPubl i cat i ons Whales use echolocation to find their way around the ocean. They f or r evi ew pur p ose on l ytell•them send out • special sounds that “bounce back” to s them and Creative Corner

where they are.

. te

m . u

w ww

Imagine you are blindfolded for a day and you have to find your way around. How do you do it? What do you use? Who helps you? On a new page, write a short story with a picture showing how you find your way around all day.

o c . che Think About It e r o t r s uper Why do you think whales s need to communicate? What sorts of messages might they need to give each other? Write some ideas on the back of this sheet. 32

Whale Watch

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity. Go to www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 33. Type â&#x20AC;&#x153;Planet Ocean Blue Whaleâ&#x20AC;? into the search bar and then click on the first choice that comes up in the list (ask your teacher to help).

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S Write two amazing facts about blue whales in your own words: 1.

___________________________________________________

What would you like to know about blue whales? Write three questions below. 1.

ÂŠ ReadyEdPubl i cat i ons ___________________________________________________

â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ ___________________________________________________

___________________________________________________

m . u

w ww

Use this table to make a list of advantages and disadvantages to being the biggest animal that ever lived. Advantages Disadvantages . te o c . che e r o t r s super

Activity

Delightful Dolphins

d a e R

Read Delightful Dolphins in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s B True r e oo False Dolphins have teeth. p u k Dolphins spend most of their time alone. True False S Creative Corner

ew i ev Pr

Teac he r

Complete these dolphin facts. Tick the right answer.

A marine park is holding a competition for one lucky winner to swim with their dolphins. You need to write why you would like to win this prize in 50 words or less.

I would like to swim with the dolphins because:

______________________________________________________

m . u

w ww

______________________________________________________ ______________________________________________________

. te About It Think o c . che e There are many theme parks that keep r o t r s su dolphins to perform tricks for people per who visit. In the space, draw a dolphin aquarium where you think dolphins would be happy to live. Think about all the things they need to survive.

Dolphin Safe

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity. Go to www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 35. Select Temperate Oceans and then choose the topic Dolphin Safe Tuna? from the left hand side of the webpage.

Teac he r

r o e t s Bo r e p ok u Why do dolphins S get caught up in the nets that catch tuna?

ew i ev Pr

______________________________________________________ ______________________________________________________

Your Opinion

Do you think it is important to eat dolphin-safe tuna? Why / why not? ______________________________________________________ ÂŠ ReadyEdPubl i cat i ons ______________________________________________________ â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ ______________________________________________________

. te

Design a label for a can of dolphin-safe tuna. Include a dolphin-safe symbol. Draw your design below.

m . u

w ww

A symbol is a picture that tells people something. Companies that sell dolphin-safe tuna put a symbol, like the one in this picture, on their cans.

o c . che e r o t r s super

Activity

Seals at Sea

d a e R

Read Streamlined Seals in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e __________________________________________________ p ok u What types S of things do seals like to eat?

eamlined 1. Seals are very str streamlined eamlined. What does this mean?

ew i ev Pr

Teac he r

__________________________________________________

3. Why do seals float on their back with one flipper in the air?

__________________________________________________

Creative Corner

E ______________________________________

w ww

L ______________________________________ S ___________________________________

. te

m . u

A ______________________________________

o c . chewarm and keeping cool. Seals are good at keeping e r o t Use the chart below to write how you keep r s warm and cool. super Think About It

Keeping Warm in Winter

Keeping Cool In Summer

CYBER

Shark Tales

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 37.

r o e t s Bo r e p osome information Find out everything you can about sharks and writek u S to explain why sharks are so good at surviving. next to each label

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

w ww

. te

m . u

ew i ev Pr

Teac he r

The Ultimate Hunting Machine

o c . che e r o t r s super 6 7

Ocean Rays

d a e R

Activity

Read Make Way for the Ray in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e __________________________________________________ p ok u Describe how Sa ray swims. ____________________________

1. How do you tell the difference between a ray and a shark?

ew i ev Pr

Teac he r

__________________________________________________

Creative Corner

w ww

Draw your creature in the space below and label each of its features.

