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Index

131

134

134

135

136

137

139

140

141

141

Objectives

Tc help students;' Review the field activities Activities 1, 4!.

Link the field experiences to pre-trip cia. sroom work Activities I, 10,12, 14! .Use the field experience as the stimulus for language arts, music and artactivities Activities 1, 2, 3, 4, 5, 6, 7, 8, 9, 10!.Recall the different groups of mollusks and insects Activities 13, 15!.Appreciate the enrichment water invertebr tes add to their local environ-ments Activities 1, 2, 8, 15, 16!.

'l29

Activity 1; Create a Hab-itat � Bubble Room or

"Magic Submarine:........Works hect:

Organisms in TheirHabitats .....,..., ..10A

Activity 2: Sand Painting..Activity 3: Shell Mobile ...Activity 4: Descriptive

Words ~ e ~ ~ s ~ ~ s ~ ~ ~

Activity 5: Water Stories ..Activity 6: Sharing PoetryActivity 7: Cinquain

PoetryActivity 8: Water Creature

Poetry .Activity 9: Thank You

Letters........... ~..... ~ .Activity 10: "There Was A

Young Raven" � PoodChain Introduction .......Works hect s:

Insect Word Search.. 10B

Bivalve Word Search 10CMollusk Nord Search 10D

Mollusk Crossword ..10K

Sea Week Puzzle.....10L

Activity 11: Food Chain ... 144Activity 12: To Catch A

Fish � Predator-PreyRelationships............. 145Worksheet:

Fish Flies ...........10E

Activity 13: Insect andMollusk Review ........... 147Worksheets:

Mollusks and Insect

Squares.............10FInsect Concentration

Game 10G

Color the Mollusk

Review.............. 10'

Mollusk.............. 10 IActivity 14: Shell Treasure

Hunt 148

Worksheet:

Treasure Hunt.......lOJ

Activity 15: ClassroomAc tiviti es with Live

Insects .. ......... ... 148

Activity 16: Create A Pond 151

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Background:

Materials:

131

The field trip, as an ideal culmina-tion of Sea lUeek studies, is alsoan ideal takeoff point in itself forfurther r learning in the classroom.Thus, the following review activ-ities are so designed, facilitatinglessons across several subjectareas: art, science and math,language arts arid music.

Activity 1Create a Habitat-

Bubble Room or

"Magic Submarine"

This activity simulates severaldifferent habitats in an underwater

environment. As an artificial"immersion," it can be used toeither stimulate creative activities

or function as a retreat for aspecial reward.

If a "bubble room" is not possible,experiment with large cardboardboxes, or use a loft, hallway, orthe corner of a classroon. Bubble

rooms are special places withmagical appeal.

three-inch wide duct tape orstrapping tape not maskingtape!50-foot roll of six-foot wide..004-weight clear plasticacrylic paint comes out ofclothes with rubbing alcohol!paint brushesdrawing or manila papercrayonsscissors

scotch tapewaxed paperwindow fan

worksheet:

Vocabulary:

habitat

bottom

topsides

organisms

Procedure:

Or.ean:

132

in Their Habi-A!

Bubble rooms can be designedin many fashions . Thefollowing is among the simplerlayouts.

I ay three pieces of six- by12- foot clear plastic side-by-side on the floor. Tapethe edges together wherethey touch.

Pull one 12-foot side across tothe other edge. Tape thesetogether. At this point, youshouM have a 12-foot tube,open at both ends.

Cut a new piece of pl sticinto a three- by six- footrectangle to match the end ofthe tube. Close one end ofthe tube by placirrg the newlength of plastic across theopening.

Place a sturdy window fa» inthe other end. Turn it on to

inflate the bubble. Flave

students crawl past the fan.Once the~~'re in, temporarilyseal the plastic around thefan using clothes pins ormasking tape.

Brainstor m plans for bubble-room artwork:

What was on the bottom?

What was on the surface?

What was on the edges?What is in the open water?What changes would occur i fyou traveled from a pond tothe ocean?

