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Adaptations for Survival in the Sea INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING ADAPTATIONS FOR SURVIVAL IN THE SEA

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Vocabulary: Multiple Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Vocabulary: Latin Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Recalling Details from the Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Recalling Details: Names and Observations . . . . . . . . . . . . . . . . . . . . . . . . . . .26Observing and Describing Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

SE C T I O N 1

SECTION 2

SE C T I O N 3

SECTION 4

© Copyright 1998 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multi-media with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consum-

able ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 1998 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instru c t i o n a lguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with the Edu-cate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of Cognitive Com-plexity.” The practical application ofBloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex: Knowl-edge (rote memory skills), Comprehen-sion (the ability to relate or retell),Application (the ability to apply knowl-edge outside its origin), Analysis (relat-ing and diff e rentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learn i n gwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2,INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language pre p a re d n e s s ,readiness, and focus prior to viewingthe program with your students.

SECTION 4,AFTER VIEWING THE PROGRAMp rovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content are a s .

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with otherc u rriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1998 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleo ffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

I n t roduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

I n t roduction to Vo c a b u l a ry is areview of language used in the pro-gram: w o rds, phrases, usage. Thisv o c a b u l a ry introduction is designed toe n s u re that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-g r a m .

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students ap review of what they will learn .Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THEP R O G R A M

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-d a t e your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourc l a s s room lesson time, the AIMShourglass gives you an estimate of thetime each activity should re q u i re .Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Aw a re n e s s ,Cultural Diversity, or CulturalExchange that encourages students tos h a re their backgrounds, culture s ,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the re l a t i o n s h i pbetween what they learn in the class-room and how it applies in theirworld. The purpose of In The News-room is to actively involve each classmember in a whole learning experi-ence. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,re s e a rching, producing, dire c t i n g ,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.



VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit. When-ever applicable, they are arranged inorder from low to high difficulty level,to allow a seamless facilitation of thelearning process. You may choose tohave students take these activitieshome or to work on them in the class-room independently, in pairs or insmall groups.

CHECKINGVOCABULARY

The Checking Vo c a b u l a ry activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabular yactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learn e d .The test is formatted in one of severals t a n d a rd test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thed i rections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

animals, such as sharp spines andvenomous spikes. The mostvenomous of these fish aredangerous enough to injure sharksand human divers. Fortunately,these animals attack only when theyare harassed or directly stepped on.Stinging spikes and bristles areother means of defense that seacreatures have adapted. Otherocean animals have adaptationsthat allow them quick retreat andescape, a means of hiding ordesirable feeding time. Choice offoods is another form of adaptation.Some animals are predators, whileothers are scavengers or parasites.Still other animals filter their foodfrom ocean water, feeding onplankton and other microscopicorganisms. Every animal has a foodsource and a means of defense.The natural outcome is that thesurvivors mate and pass on theirsuccessful genes to the nextgeneration, who, through evolution,will continue the cycle of adaptationfor survival.

© Copyright 1998 AIMS Multimedia Adaptations for Survival in the Sea11

OBJECTIVES

to explore the life forms,especially the animals, of theocean to show how plants and animalshave adapted to theirenvironments by developingcharacteristics that enable themto protect themselves, find food,and reproduceto define and demonstratecamouflage, the ability to hideby blending with the back-groundto define and demonstratesymbiosis, relationships betweentwo different organisms, usuallyto their mutual benefitto describe and demonstratesome of the means of defense,such as venomous spikes andpainful bristles, that organismshave developed for their defenseto show how ocean organismssurvive at different levels of thefood chainto identify the natural outcome ofadaptation: animals with morefavorable characteristics have agreater change of surviving andpassing on their genes to thenext generation.

Adaptations for Survival in the SeaTHEMES

The ocean is a difficult environmentin which to live. The organisms thatlive in the ocean have evolved manyadaptations to ensure their survival.To survive, animals must developmeans of feeding, defense, andreproduction. Animals’ adaptationsfor survival include camouflage,coloration, speed, schooling,symbiosis, colonization, dangerousspines or venom, hiding,scavenging, and filtering. Eachanimal has its place in the foodchain. The natural outcome is thatsurvivors mate and pass on theirsuccessful genes to the nextgeneration.