. te

Think of a name for your new creature:

m . u

Imagine that there was a sea creature that was a cross between © a ray dog. It dP Rand eaad yE ubl i cat i ons has some ray features and f o rr evi ew pur posesonl y• some • dog features.

o c . c e he r Think About It o t r s s r u e p Rays can bury themselves in the sand and change colour to camouflage themselves. If you were an ocean creature, how would you camouflage yourself? On the back of this page, draw or write your ideas. 38

Terrific Turtles

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 39. Read â&#x20AC;&#x153;Sea Turtles: An Essay by Grade 6 Studentsâ&#x20AC;?.

Teac he r

the problems that affect turtles.

Problem

ew i ev Pr

r o e t s Bo r e You have joined thep â&#x20AC;&#x153;Save the Turtlesâ&#x20AC;? group o u k to help protectS turtles from the problems they face. Fill this chart in with your solutions to Your Solution

zHumans disturb the beaches where turtles ReadyEdPubl i cat i ons lay theirÂŠ eggs

w ww

zTurtles get tangled up in fishing line

. te

zTurtles accidentally eat plastic bags and get sick

m . u

â&#x20AC;˘eat f oturtle rr e vi ew pur posesonl yâ&#x20AC;˘ zPeople meat and turtle eggs

o c . che e r o t r s super zTurtles get sick from polluted waters

d a e R

Read â&#x20AC;&#x153;Helping hands: Rescuing Kauilaâ&#x20AC;? on the website. On another sheet, write a story about how you and your friends find and rescue a turtle that has been tangled in fishing line. 39

Food Chains

d a e R

Activity

Read Food Chains in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p o u k Give some examples of sea animals that eat krill. S __________________________________________________

1. Food chains can show how food can pass en________ from one animal to another.

ew i ev Pr

Teac he r

__________________________________________________

3. A more complex (bigger) system of food chains is called a food w_____.

Think About It

m . u

phytoplankton in the ocean and there is not enough krill for the squid to eat.

w ww

Write what you think might happen to the other sea animals in this flow chart.

. te

Krill starts to disappear

o c . che e r o t r s super

Activity

Deep Sea Mysteries

d a e R

Read Mysteries of the Twilight Zone and Deep, Dark and Dangerous in the Oceans Alive resource book to help you complete the following.

r o e t s r eis deeper: Boo Circle the zonep that u k Twilight Zone Midnight Zone S Just The Facts

Teac he r

ew i ev Pr

2. Why are the eyes much bigger in many of the creatures that live in the deeper areas of the ocean?

__________________________________________________

Creative Corner

zIt is very cold and very dark.

. te

zThere is a lot of water pressing down on top of you.

m . u

w ww

©special Rea dyEdPubl i cat i ons Design a diving suit that helps you to survive in •f orr evi ew pur posesonl y• the deep ocean. Think about the adaptations that deep sea fish have made and remember these things:

o c . e zYou need to bec able to her r o t s breathe underwater. s uper zYou need to be able to see.

zYou need to be able to handle any strange deep sea animals that you meet.

Creatures of the Deep

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 42.

be most important feature to have? In these boxes, write a 1 next to the most important feature, a 2 next to the next most important, and so on.

zBig eyes to see well in the dark

ew i ev Pr

Teac he r

r o e t s B r o(glow If you were a fish that e zA photophore in the dark) p o had to live in the deep u lure to catch yourk prey with S dark sea, what would

zA large stomach to stock up on food that is hard to find zGlowing spots along your body to help you find your mates

Imagine

w ww

m . u

ÂŠ ReadyEdPubl i cat i ons zSharp teeth that help you catch â&#x20AC;˘f orr evi ew pu r pprey osesonl yâ&#x20AC;˘ your

Imagine that you are a female angler fish (on the website it is called a deep sea angler).

. te

o c . che e r o t r s uper Write a funny letter to s

You live in a place that is dark and cold, you find it hard to catch food with your glow in the dark â&#x20AC;&#x153;fishing poleâ&#x20AC;? and your husband is so lazy â&#x20AC;&#x201C; he just latches on to you and sucks all your energy out of you! your friend the clown fish, who lives on a colourful coral reef, complaining about the things you have to put up with.

Giant Squid

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity. Go to www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 43. At the website, type â&#x20AC;&#x153;One Giant Squidâ&#x20AC;? into the search bar.