Have students choose items

they want to see from thebubble room. Instruct them

to draw a picture of theobject on paper. Thesepatterns are then either tapedon the top and sides, orplaced underneath the bubblefor students to copy onto thebubble with paint. As theirconfidence increases, theymight wan t to delet e thepatterns and paint directlyonto the bubble. Leave one

area blank as a viewingscreen.

NOT E: Patterns may betaped inside or out. Itemsthat ordinarily would be outof the water--such as clouds,

flying gulls, or w ate r lilyblossoms--appear more realis-tic if they are painted on theoutside.

Picture suggestions:

Pond:

Top: bottom of a duck, fish,swimming heaver, duckweedroots, water strider.

Side': beaver dam, otterslide, fish, water boatn~an,b ee tie, s tern s.

Hot tom: clams, bottom fish,rocks, mud, litter.

Top: bottom of boat, bottomof an iceberg or float, bottom

7.

of gull, duck or sea bird, seaotter, whale.

Sides: seal, whale, fish,octopus, ship wreck, rocks,algae.

Bottom: shells, bottom fish,rocks, litter.

Construction hints: Paintingis best done on an inflatedbubble. Painting outdoorscan prove quite successful.Waxed paper makes an excel-lent paint-mixing palette foreach child. Acrylics stick tothe plastic, but eventuallymay begin to peel. It can becleaned off and the bubble

room recycled as anotherhabitat or for other uses.Heavy plastic cannot smotherchildren if accidently deflat-ed. However, do not uselight- weight materials.

6. Now your bubble is ready touse to further stimulatecreativity. Expand thebubble environment to includeauditory as well as visualexperience by playing tapesof appropriate music: seachanties, loon cries, song ofthe bearded seal, song of thehumpback whale, sounds of'surf, water dripping. Writepoetry inside. Sin g songsinside such as "Mud, Mud,Aiud" by Good Apple Pres s.

Write stories about livingunder water or beingtransformed into a predaciousdiving beetle see Ghost boatby Jacqueline Jackson!, orbeing a good fish in a bowl.Ilave a class storyhour in-side, reading water legendsor adventures. Design abubble room home for peopleliving at the bottom of pondsor oceans. Be sure to in-clude air locks. Contributedby Gerry Young, UniversityPark Flementary, Fairbanks!

The magic submarine also canbe used as a media bubble.

Leave a viewing window blankwhen you paint your subma-rine. Show your favoriteunderwater movie or slides on

the bubble from outside and

view on the inside. Students

can also create a water expe-rience for their classmates

inside the bubble, by mixingwater, food coloring and oilin a glass pan on an overheadprojector fccused on the sideof the bubble. Insects in

petri dishes projected fromthe overhead will squirm andswim on the side of the

submarine. Contributed byLinda Bode, I'oy ~k NalemuteSchool, Koyui~ '

Use the ~Or ani~ri: in theirHabitat s v, orksheet to review

habi tats.

133

Activity 3Shell Mobile

Materials:

Procedure:

Vocabulary:

Procedure:

2.

134

Activity 2Sand Painting

sand from field trip!bucket or dishpandried. tempera or printer's inkoven optional!sprinkler optional!paper

pencil or crayonglue such as Elmer's!

Collect sand from the beach

and prepare it for painting:Strain it. For a half-hour,soak the sand in printer's inkor dried tempera, mixed in ast ron g solution of rubbingalcohol. Dry sand.

Have students draw picturesof shells on paper, then putglue on the drawing for onecolor of their picture.

Put one color of sand in asprinkler. Allow students tosprinkle the glue with sandfrom the sprinkler or withtheir fingers. Let the gluedry, then dust off the excesssand.

Repeat steps 2 and. 3 foradditional colors.

thread, fishing line or dentalfloss

supports: dowels, coat-hanger wire, or pieces ofdriftwood

variety of shells from fieldtrip!white glueelectric drill with small bit,or hand drill, or hammer andsmall nail.

balance

names of shells chosen

mobile

Make a hole in each of theshells with an electric drill.This is time consuming. Mostteachers pre fer to drill theholes before class.

Tie thread, fishing line ordental floss to the shells.

Cut a support to the desiredlength. Suspend the thread-ed shell from the end of it.