OVERVIEW

Through underwater footage shot inthe wild, this program surveys someof the fascinating adaptations usedby organisms who live in the ocean.Viewers get diver’s-eye views of seacreatures who camouflagethemselves, imitate other creatures,bury themselves, change colorinstantly, flash warning or matingcolors, and swim in schools. Theprogram shows several curiousexamples of symbiosis—differentanimals who live together, usually inmutual dependence. Viewers get aclose look at a coral reef and at tiny,one-celled plants that live among thecoral and make the coral look likeplants. Tiny fish called gobies serveas the eyes of the blind shrimp, inreturn for living space in the shrimp’sburrow. Some animals’ adaptationsare quite dangerous to other

12© Copyright 1998 AIMS Multimedia Adaptations for Survival in the Sea

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAM

Inform students that they are aboutto get a fish-eye view of life in theocean. Ask students to locate theoceans on a map or globe, and toreview what they know about theplants and animals that liveunderwater. Ask students some“teaser” questions. Instead ofanswering out loud, have studentswrite down and date their answers.Challenge them to check theiranswers later as they do theVocabulary activity and watch theprogram. Questions: Do fish sleep? (Answer:Yes.) The biggest creatures in theocean are meat-eaters—true, orfalse? (Answer: False. Some largecreatures, such as the manatee andballeen whale, are filter feeders orplant eaters.) Why do some fishswim in schools? (Answer: Toconfuse their enemies through sheernumbers.) In the ocean food chain,which animals are predators andwhich are prey? (Answer: All areboth.)The following items, arranged in astudy center, would be useful instimulating student interest in theocean: science picture books on theoceans, coral reefs, and salt-wateraquariums; a small salt-wateraquarium; a collection of corals,shells, dried starfish, sand,driftwood, and other items from theocean; travel brochures and postersoffering underwater reef-watchingadventures; slides, videos, andphotographs from vacations orscientific explorations to oceanareas; map showing locations ofoceans around the world, models ofocean-going and underwaterexploration vehicles.

INTRODUCTION TOVOCABULARY

Note: The following word-studystrategy helps students answer the“teaser questions.” Therefore, youmight want to assign the workbefore the program, have studentscheck themselves during theprogram, and ask them to report tothe class after the program. If youfollow this plan, be sure to havestudents give examples from theprogram, using the key words intheir group. Have students or word-study teamsdefine these groups of words for theclass, with the help of a dictionary ifneeded. If a word has multiplemeanings in the dictionary, studentsshould identify the meaning theythink they will see and hear inAdaptations for Survival in the Sea.(a) attack, defend, protect, feed,mate; (b) symbiosis, mutualism,colony, parasite, benefit; (c) polyps,skeleton, tentacles, colonies, coral;(d) tentacles, spine, gills, claws,antennae; (e) camouflage,aposematic coloration, venom,spikes, stings

DISCUSSION IDEAS

Ask students to identify theenvironment that covers two-thirds ofthe earth: the ocean. Have themshare their impressions, gained frombooks, movies, and television ofwhat underwater ocean life is like.If any students have visited a largepublic aquarium, natural sciencemuseum exhibit, or other display oflive ocean animals, ask them todescribe the creatures they saw.Make a chalkboard chart of oceananimals and their characteristics,and challenge students to watch forthose animals in the program.

FOCUS

Suggest that students keep the title ofthe program in mind as they watch,since it contains the three key words:adaptation, survival, and sea.Encourage them to note and listdifferent kinds of adaptation, howeach adaptation aids survival, andhow each animal uses the othercreatures in the sea.


JUMP RIGHT IN

Preparation

Read Adaptations for Survival inthe Sea Themes, Overview, andO b j e c t i v e s to become familiarwith program content and expec-tations.

Use P reparation for Vi e w i n gsuggestions to introduce the topic to students.

Viewing ADAPTATIONS FORSURVIVAL IN THE SEA

Set up viewing monitor so that allstudents have a clear view.