Teac he r

live giant squid.

ew i ev Pr

r o e t s Bo r e p ok In Septemberu 2005, scientists finally tookS the first pictures of a

. te

m . u

w ww

1. If you found a live giant squid, would you try and catch it? ______________ Why / why not? ______________________ __________________________________________________ ÂŠ ReadyEdPubl i cat i ons 2. Write three things you would like to find out about the giant squid: â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ â&#x20AC;˘ _________________________________________________ â&#x20AC;˘ _________________________________________________ â&#x20AC;˘ _________________________________________________ 3. What would you like most as a reward for finding the giant squid? Tick your choice. z A special medal or award z A story in an important science magazine z A hundred dollars in prize money z A story on the front page of the local news z A thousand dollars to spend on giant squid investigations Write a reason for your choice here: ____________________ __________________________________________________

o c . che e r o t r s super

__________________________________________________ 43

Under the Microscope

d a e R

Activity

Read Under the Microscope in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p need to be close to theo Why does phytoplankton water’s surface? u k S __________________________________________________

1. Plankton is made up of tiny a__________ and p____________.

ew i ev Pr

Teac he r

3. Name the large sea creatures that feed on plankton:

__________________________________________________

Creative Corner

Pretend that this box is under a microscope.

w ww

Draw what you think a close-up view of zooplankton would look like.

m . u

Zooplankton is made up of small crustaceans (like tiny © Rea dy EdPubl i cat i ons shrimp) called krill, fish eggs •larvae f orr evi ew pur posesonl y• and fish (baby fish).

. te o c Think About It . che e r o t r Plankton is a great food source for many animals s and it could be super described as the “soup of the sea”. In the space below, write how plankton is similar to soup. ______________________________________________________ ______________________________________________________ ______________________________________________________ 44

Ocean Plant Life

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 45. Find out about kelp forests at the websites.

ew i ev Pr

Teac he r

r o e t s Bo r e p Where in the world can you find kelp forests? o u k S ______________________________________________________ ______________________________________________________

If you were a sea animal, would you like to live in a kelp forest? Why / why not? ______________________________________________________ ______________________________________________________ ÂŠ ReadyEdPubl i cat i ons ______________________________________________________ â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ Draw what you see through your goggles.

w ww

. te

m . u

Imagine you are a diver exploring a kelp forest.

o c . che e r o t r s super

Sea Birds

d a e R

Activity

Read Birds of the Sea in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u Sea birds can d____________ underwater S and find fish to eat.

1. Sea birds can swim more easily because they have w____________ feet.

Creative Corner

If you could have one of these sea bird adaptations, which one would you choose? Circle your answer.

ew i ev Pr

Teac he r

w ww

In this box, draw yourself using your new sea bird adaptation.

. te

m . u

z Specially shaped beak

o c . The pelican’s beakc is shaped to catch and eat fish. e herto eat food?st r o How is your mouth designed super Think About It

______________________________________________________

Write about the features in your mouth that make it easy for you to eat. Think carefully! ______________________________________________________ ______________________________________________________ 46

Playful Pelicans

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 47.

r o e t s Bo r e p ok u What are theS two BEST things about being a pelican for a day?

ew i ev Pr

Teac he r

Imagine that one day you woke up and you found that you had traded bodies with a pelican! 1.

__________________________________________________

__________________________________________________ ÂŠ ReadyEdPubl i cat i ons

What are the two WORST things about being a pelican for a day?

Write down all the things that you try and do in your day as a pelican:

â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

______________________________________________________

m . u

______________________________________________________

w ww

______________________________________________________ ______________________________________________________

. te o c ______________________________________________________ . che e r o ______________________________________________________ t r s super ______________________________________________________

Extra

You can make this into a proper story on a new sheet of paper if you like. Perhaps you can even write an ending to your story where you switch back and find out about all the things the pelican did in your body! 47

Fun in the Sun

d a e R

Activity

Read Fun in the Sun in the Oceans Alive resource book to help you complete the following.

Just The Facts

r o e t s Bo r e __________________________________________________ p ok u Where is theS best place to swim safely at the beach?