Add as many balancing partsto the mobile as time andimagination allow.

Materials:

Vocabulary:

Procedure:

135

Additional Art Activities:

1. Make a collage of life nn thebottom of. a pond or tide pool.

? . Make a picture of an insect,hell, beach or pond, using

only natural materials.

3. Have students illustrate the"Young Raven" song inActivity 10.

4. llave students draw shells or

insects, labeling them withtheir common names. Then

have them add a new name of

their own invention.

5. Make crayon resist sea crea-tures.

6. Make water color seascapes.

7. Make collage seascapes, usingreal sea or beach objects withcrayon and paint.

8. Make shell pins by gluingsafety pins to the back ofshells.

Activity 4Descriptive Words

objects found on the shoresof an ocean or pond Thesewill be used to illustrate

texture, size, shape, densityand temperature. Represen-tative ob ject s inclu de shells,sand, driftwood, stones,moss, water, plants, birds,clouds, sunlight. !task cards described below

descriptiontexture

shapesize

densitytemperature

Discuss description and wordsused to describe objects.Introduce students to the

major category headings:texture, shape, density,temperature and size, usingexample s from the classroomto illustrate.

Divide the class into smallgroups. Give each groupcards with the following ques-tions:

2.

Activity 5Water Stories

What do you see with a ~sha ethat could be described asround? Oblong? Triangular,Rectangular? Pointed?Curved? What other wordsdescribe the shapes of theseobjects? Procedure:

What do you see with a~deustt that could be de-scribed as solid? Hollow?Spongy? Porous? Nonporous?What other density words de-scribe the objects?

What do you see with a

scribed as hot? Cold?Clammy? Cool? I.ukewarm?What other temperature wordsdescribe the objects?

What do you see with a sizethat could be described asnarrow? Large? S mall? T all?Short? Thick? Heavy? Bulky?What other words describe thesizes of objects?

Have the groups workthrough the task cards.

For review at the end of theperiod, assign each group atask card or part of a taskcard to present to the rest ofthe class.

136

What do you seetexture that couldacr>bed as slick?Rough? Soft? Slimy?Coarse", Knobbed?Hairy'? Waxy?

with abe de-

Hard?

Velvety?Fur rv?

Use the following "Story Starters"to initiate stories in class. Eitherhave students complete the storieson their own, or pass the storyfrom student to student. Here aresome "starters":

S ud denly, be fore my eyes, theshell began to grow.

INy dog began baI king fiercely atthe strange creature that wasfloating toward shore.

I was beachcombing [or exploringa pond J one foggy afternoon andsuddenly bumped into a....

The frothy wave leaped up ontothe dock and carried me away onits crest.

I always thou ght sea monsterswere make believe until....

I was slowly opening the clam shelland to my great amazement dis-covered....

As I was wigghng my toes in thesand, my foot struck somethingstrange.

Activity 6Sharing Poetry

Background:

Materia Is:

VocabuIary:

frow poems

Procedure:

137

I was studying this bivalve shell,when suddenly it moved its twohalves and said...

I was exploring a beach [or pond]one rainy afternoon when I sud-denly began to shrinkl Soon Iwas the si ze of a [ periwinkle,snail, etc.].

find the inside of a univalve

shell the most won der ful home

because...

Poetry links the natural world withlanguage arts and also can helpexpress values and feelings. Theaddition of poetry to Sea Weekprovides the opportunity to devel-op articulation and verbalizationskills.

felt-tip penslarge format paper

~ poetry~ rhyme~ selected words

used in class

I, Ilave the poems on largeformat paper for group visi-bility�.

2. Either read the poems to theclass or have individual

students read them orally.

3. Have the class memorize partsor all of a poem.

4. Elave students illustrate a

poem.

Sea Shell

The Snail

138

5. Write and add lines or changephrases, substituting eitherAlaska situations in general,or specific inspirations fromthe field trips.

Sea shell, sea shellSing me a song, 0 pleasefA song of ships and sailor

men,

And parrots and tropicaltrees,

Of islands lost in the SpanishMain,

Which no man ever may findagain,

Of fishes and corals underthe waves,

And sea horses stabled ingreat green caves.