Depending on your classro o msize and learning range, you maychoose to have students viewAdaptations for survival in theSea together or in small groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing ADAPTATIONS FORSURVIVAL IN THE SEA

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholeg roup. Other activities aredesigned for students to worki n d e p e n d e n t l y, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vo c a b u l a ry, Checking Com-p re h e n s i o n, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE ADAPTATIONS FOR SURVIVAL IN THE SEA AIMS TEACHING MODULE


SUGGESTED ACTIVITIES

Meeting Individual Needs

In general class discussion, make sure students can define the word ocean and locate theoceans on a map or globe. Ask students to tell how ocean water is different from the waterwe drink—it is salty. Students who don’t know these basic facts should be directed to ency-clopedia articles, picture books, maps and globes, and other easy-to-understand materials onthe ocean.

Cultural AwarenessIf you have students who speak Spanish, Portuguese, French, Italian, or Romanian, congratu-late them on having a natural advantage in understanding the words in this program and inother scientific materials. The reason: all those languages are based on Latin, the languageof the ancient Romans, from which English gets many of its scientific terms. You might want tohave students who speak Romance languages add words from those languages to the exercise“Vocabulary: Latin Word Roots” on consumable page 12.

Cultural Awareness and Critical Thinking

Ask the class to identify the citizens of the United States who have the longest history of livingsurrounded by the ocean. (Answer: Native Hawaiians, Alaskans, Samoans, Borinquens,Caribs, and other Pacific Ocean and Caribbean peoples) Elicit students’ impressions of whatlife was like among those peoples in ancient times. How did they adapt to survive in the sea?Assign interested students to do further research and report to the class on oceanic human life.Encourage students who have emigrated from or visited their families in Japan, the Philippines,Indonesia, Puerto Rico, and other island nations to add their observations to class discussionand group reports.

Connection to Geography and History

Ask students or study groups to choose a part of the United States or another place on earthwhere people live on islands surrounded by the ocean, and then to choose one of these pro-jects: (a) Research and report on traditional societies at the place of choice, focusing on howpeople provided themselves with food, clothing, and shelter and how they interacted with theocean. (b) Construct a time line showing important human events at the place of choice. Timelines should include data about the first human inhabitants, later arrivals, the first Europeanexplorers and settlers, the development of industry, and the most recent new human residents.

20 Minutes

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30 Minutes


Connection to Technology

Machine-minded students who might not otherwise be good readers can be lured into librariesthrough technological and military reference books, such as Jane’s Ships. Encourage inter-ested students to research ships used by humans for oceanic research and underwater explo-ration, to draw plans and pictures of such vehicles, and to design underwater vehicles of theirown based on what they have learned.

Connection to Literature

Encourage students to read, report on, and dramatize Jules Verne’s Twenty Thousand LeaguesUnder the Sea and other stories that take place on or under the ocean. Younger students willenjoy the legends of Davy Jones’ Locker and The Little Mermaid. Older students and advancedreaders can tackle Two Years Before the Mast, by Charles Dana, and Moby Dick, by HermanMelville. Film or video versions of these oceangoing classics should not be overlooked.

Connection to Math and Science

Assign individual students or math study groups to research the weights of various ocean ani-mals and to graph their findings so that these weights can be compared at a glance. Encour-age students to imagine creative units for measuring zooxanthaellae and other microscopicorganisms.

Connection to Math and Cultural Awareness

Oceanic and coastal traditional societies often used shells for money. Like all early peoples,they also bartered for many of the things they needed. Encourage younger or less advancedmath students or study groups to research and dramatize a traditional island market, usingtheir role playing to present story problems to the class. Among items that can be traded areshells, coconuts, tropical fruits, various kinds of fish, feathers, hats, ropes, sandals, and otheritems made of palm fibers, and carved driftwood sculptures. Students need not gather theactual items: they can create picture flash cards of the items to use in the market. Encouragestudents to develop units of measurement as part of this barter.

Connection to Math

Assign older and more advanced math students or study groups to research, compare, andgraph the costs of doing the following: (a) building and maintaining a state-of the-art salt-water aquarium for a house or classroom; (b) training and equipping someone to go scubadiving; (c) building and operating an oceanic research vessel, including its attached under-water research vehicles and communications equipment; (d) maintaining and operating theUnited States Navy and Coast Guard.

Extended Time

60 Minutes

120 Minutes

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120 Minutes


1/2 day

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30 Minutes

Hands-On

Arrange for your class to visit a large public salt-water aquarium or to see a smaller com-mercial aquarium in person. Tip: Check out seafood restaurants, among which salt-wateraquariums are increasingly popular. A local pet store is also a good place to start looking fora salt-water aquarium enthusiast who will enjoy demonstrating the hobby to your class.