1. Who can you turn to for help if you are in trouble at the beach?

Teac he r

Creative Corner

ew i ev Pr

__________________________________________________

m . u

w ww

______________________ Rips are very dangerous and it is ______________________ good for swimmers to know about ______________________ them. You© might like to y dosome Re ad E dP ubl i cat i ons more research about rips by using ______________________ •f o r evi w pur posesonl y• the Internet orr asking ae teacher ______________________ who visits the beach a lot. ______________________ Write a Rip Rap – a short ______________________ poem that helps to teach kids ______________________ about the danger of rips. ______________________

. te It – At the Beach o Think About c . e There are so manyc things you can do at the beach. See how many her r o st ideas you can come up with.s Be as you can. uaspcreative er • _____________________________________________________ • _____________________________________________________ • _____________________________________________________ • _____________________________________________________ 48

Life Saver

CYBER

Challenge

You will need access to the Internet or the Oceans Alive resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/oceans.htm and click on the website for Page 49. Click on Water Safety at the website.

Teac he r

r o e t s Bo r e pyou can about safety on the ok Find out everything beach. Write five u things that you Scan do to be safe on the beach below. __________________________________________________ __________________________________________________

__________________________________________________ __________________________________________________

__________________________________________________ ÂŠ ReadyEdPubl i cat i ons __________________________________________________

â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ __________________________________________________ __________________________________________________

w ww

__________________________________________________ __________________________________________________

. te

Choose one of these ideas to make a special sign for the beach.

m . u

ew i ev Pr

o c . Safety signs need to be bright and ch e r er o easy to read for ever yone. Use t s s r u e p pictures or symbols if you can â&#x20AC;&#x201C; not too many words. Draft your safety sign in the box and show your teacher. Do a final copy on a large sheet of paper.

Assessment and Evaluation

Evaluation and assessment complete the model for any learning experience. It is often difficult to assess creativity as many students need the right outlet for their learning. Some students will perform better with oral presentations, some will shine in class discussions, others will display initiative in the design process while many will demonstrate their understanding through written assignments.

Teac he r

•

Did the student apply his/her imagination?

ew i ev Pr

r o e t s Bo r e These are only a sample of the questions that need too be addressed at the p evaluation stage: u k S • Did the student communicate effectively in written form? Did the student demonstrate critical and creative thinking skills?

Critical thinking includes the ability to evaluate, compare, analyse, detect bias, distinguish fact from opinion, see causal connections, draw conclusions and form effective arguments. All of these skills can be developed at junior/ middle primary level. Creative thinking, also an important element of effective thinking skills, involves the ability to challenge assumptions and think outside rigid mental sets so it is very important that teachers understand how students have performed in the Creative Corner sections of activity pages. Assessment Sheets

m . u

w ww

Pages 51-53 contain assessment forms to be used at the teacher’s discretion. The forms have been tailored to particular activities and have been categorised as follows:

. te

o c . che e r o t r sa self-assessment form as sutop er The students should be encouraged complete • • •

Written Information Creative Thinking Evaluation Student Self-Assessment

they complete activities where the teacher feels that there are opportunities for reflection. Ideally, these sheets can be set up in a box as part of a learning centre. Teachers can then use these forms to help them assess the students’ understanding of the learning process.

Teacher Assessment 1 Written Information

This assessment proforma is designed to evaluate activities that require creative written accounts and tasks.

•

r o e t s Bo r e p o u k Did the student understand the task? S What creative thinking strategies did he/she employ to complete

Student Name: ____________ Task Card: _______________ YES NO

ew i ev Pr

Teac he r

the task? _____________________________________________ _____________________________________________________

Displaying Information:

Did the student demonstrate confidence in sharing his/her learning experience with the class?