Sea shell, Sea shell,Sing of the things you know

so well.--Amy Lowell

"Sea Shell" by Amy Lowell is from

Reprinted by permission. !

I took away the ocean onceSpiraled in a shellAnd happily for months and

months

I heard it very wellHow is it that I should hear

What months and months

before

Had blown upon me sad andclear

Down by the grainy shore.--David McCord

The above poem by David McCordis from One at a Time, published

nl""".permission. !

Little snail, little snail,with your hard, stony bed,

First stick out your horns,then stick out your head.

Oh, where is the little snailgone, I pray tell?

He has drawn himself up,head and horns, in hisshell.

--Isaac Taylor Headland

" The Snail" by Isaac TayIorHeadland is from Chinese Mother

Goose, published by FLeming H.RReve 1, Co. Reprinted by permie-slon. !

Creatures

Background:

Materials:

Vocabulary:

Procedure:

--Maxine Kumin

139

see here the diving beetle issplit

flat on the underside like apeach pit

and Kindergarten blue thefrail

biplanes of dragonflies touchhead to tail

and water measures on jury-rigged

legs--dent the surface filmand whirligigs

crowblack and paddle-footedspin.

clock-wise and counter-somehow locked

in circus circles and back-swimmers all

trim as college racingshells

row trailing their four eyesupside down

and mayflies seek the under-sides of stones

to squirt their eggs in rowsas straight as corn

and only after clamber out todrown

and pond's stillness nippledas it

by rain instead is pockedwith life

and all, all except the blackhorse leech

let pass my entering paleenormous

flesh.

" Creatures" by Maxine Kumin is

Harper and Row. Reprinted bypermission. !

Activity 7Cinquain Poetry

Cinquain is a form of Japaneseverse. The Japanese constructtheir poems by numbering sylla-bles. The following is a simplifiedversion for use with your stu-dents. On completion, they willhave created a simple five-linepoem about their favorite shell.

pencilspaper or cinquain worksheets

cinquaindescribe

doingphrase

1. Klaking a simple worksheetwith blank spaces for eachword will ease the instruc-tions for your students.

2. Split the class in to smallgroups or work as a class.

Materials:

pencilpaper

Procedure:

Example:

F.xample:

140

3. Instruct the students to fillin the lines as follows:

A. On line one, write thename of your favoriteshell or favorite part ofSea Week! .

B. On bne two, write twowor ds describing thesubject.

C. On line three, wri tethree words that tellwhat the subject does,or is doing.

On line four, write ashort phrase about thesubject.

On line five, w rite aword that means thc

same thing as the wordor words on line one.

4. Ask students to volunteer toshare their poems with theclass.

Shore

Sandy stormyVisses, splashes, restsChanges with the oceanBeach

Seaweed

Brown orangeSways clings floats~Rakes homes for limpetsAlgae

By Brit ta Weller, C.ery Young'sclass, University Park Elementary,Fairbanks !

Activity 8Water Creature Poetry

1. F3 ave each child select amollusk or insect.

2. Now have them write theanimal's name from top tobottom down the left-hand

margin of their paper.

3. A sl. them to write a sentencebeginning with each letter ofthe animal's name.

Collect them carefully at thebeach.

I ook at the shell, inside andout.

A r e you goin g to eat one?M-m-m-m! It was good.

These "poems" can easily hecompiled into a class hook.

Background:

M ate ria Is:

pencilpaper

Procedure:

2.

Materials;

Vocabulary:

predatorpreyplanktonadaptation

141

Activity 9Thank You Letters

1. Have the class write letters to

all support personnel whowent on the field trip.

Have the class help you makea list of people who should bethanked. Then let them

decide the most appropriatethank you. Drawings or artproiects could accompanyletters as a special thank! ou.

Divide the letter writing andcraft responsibilities for eachthank you among studentvolunteers.

Activity 10"There Was A Young Raven"-

Food Chain

Songs can teach food chain con-cepts, The following song is sungto the tune of "There was an Old

Ladv Who Swallowed a Fly." Afterlearning the song, discuss whethera raven is adapted to eat a bear.