Connection to Science

Have younger or less advanced science students or study groups construct and draw foodchains and webs in the ocean environment. Students should display their webs on largeposters or bulletin board charts, and be prepared to answer questions about their webs fromthe rest of the class.

Connection to Science and Critical Thinking

Discuss ways in which people are part of the ocean’s food chains, food webs, and cycles.What earns humans the title of “the largest ocean predator”? Discuss the technology of com-mercial fishing and ask students to speculate on how such large-scale human efforts mightaffect the ocean environment. Encourage interested students to do further research, perhapsas part of a “Link to the World” study group.

Link to the World and Critical Thinking

Assemble these supplies: • One or more empty, ready-to-draw-on maps of the world, largeenough to fill a poster or bulletin board. You might want to have student artists make tracingsfrom large classroom maps. • Markers in bright colors, one color per study group. • A setof encyclopedias or collection of books related to the following topics. Divide the class intostudy groups. Have study groups: (a) locate the major offshore oil- and natural gas-produc-ing regions of the ocean; (b) locate the major ocean currents and shipping lanes for today’ssupertankers and other large ships; (c) locate the major island groups, continental faults,earthquake and volcano zones in the ocean; (d) locate major shipping ports, large riverdeltas, wetlands, and other geographical features along the coasts. (e) Locate the major fish-eries of the oceans and identify the kinds and quantities of fish that are caught there. Com-plete the class map. Have each group draw what they’ve learned onto the large map and adda label to the map key. Draw conclusions: Lead a general class discussion on (a) reasonswhy oceans are threatened environments; (b) ways in which people depend on the oceans.Ask for suggestions on how human activity might change so that we might both protect theseas and meet human needs

120 Minutes


Writing

Suggest that students write stories, poems, or songs about animals and plants that live in theocean, encouraging them especially to imagine the world from another organism’s point ofview. What does mealtime feel like for a filter feeder? What if you got your oxygen fromthe plants who grew inside your wrinkles? Or had little creatures with stinging tentacles liv-ing on your back? What might fish learn in a school?

Connections to Art and Science

Ask a team of students to draw and paint a large mural depicting the organisms in the ocean.Student artists might want to make the mural on a long roll of paper that can be wound onscrolls, or on a series of posters that make a bigger picture, for dramatic presentations inother classrooms or at assemblies. Another art idea: Construct a giant cross-section mural ina stairwell, so that spectators can descend from the surface of an island down to the oceanfloor as they climb down the stairs. Remember: the ocean floor slopes down from the beachand then drops off at the edge of the continental shelf.

Connection to Dance and Music

Encourage students to compose, practice, and perform original and folk music about theocean. Students can learn old sea shanties and ballads from books of folk music. They mightalso want to set their own words to these old tunes. Don’t overlook love songs, patrioticsongs, and hymns with nautical themes.

In the Newsroom

Ask students to imagine that a small group from your class has just returned from an oceanvoyage around the world. You might want to choose the group by lottery, or have studentscount off. Assign this group the roles of ocean adventurers. Ask them to imagine a news-worthy vessel in which they made their voyage. If you have video equipment, have studentsact out and record an in-depth newscast of the event, including interviews with the adven-turers. Other students can play the roles of relatives welcoming the adventurers home, peo-ple from island cultures who met the voyagers, expert scientific commentators, as well ason-camera reporters. If you don’t have video equipment, have students write screenplays ofnewscasts, including descriptions of what the camera should see. Students might also usedthe maps, charts, posters, and murals from the above activities to illustrate points in theirnewscasts.

30 Minutes

Extended Time

120 Minutes

120 Minutes


Culminating Activity

Plunge your classroom-or at least one wall of it-underwater and invite students from otherclassrooms in to see the underwater world. The trick: a clear or slightly opaque plastic cur-tain between the viewer and the display area. Shower curtains and plastic painter’s dropsheets are excellent. String clotheslines or borrow tall metal coat racks from which to hang thecurtains. Hang small glittery and iridescent paper fish and other organisms between the bul-letin board and the curtain. Wrap bulletin board posters in clear but iridescent wrappingpaper. Encourage imaginative ways to look at displays as if through water. In other parts ofthe classroom, display small salt-water aquaria, shells, driftwood, and other ocean artifacts.