Research Skills:

. te

m . u

w ww

Presentation: Was the layout eye-catching? Were appropriate materials used to enhance presentation? (e.g. images/drawings) Did the student proof read his/her work? Has the student shown flair and imagination in his/her work?

o c . che e r o t r s super

Did the student grasp the main concept of the task? Has the student shown evidence of library or multimedia research? Has the student demonstrated proficiency in using the Internet as a research tool? Extra comments:

___________________________________________________ ___________________________________________________ ___________________________________________________

Teacher Assessment 2 Creativity •

This assessment proforma is designed to evaluate student creativity and thinking skills.

r o e t s Bo r e Did the student punderstand the task? ok u What creative S thinking strategies did he/she employ to complete the task? ___________________________________________________________

Student Name: ____________ Task Card: _______________

ew i ev Pr

Teac he r

YES N O

___________________________________________________________ Creative Thinking Evaluation: Did the student demonstrate confidence in sharing his/her work with the class? Cognitive and Affective Skills: Fluency - Did the student generate a number of ideas? Flexibility - Did the student look at the problem from another perspective? Originality - Were new and innovative ideas drawn upon? Elaboration - Did the student expand on already existing ideas? Curiosity - Did the student seek out answers and facts? Imagination - Did the student venture beyond the “safe” boundaries? Risk Taking - Did the student explore a number of solutions to the problem? Reflection: Did the student reflect on his/her work and suggest changes? Did the student show competency in using the creative thinking strategies (e.g. brainstorming, applied imagination, problem reversal)? Extra comments:

w ww

. te

m . u

o c . che e r o t r s super

___________________________________________________ ___________________________________________________

Student Self-Assessment

Complete this sheet after completing each of the task cards.

Name:___________________ Task Card: _______________

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

1.Explain in your own words what the task was asking:__________________ ______________________________________________________ ______________________________________________________ 2.What strategies did you use to complete the task? ___________________ ______________________________________________________ ______________________________________________________ 3.How did you share your learning experience with the class? _____________ ______________________________________________________ 4.The aspect you enjoyed most about this activity was: (Give reasons.) ______ ______________________________________________________ ______________________________________________________ 5.The part you liked least about this task was: _______________________ ______________________________________________________ ______________________________________________________ 6.How could you have improved your learning experience? _______________ ______________________________________________________

Disagree

Agree

Strongly agree

. te o c that describes how you feel. . che e r o t I enjoyed this r task. s super Read the statements below and then colour the circle

Strongly Disagree

w ww

Think About ...

m . u

I learnt new things during this task. I enjoy sharing my work with the class. I feel my work could be improved. This task gave me something to think about. I was unsure of what this task required. I would like to research this task further. I was satisfied with my end result.

Further Assessment Tools

Online Creativity Tests and Resources Creativity Assessment Index

r o e t s Bo r e pof Creativity ok Crayola.com - The Power u www.crayola.com/parents/powercreativity/quizes/print_teachers.cfm S Smarter Kids.com www.smarterkids.com/ Fostering Academic Creativity in Gifted Students

ew i ev Pr

Teac he r

www.creativelearning.com/Assess/

www.kidsource.com/kidsource/content/academic_creativity.html Six Thinking Hats

w ww

Creativity in Young Children - ERIC Digest

. te References:

www.ericfacility.net/ericdigests/ed306008.html

m . u

www.edwarddebonofoundation.com/

o c . che e r o t r Torrance, E. Page (1977). Creativity the Classroom. Washington, s supine r

DC: National Education Association.

Oceans Answers

Oceans Alive: Activity (P. 10) 1. Pacific, Atlantic, Indian, Southern, Arctic; 2. Seas, gulfs, straits; 3. Indian, Pacific, Southern. Answers on the closest ocean will vary with the Indian Ocean to the West, the Pacific Ocean to the east and the Southern Ocean to the south.

Remarkable Reefs: Activity (P. 22) 1. Great Barrier Reef, Ningaloo Reef; 2. Many animals live in the coral reef because the water is warm and there is a plentiful food supply and lots of good hiding spots. Reefs are also protected from the open ocean.

r o e t s Bo r e p ok u S

Ship to Shore: Activity (P. 12)

Cool Coral: Cyber Challenge (P. 23)

(P. 13)

ew i ev Pr

Teac he r

1. False; 2. True. 1. Importing or exporting; 2. Answers may vary but three things that you might find on a cruise ship include Coral Creatures: Activity (P. 24) a restaurant, a pool, a gym, a casino, a theatre, games, 1. Jellyfish, anemones; 2. In the centre of its tentacles; a cinema, etc. 3. The anemone has stinging tentacles which are venomous to most fish. Ocean Environments: Cyber Challenge

Reef Molluscs: Activity (P. 26)

1. Most living things exist in the sunlit zone because the available sunlight enables sea plants, algae and plankton to survive through photosynthesis, and this is the food source for many sea creatures.