In this activity students will beginto recognize the connection be-tween animals and their food

sources. Other post-trip activitiesdeal with the complete food web.

There was a Young Raven"songworksheets;

...Insect Word Search �0B!...Bivalve Word Search �GC!...Mollusk Word Search �0D!...Mollusk Crossword �0K!...Sea Week Puzzle �0L!

Procedure:

1. Teach the class the followingsong:

There was a young raven whoswallowed a mayfly

I don't why, she swallowed the flyPerhaps she' ll die.

There was a young raven whoswallowed a water strider

That wiggled and swiggled andtickled inside her.

She swallowed the strider to catch

the flyI don't know why she swallowed

the flyPerhaps she' ll die.

There was a young raven whoswallowed an otter

She teetered and tottered and

swallowed that otter

She swallowed the otter to catch

the fish

She swallowed the fish to catch the

frogShe swallowed the frog to catch

the strider

That wiggled and swiggled andtickled inside her.

She swallowed the strider to catch

the fly.I don't know why she swallowed

the fly.Perhaps she' ll die.

There was a young raven whoswallowed a bear.

She died right there.

There was a young raven whoswallowed a frog.

What a hog, she swallowed a frog.She swallowed the frog to catch

the strider.

That wiggled and swiggled andtickled inside her.

She swallowed the strider to catch

the fly.I don't know why she swallowed

the flyPerhaps she' ll die.

There was a young raven whoswallowed a fish

Without a dish, she swallowed afish

She swallowed the fish to catch the

frogShe swallowed the frog to catch

the strider.

That wiggle and swiggled andtickled inside her.

She swallowed the strider to catch

the fly.I don't know why she swallowed

the fly.Perhaps she' ll die,

142

2. Rewrite the "Young Raven"song using saltwater orga-nisms or organisms found onyour field trip.

3. Discuss students' individual

eating habits, as well as theirpreferences for certain foods.For example, some may prefermeats, whereas others mayprefer plant foods such asvegetables or fruit. Similar-ly, insects and mollusks alsohave their own food prefer-ences.

4. List the foods insects eat.

Insects cat plants live,dead, algae! or captureinsects and other smallanimals, or collect the plank-ton floating in the water.

5. List the foods mollusl.s eat�.

i~,lollu sks eat other mollu sks,plankton and algae, andoctopus even eat crab.

I look like

I live

143

ADDITIONAL LANGUAGE ARTS

ACTIVITIES

Use water-related words for a

spelling list, includin g shell orinsect names and parts, the nameof the beach you visited, types ofweather you encountered, andother words that students will

associate with their Sea Week

experiences.

Have the class copy the folio win gsentences from the board. Iiavethem choose one insect or molluskto be, and have them then com-plete the following sentences.

Begin the activity with a classdiscussion of the ocean--its ecolog-ical balances, pollution, and othersubjects. To end the activity,have each student complete thissentence: "Hi! My name isI onnie Limpet. The ocean isworth saving forever because

Listen to a recording of "La Mer"by Claude Debussy. Discuss whatit would be like to be a shelled

animal living in the sea. As acontrast, listen to Richard Rod-

gers' "Victory at Sea," and use itas a basis for discussing the sea'sdifferent moods.

Make shell grab bags. Place oneshell in each bag. With studenthelp, create a list of descriptivewords. One at a time, have stu-dents put a hand in a bag withoutlooking, and either a! name theobject, b! describe the object withdescriptive words and have theclass guess what it is from thedescription, or c! play "T wentyQuestions," having the class askdescriptive questions about theobject.

Use the Insect Word Search �0B!,Bivalve Word Search �0C !,Mollusk Word Search �0D!,Mollusk Crossword �0M aud SeaWeek Puzzle �0L! worksheets toreview terms.

Write "Tongue T wisters" such as"She sells seashells by the sea-shore n

Ask students to write a storyabout a day in the life of theirfavorite invertebrate.

Design a button about shells ideas: beauty of shells, uses ofshells, "catchy" sayings!.