1/2 a Day

Name


VOCABULARY

The words below are from Adaptations for Survival in the Sea. Read the words and their definitions.Then, on the back of this page or on a separate sheet of paper, write a sentence for each word, orwrite short paragraphs that use all the words.

1. adaptation: a change in an organism’s genes that increases the chances its species willsurvive

2. aposematic coloration: bright coloration intended to warn predators away

3. camouflage: coloring that protects by blending into the background

4. marine: having to do with the sea

5. nocturnal: having to do with the night; active at night

6. parasite: an organism that lives on or in another organism, usually harming its host

7. photosynthesis: the process by which plants convert sunlight to oxygen and sugars

8. plankton: microscopic plants and animals that float in ocean water

9. predator: an animal that kills other animals for food

10. prey: an animal that is eaten by a predator

11. scavenger: an animal that feeds on remains left by other animals

12. symbiosis: a partnership between two or more different organisms


Name

VOCABULARY: MULTIPLE MEANINGS

These words have at least two meanings. From the list of definitions below, choose one or moremeanings for each word. Write a number in each blank. Clue: All the missing definitions were seenor heard in the program Adaptations for Survival in the Sea.

Words with Multiple Definitions

burrow (a) __________; (b) __________cell (a) __________; (b) a locked room for prisonersdigest (a) __________; (b) a summary or shorter version of a written worksponge (a) __________; (b) [Slang] a person who lives unfairly off of othersschool (a) a place of learning; (b) ___________skate (a) __________; (b) ___________tissue (a) __________; (b) a thin piece of papervenom (a) __________; (b) spite or ill-will

Definitions

1. poison

2. to hide or dig down into the earth

3. a group of fish that swim together for protection

4. a hole dug by an animal

5. to break down and absorb food

6. to glide, roll, or skim smoothly along

7. a group of cells that work together

8. a filter feeder that inhales food from water

9. a triangular, gliding, burrowing relative of the shark

10. the basic building block of living things

Name


VOCABULARY: LATIN ROOTS

Many science words come from Latin, the language of the ancient Romans. This chart shows theLatin origins of some of the words in the program. Read the chart carefully. Notice how Englishwords are formed by combining Latin prepositions and verbs. Then complete the chart by writingwords from the Word Bank in the blank squares.

Latin Latin verbs Program verbs Other wordsprepositions

ad-: toward, in trajere; to pull or draw detract adaptationsthe direction of aptare: to fit

contra-, con-: confundere: confoundoff, against to throw off

de-: out of, from fendere: to strike fender

ex-, e-: from, excernere: to sift expeldown, away out, discharge

in -: within, into, in jactare: to throw

pro -: forward, forth tegere: to cover detectbefore trudure: to thrust, push intruder

re-: backwards flectere: to bend deflect

super-, sur-: vivere: to liveover, above, on top

adapt, adaptations inject protrude

project, projections confuse reflex

defend, defense survive excrete

protect, protection

WORD BANK


Name

CHECKING COMPREHENSION

Read each question. Then cross out the word or phrase that is NOT a correct answer. Cross out oneor two answers for each question.

1. Which of these terms describes creatures with different ways of getting food?

bottom feedersscavengerspreyfilter feederspredators

2. Which of these words mean that organisms are living together?

antennaecolonysymbiosisschoolmutualism

3. Which of these ocean creatures are large?

sharkoctopusmanateeplanktonhuman divers

4. Which of these creatures are small?

planktonalgaepolypsmanateezooxanthaellae

5. Which of these ocean creatures have claws?

hermit crabsblind shrimpremoranorthern lobsterstonefish

Name


CHECKING COMPREHENSION (CONTINUED)

6. Which of these organisms are ocean animals?

zooxanthaellaeblind shrimpsharkpilot fishsea horse

7. Which of these organisms are ocean plants?

zooxanthaellaeseaweedalgaestonefishcoral

8. Which of these creatures use camouflage to protect themselves?

sea horseangelfishfrogfishsharkstonefish

9. Which of these ocean creatures have tentacles or sharp spines?

stonefishsea urchinlion fishmanateejellyfish

10. Which of these animal parts does not stick out from the body?

antennaespinestentaclesdorsal finchromatophore


Name

RECALLING DETAILS FROM THE PICTURES

Read each general statement from the program. Think back to what you saw after those words werespoken. Complete each drawing from memory. Then watch the program again to see if yourmemory was correct. This is great scientific training!