The Ocean in Motion: Activity (P. 14)

1. Molluscs do not have a skeleton to protect their body so they need a shell; 2. Univalve, bivalve; 3. Shells become empty when the mollusc dies or if it is attacked by a predator.

Cool Crustaceans: Activity (P. 28)

1. Moulting; 2. Catching and eating their food and 1. World currents include Antarctic Circumpolar, South warding off predators. Equatorial, Equatorial Countercurrent, Brazil, North Equatorial, California, Gulf Stream, Iceland, Canary, Peru, Kuroshio ; 2. Surface current, deep water current;Coral Reefs Under Threat: Activity (P. 30) 3. Colder. 1. Boat anchors can drag through coral reefs, tear through the reef floor and destroy coral and the habitats Icebergs: Activity (P. 16) of many reef animals. 1. Glaciers and ice shelves; 2. True; 3. Bergy bits or Whales Alive: Activity (P. 32) growlers. 1. Mammals; 2. They give birth to live young (internal Ocean Exploration: Activity (P. 17) fertilisation); They feed their offspring milk; They have fur or hair (whales do have a tiny amount of hair); They 1. Self Contained Underwater Breathing Apparatus; 2. are warm-blooded; 3. Whales breathe by coming to the Wetsuit, goggles, fins or flippers, air cylinder; 3. Air surface of the water and breathing through their cylinder and regulator – because it is impossible to blowholes. They have lungs instead of gills. breathe underwater.

w ww

. te

Tide Pools: Activity (P. 19)

m . u

Delightful Dolphins: Activity (P. 33)

o c . che e r o t r s super

1.Twelve; 2. Answers may vary but can include sea anemones, crabs, mussels, octopuses, molluscs, sea stars, crustaceans, etc.

Sea Stars: Cyber Challenge (P. 20)

1. No, some actually have more than five arms.

Tide Pool Safety: Activity (P. 21)

1. Many animals in a tide pool can bite, nip or sting. You are also disrupting their natural habitat or may harm the animal itself; 2. Sneakers, shoes or sandals. 3. Answers will vary but may include: Wear a hat and sunscreen; Look out for waves; Beware of people fishing; Walk slowly and carefully over slippery rocks.

1. True; False.

Dolphin Safe: Cyber Challenge (P. 35) Dolphins get caught up in tuna nets because they eat tuna so are often found nearby.

Seals at Sea: Activity (P. 36) 1. Streamlined means having a smooth, even shape that allows something to move easily through water or air; 2. Seals eat fish, squid and crustaceans; 3. Seals raise their flipper to let the air evaporate the water so that they can cool down.

Oceans Answers

Ocean Rays: Activity (P. 38) 1. Rays are flat and have their eyes on the top of their head. Sharks are barrel shaped with eyes on the side of their head; 2. A ray swims by “waving” its pectoral fins up and down.

r o e t s Bo r e p ok u S

Food Chains: Activity (P. 40)

1. Energy; 2. Animals that eat krill include fish, penguins, seals and whales; 3. Web.

Deep Sea Mysteries: Activity (P. 41)

Teac he r

Under the Microscope: Activity (P. 44) 1. Animals and plants; 2. Phytoplankton needs sunlight for photosynthesis and it is only light near the surface of the water; 3. Whales.

Ocean Plant Life: Cyber Challenge (P. 45) 1. In Australia, kelp forests can be found off Tasmania and Victoria, off King Island in Bass Strait.

ew i ev Pr

1. The midnight zone; 2. The eyes of deep sea animals are bigger because there is less light so they have larger eyes to see well.

1. A lifeguard or another adult; 2. Between the flags.

w ww

1. Answers will vary but may include: Swim between the flags; Do not swim after a meal; Wear a hat and sunscreen; Swim where there are lifesavers; Swim with a family member or a friend; Pay attention to safety signs and shark warnings; Do not swim in rough weather; Look out for broken glass; Take along some water to drink; Don’t dive into shallow water; If you get caught in a rip, float along with the rip and raise one arm for help.

. te

m . u

Life Saver: Cyber Challenge (P. 49)

o c . che e r o t r s super