Activity 11Food chain

Materia Is:

Example: apple

Vocabulary:

food chain

144

butcher papercrayons

construction papertape or gluesclssoI's

l. !Vith students, make a cross-section mural of your fieldtrip. Place mollusks orinsects on the mural where

students found tl1em.

losing either the cross-sectionmural or new student illus-

trations of water creatures,construct a food chain of the

interaction at your site.

3. Barn swallows collect 900

insects per day to feed theirbabies. Insert barn swallows

and mosquitoes in your foodchain. Have students list

other possible beneficialcharacteristics of mosquitoes.

Have students create a food

chain for a food item theyconsume.

Seed company � farmer � sun,soil, water - truck � fruitcompany � airplane � grocerystore � parents � lunchstudent.

Activity 12To Catch A Fish - Predator-Prey Relationships

usually either a caddis fly, mayflyor stor ofly. These insects arcimI>ortart and popular food sourcesof freshwater fish. Fishing peopletry to imitate the appearances ofthese insects with bits of for,feathers and other materials tiedwith string to a hook. They thentry to recreate the behavior of theinsects by placing their fac imileslightly on the water surface ordangling them below the sur'face.Alask ans fly fish for grayling andtrout in streams and rivers. The

same strateg'y is used in mostsport fishing. The popular pixielure, for instance, imitates theflash of a small fish in the water.Fish also are always on the lookoutfor one of their favorite foods, thered roe of salmon. People whomake flies have learned this andoften include lit tie bits of red tocatch the eye of the fish.

Background:

Fish eat insects and people eatfish. People have understood thissimple food chain for a long timeand take advantage of this under-standing to create the sport of flyfishin g.

Fly fishing, as well as fly tyin g,is a popular sport and an ancientart. The first book on fly fishingwas published in En gland in the1600s. It was written by DameJulianna Berners, lady prioress ofBritain's Sopwell Nunnery. Itstitle was "A Treaty on FysshingWith an Angle." The most famousearly book on fly fishing, how-ever, was written about 150 yearslater during the Eighteenth Centu-ry by Izaak Walton, now famous asa conservationist. Walton's book,which is still widely published, i.,titled "The Compleat Angler." The"fly" used in fly fishing imitatesone of the freshwater insects,

There may be a fly fisher in yourcommunity who could visit yourclass to explain the craft and showstudents some "flies." If you livein an area with a sports or fishingstore, they may be able to eitherlend you some flies, have one oftheir staff visit, or be able torecommend a fly fisher in yourcommunity.

Materia Is:

reproduction of fishing flypictures

~ fishing flies optional!pencilpaperworksheet:

...Fish Flies �0E!

Vocabulary:

food chain

fly fishinglure

predatorprey

145

Procedure:

6.

2.

7.

Examples:

9.

5.

lo.

146

Ask how many students eatfish. Where do they gettheir fish? Where did the

fish originally come from?What are the habitats of some

of the fish they eat? On theboard, draw a picture of afish and a person, with anarrow between the two.

Ask students what that fish

ate. e. g., another smallfish! Then ask what the foodof the fish ate. Draw each

addition to the food chain and

continue the questioning untilyou have all the componentsof a food chain on the board.

The final or ganic componentshould be a plant If you getinto the plankton line, theanimal plankton eat plantplankton! . Remind studentsthat all plants require water,air and sunshine,

Explain to students that thepicture on the board is a foodchain becau se all the animalsand plants are linked togetherby what they eat.

Discuss with students the

ways people get fish--trapthem in nets, catch them withworms or other bait, orotherwise trick them into

biting a hook or a lure. Whohas ever fished with lures'.

What did the lure look like?

I f studen ts are not familiar

with fly fishing, remind themthat fish eat insects, so somepeople try to copy insects to

catch fish, Show them the

pictures of either the fishingflies or the actual flies. Use

the worksheet and have them

identify the aquatic fliescopied by people who flyfish.

Next have then create a flyth at would catch an Alaskan

fish. They can either draw apicture of their fly or useconstruction paper and artscraps to construct one.

Brainstorm with your studentswhat other animals might becaught with lures thesedemonstrate predator-preyrelationships! .