PROGRAM: Among the adaptations for survival in the sea, camouflage is one of the most commonand widespread.

draw an animal camouflaged against its background.

PROGRAM: Many species of fish prefer to swim together in schools.

Draw more fish like this one, to create an entire school of fish.

PROGRAM: Coral is a colonial organism.

Copy this coral polyp many times, to create an entire coral reef.

Name


RECALLING DETAILS: NAMES AND OBSERVATIONS

Many words and pictures flashed by you as you saw and heard how organisms have adapted tolife in the ocean. How well do you remember details from the program? Match each creature to itsdescription.

_____ 1. angelfish a. very large predator, light on bottom, dark on top, spearlike nose

_____ 2. frogfish b. small fish, eats shark parasites, is carried along by shark

_____ 3. goby c. clear bloblike floating animal with stinging tentacles

_____ 4. jellyfish d. creature with delicate gills that vanishes instantly into its hole

_____ 5. octopus e. triangular, large, flat, shark relative, buries itself in sand

_____ 6. remora f. egg-shaped creature, protected by armorlike spikes

_____ 7. sea anemone g. fish that looks like sponge, fishes with built-in lure, tongue

_____ 8. sea urchin h. world’s most venomous fish, has sharp spines on dorsal surface

_____ 9. shark i. flowerlike invertebrates with stinging cells on long tentacles

_____ 10. skate j. small, fast fish, brightly colored to attract mates

_____ 11. tube worm k. large, multiple armed, can change color instantly

_____ 12. stonefish l. fish that serves as eyes for, shares burrow with, blind shrimp


Name

OBSERVING AND DESCRIBING ANIMALS

Here are some of the organisms that appeared in Adaptations for Survival in the Sea. Match eachpicture to one of the names from the Word Bank below. Then, on a separate sheet of paper, writea description of one of these animals, based on what you see in the picture and what you saw andheard in the program.

Word Bank

angelfish marine turtle starfish

sea horse shark dolphin

Name


TEST

Underline the correct answer to each of these questions.

1. In order for its species to survive, an animal needs:

a. food.b. protection.c. reproduction.d. defense.e. all of the above.

2. The sea raven, sea horse, frogfish, skate, and octopus all protect themselves by:

a. quick escape.b. camouflage.c. chromatophores.d. looking like other organisms.e. vanishing quickly into their holes.

3. What is aposematic coloration?

a. dyeing hair or fibers using seaweed and other ocean organismsb. coloring that can change instantlyc. coloring that blends into the backgroundd. coloring that warns other animals to stay awaye. changing color to match nearby animals

4. Some kinds of fish swim in schools, which enables them to:

a. change color quickly.b. be carried along by sharks and other large predators.c. hide at night.d. use sunlight to produce sugars and oxygen.e. confuse their predators with sheer numbers.

5. The relationship in which two different organisms live with and benefit each other is called:

a. photosynthesis.b. zooxanthaellae.c. mutualistic symbiosis.d. scavenging.e. aposematic coloration.


Name

TEST (CONTINUED)

6. Which of these creatures is a plant eater?

a. manateeb. grey reef sharkc. northern lobsterd. frogfishe. hermit crab

7. What do you call an individual coral organism?

a. a colonyb. a polypc. a reefd. a tentaclee. a chromatophore

8. Although most coral polyps live in one place, they capture food by:

a. cleaning parasites off of sharks.b. keeping in constant contact with a goby.c. shooting out a lure called an illicium.d. waving their stinging tentacles.e. riding on the backs of hermit crabs.

9. Which of these is NOT part of the process of photosynthesis?

a. venomb. sunlightc. carbon dioxided. oxygene. chlorophyll

10. Which of these creatures is highest up in the ocean food chain?

a. zooxanthaellaeb. angelfishc. sharkd. seaweede. plankton

ANSWER KEY for page 20


ANSWERS WILL VARY

VOCABULARY

The words below are from Adaptations for Survival in the Sea. Read the words and their definitions.Then, on the back of this page or on a separate sheet of paper, write a sentence for each word, orwrite short paragraphs that use all the words.