A Little Red Riding Hood lurewould catch a Big Bad Wolf.

Princess lures catch dragons.

Merchant ship lures catchpirates.

Ahab, Jonah or Pinochio lurescatch whales.

Green willow sapling lurescatch beavers.

Pac M an lu res catch teen-

agers.

Make a mobile to illustrate as

many lures as the studentscan imagine.

leave students research what

the Native people of theircommunity use to attract fish.

2.

Materials:

3.

Vocabulary:

~ similarities

~ differences

~ mollusk

~ insect

4.

Procedure:

147

Activity 13Insect and Mollusk Review

shell or insect specimens fromfield trip or class collectionscissors optional!worksheets:

...Mollusks and Insect

Squares �0F!

...Insect Concentration

~fl G!... Color the Mollusk Review

�0H!...Mollusk ~Matchin IOI!

1. Review invertebrates with theclass, Remind students that

mollusks and insects are bothgroups of invertebrates.Discuss the similarities andthe differences of one theyhave found previously or nowhave in class.

Break the class into small

groups. Instruct the groupsto separate the b1ocks on theMollusks and Insect ~Suaresworksheet. Have each groupfind the two heading squares:Insects and Moliusks. Next

have the class work withtheir group, and split theremaining squares betweenthose two categories. Final-ly, check students' place-ment of squares, then havethem explain why they putthem there.

Ask students: if a person wasto turn into an insect, whatwould have to change? Gettwo more legs/arms attachedto thorax, grow wings, losebones and get a hard skin. !Repeat the questions withmollusks. Ask students to

draw either themselves or a

famous person to resemble aninsect or mollusk CaptainCook Dragonfly, Ulysses S .Grant Stonefly or VenusScallop!.

Use the Color the Mollusk

Review and Mollusk I~Vlatchinwork sheets and Insect Con-

cent ration Game to reviewmollusks and msects.

Activity 15Classroom Activities

With Live Insects

M ater Ia IS:

Materials;

aquarium or gallon jarsscraps of meat for foodjarswater plants and litterfood coloringpetri dishIndia ink or food coloringoverhead projectoryeastdroppersugar

Vocabulary:

Vocabulary:

Procedure: temperaturewater level

records

food preferencepreypredatorchase

ambush

grabbite

Procedure;

148

Activity 14Shell Treasure Hunt

samples of a variety of shellspencilwork sheet:

... Treasure blunt �0J!

bivalve

ur ivalve

toug< i, smoothol c'

nevi

d r;lied

Ias gcsmall

'!istribute the shells through-cu< the classroom so students

do n<>t hav< t< rrowd.

1'.eview thc names of each

"hell, or label the shells withtheir n:.ries.

the .' reasure !Iur<t wc zk-

sheet tc iriitTate student"! s<- vati<>ns, Part of that

shee.. lias been left blank soy<iu ea» «dd questions youv:ould lik<. to ask.

Atter students have filled the

sheet, review ar d have the<ajustif r their responses.

To keepion g- termaquarium.structions,book. Ifthem onlythem in

the animal for

study set up anFor detailed in-

see the source

you plan to keepa few days, placethe refrigerator,

5.

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replacing their water withfresh water at regular in-tervals. Be sure to releasethe insects to their orzgrnaihomes when your studies arecomplete.

The aquarium is a good placeto observe interactions and

see the drama of life playedout. Students can watch

insects chase each other, eatplants, or change from imma-ture to adult. Even with

close observations, you willmiss much of the interaction

that takes place. Keepingrecords will provide you withclues throu gh which to workout the mysteries. Count thenumber of organisms put intothe tank and record the

number daily. Any change innumber will indicate thebirths or deaths of individu-als, and will provide clues tothe dynamics of your system.Keep records of temperaturesand water levels for futurereference.

When feedirrg orgarrisms, seewhat they like best. Is themost basic preference choiceplant or animal? Do theve getation eaters p refer deadleaves found in their originalhomes? Live water plants' ?Live leaves from trees?

Lettuce? Something else?Try a variety of foods for theanimal eaters, too. Whichinsects eat the most'? The

least?