1. adaptation: a change in an organism’s genes that increases the chances its species willsurvive

2. aposematic coloration: bright coloration intended to warn predators away

3. camouflage: coloring that protects by blending into the background

4. marine: having to do with the sea

5. nocturnal: having to do with the night; active at night

6. parasite: an organism that lives on or in another organism, usually harming its host

7. photosynthesis: the process by which plants convert sunlight to oxygen and sugars

8. plankton: microscopic plants and animals that float in ocean water

9. predator: an animal that kills other animals for food

10. prey: an animal that is eaten by a predator

11. scavenger: an animal that feeds on remains left by other animals

12. symbiosis: a partnership between two or more different organisms



VOCABULARY: MULTIPLE MEANINGS

These words have at least two meanings. From the list of definitions below, choose one or moremeanings for each word. Write a number in each blank. Clue: All the missing definitions wereseen or heard in the program Adaptations for Survival in the Sea.

Words with Multiple Definitions

burrow (a) ____2______; (b) _____4_____cell (a) ____10______; (b) a locked room for prisonersdigest (a) ____5______; (b) a summary or shorter version of a written worksponge (a) ____8______; (b) [Slang] a person who lives unfairly off of othersschool (a) a place of learning; (b) ___3________skate (a) ___9_______; (b) ____6_______tissue (a) ____7______; (b) a thin piece of papervenom (a) ____1______; (b) spite or ill-will

Definitions

1. poison

2. to hide or dig down into the earth

3. a group of fish that swim together for protection

4. a hole dug by an animal

5. to break down and absorb food

6. to glide, roll, or skim smoothly along

7. a group of cells that work together

8. a filter feeder that inhales food from water

9. a triangular, gliding, burrowing relative of the shark

10. the basic building block of living things



VOCABULARY: LATIN ROOTS

Many science words come from Latin, the language of the ancient Romans. This chart shows theLatin origins of some of the words in the program. Read the chart carefully. Notice how Englishwords are formed by combining Latin prepositions and verbs. Then complete the chart by writingwords from the Word Bank in the blank squares.

Latin Latin verbs Program verbs Other wordsprepositions

ad-: toward, in trajere; to pull or draw attract detract adaptationsthe direction of aptare: to fit adapt

contra-, con-: confundere: confuse confoundoff, against to throw off

de-: out of, from fendere: to strike defend fender

ex-, e-: from, excernere: to sift excrete expeldown, away out, discharge

in -: within, into, in jactare: to throw inject

pro -: forward, forth tegere: to cover protect detectbefore trudure: to thrust, push protrude intruder

re-: backwards, flectere: to bend reflex deflect

super-, sur-: vivere: to live surviveover, above, on top survival

adapt, adaptations inject protrude

project, projections confuse reflex

defend,defense survive excrete

protect, protection

WORD BANK



CHECKING COMPREHENSION

Read each question. Then cross out the word or phrase that is NOT a correct answer. Cross out oneor two answers for each question.

1. Which of these terms describes creatures with different ways of getting food?

bottom feedersscavengerspreyfilter feederspredators

2. Which of these words mean that organisms are living together?

antennaecolonysymbiosisschoolmutualism

3. Which of these ocean creatures are large?

sharkoctopusmanateeplanktonhuman divers

4. Which of these creatures are small?

planktonalgaepolypsmanateezooxanthaellae

5. Which of these ocean creatures have claws?

hermit crabsblind shrimpremoranorthern lobsterstonefish



CHECKING COMPREHENSION (CONTINUED)

6. Which of these organisms are ocean animals?

zooxanthaellaeblind shrimpsharkpilot fishsea horse

7. Which of these organisms are ocean plants?

zooxanthaellaeseaweedalgaestonefishcoral

8. Which of these creatures use camouflage to protect themselves?

sea horseangelfishfrogfishsharkstonefish

9. Which of these ocean creatures have tentacles or sharp spines?

stonefishsea urchinlion fishmanateejellyfish

10. Which of these animal parts does not stick out from the body?

antennaespinestentaclesdorsal finchromatophore



RECALLING DETAILS FROM THE PICTURES

Read each general statement from the program. Think back to what you saw after those words werespoken. Complete each drawing from memory. Then watch the program again to see if yourmemory was correct. This is great scientific training!

PROGRAM: Among the adaptations for survival in the sea, camouflage is one of the most commonand widespread.

draw an animal camouflaged against its background.

PROGRAM: Many species of fish prefer to swim together in schools.

Draw more fish like this one, to create an entire school of fish.

PROGRAM: Coral is a colonial organism.

Copy this coral polyp many times, to create an entire coral reef.



© Copyright 1998 AIMS Multimedia Adaptations for Survival in the Sea© Copyright 1998 AIMS Multimedia TITLE

RECALLING DETAILS: NAMES AND OBSERVATIONSMany words and pictures flashed by you as you saw and heard how organisms have adapted to life in the ocean. Howwell do you remember details from the program? Match each creature to its description.

__j___1. angelfish a. very large predator, light on bottom, dark on top, spearlike nose

__g___2. frogfish b. small fish, eats shark parasites, is carried along by shark

__l___3. gobie c. clear bloblike floating animal with stinging tentacles

__c___4. jellyfish d. creature with delicate gills that vanishes instantly into its hole

__k___ 5. octopus e. triangular, large, flat, shark relative, buries itself in sand

__b___6. remora f. egg-shaped creature, protected by armorlike spikes

__i___7. sea anemone g. fish that looks like sponge, fishes with built-in lure, tongue

__f___8. sea urchin h. world’s most venomous fish, has sharp spines on dorsal surface

__a___9. shark i. flowerlike invertebrates with stingling cells on long tentacles

__e___10. skate j. small, fast fish, brighlly colored to attract mates

__d___11. tube worm k. large, multiple armed, can change color instantly

__h___12. stonefish l. tiny fish that serves as eyes for, shares burrow with, blind shrimp



© Copyright 1998 AIMS Multimedia Adaptations for Survival in the Sea

OBSERVING AND DESCRIBING ANIMALS

Here are some of the organisms that appeared in Adaptations for Survival in the Sea. Match eachpicture to one of the names from the Word Bank below. Then, on a separate sheet of paper, writea description of one of these animals, based on what you see in the picture and what you saw andheard in the program.

Word Bank

angelfish marine turtle starfish

sea horse shark dolphin

DOLPHIN MARINE TURTLE ANGEL FISH

STARFISH SEA HORSE SHARK



TEST

Underline the correct answer to each of these questions.

1. In order for its species to survive, an animal needs:

a. food.b. protection.c. reproduction.d. defense.e. all of the above.

2. The sea raven, sea horse, frogfish, skate, and octopus all protect themselves by:

a. quick escape.b. camouflage.c. chromatophores.d. looking like other organisms.e. vanishing quickly into their holes.

3. What is aposematic coloration?

a. dyeing hair or fibers using seaweed and other ocean organismsb. coloring that can change instantlyc. coloring that blends into the backgroundd. coloring that warns other animals to stay awaye. changing color to match nearby animals

4. Some kinds of fish swim in schools, which enables them to:

a. change color quickly.b. be carried along by sharks and other large predators.c. hide at night.d. use sunlight to produce sugars and oxygen.e. confuse their predators with sheer numbers.

5. The relationship in which two different organisms live with and benefit each other is called:

a. photosynthesis.b. zooxanthaellae.c. mutualistic symbiosis.d. scavenging.e. aposematic coloration.



TEST (CONTINUED)

6. Which of these creatures is a plant eater?

a. manateeb. grey reef sharkc. northern lobsterd. frogfishe. hermit crab

7. What do you call an individual coral organism?

a. a colonyb. a polypc. a reefd. a tentaclee. a chromatophore

8. Although most coral polyps live in one place, they capture food by:

a. cleaning parasites off of sharks.b. keeping in constant contact with a goby.c. shooting out a lure called an illicium.d. waving their stinging tentacles.e. riding on the backs of hermit crabs.

9. Which of these is NOT part of the process of photosynthesis?

a. venomb. sunlightc. carbon dioxided. oxygene. chlorophyll

10. Which of these creatures is highest up in the ocean food chain?

a. zooxanthaellaeb. angelfishc. sharkd. seaweede. plankton

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