4. Add mosquito larvae or pupae or other easily gatheredinsect prey! to the aquarium.keep a count and keep acover on the aquarium so youcan keep track of how rsanyhatch. Watch to see who eats

the most, Try another pr eyand see if the same predatoris the chief predator. Howdo the predators catch the

prey--chase, ambush, grab,bite? Try keeping the preyconstant and varyin g preda-tors in the system. Recom-mended predators: preda-cious diving beetles, dam-selflies, dragonflies and waterstriders. !

An overhead projector pro-vides an opportunity for theclass to view in sect move-

ments as a group withoutcrowding around a pan.Place a live insect ir. a petridish or other clean containerwith just enough water toallow the animal to move.

Place the dish on the over-

head projector. The light isenough stimulus for action.If the critter crowds the ed@'e

of the dish or gets out of thefield of view, it can beguided with a pencil or dullprobe. Does the insect moveits body up and down or fromside to side? Does it use

legs or other appends ges tostroke with". Or does it move

by jet propulsion as does thedragonfly? A drop of ink orfood coloring will mark thecurrents created by thesemovements See procedure 7of this ar tivity! . IIave theclass pantomime the movingstrategies they witness.

Animals that filter their foodfrom the water do not seem toprovide drama, action, orconcrete experiences forstudents. This situation canbe changed by marking food.Color yeast with India ink orsome other insoluable dye.Place your dyed food in withi'lter feeders. Clear animals,such as some of the smallplankton creatures, are thebest for this experiment.The more transparent the

10.

7.

8.12.

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creature, the easier it will beto see what is going on.Remove the creatures fromthe water, and look for thedyed food in their digestivetracts under a microscope.

Insects create currents in the

water for a number of differ-ent functions, such as breath-ing, swimming and feeding.Students can trace thesecurrents with a drop of foodcoloring or ink. Each stu-dent, or group of students,should have a petri dish withwater and an insect, and afood-color dropper. Havestudents experiment bydropping drops in variousplaces around the insect--head, tail, abdomen, thorax.What happened? Ask stu-dents to hypothesize aboutthe uses of the currents theydiscover.

Remove caddis-fly cases.Provide the naked caddis flieswith both natural and syn-thetic raw materials withwhich to b uild cases. Now

observe their construction.At which end do they start'?How long does it take? Whatmaterials do they prefer?Which materials do theyrefuse?

Place plankton in a separategallon jar aquarium, or pur-chase some brine shrimp.Keep it in a well-lighted area,but not in direct sunlight.Let students observe theplankton through a microscopeor magnifying lens every day.Keep records of temperaturesand water levels. Havestudents periodically drawwhat they see, trying toidentify animals or bodyparts. Do some organisms

disappear, or new ones ap-pear'. How does the popu-lation change?

Separate the same number ofplankton into four smallerjars, placing them in differentareas of the classroom. Onx oil paper, list facts aboutthe environment of each jar,such as the number of plank-ton, temperature, amount oflight, and number of timesmoved by students each day.Students can brainstorm otherdifferences ~ Observe for aweek to 10 days. How doeseach population dif fer? Usehand lenses or microscopes toobserve.

Keep two identical jars at thesame spot, but have twice asmany organisms in one jar asthe other. Record differ-

ences in the jar, as in proce-dure 10.

Add a teaspoon of sugar to aj ar of plankton. What hap-pens? Can people get toomuch sugar?

What is the plankton's besthabitat? What is the best

learning environment in theclassroom? How would learn-

ing bc effected by heat orcold, by adding twice asmany students, or by remov-ing lights?

Use mosquitoes as a focus ofstudy. Place water withmosquito larvae in a screen-covered jar. Keep track ofthe number of larvae bykeeping daily records tofollow their life cycle, Drawpictures of them daily. Howlong do they remain larvae?How long do they stay in thepupal stage? Have someone

Activity 16Create A Pond

Background;

Materials;

"t reat-

Procedure:

3.

4,

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volunteer to provide thefemale her requisite bloodmeal. P.eplace her in the jar.Watch for egg-laying behav-ior. How long from the timethe insect draws blood untillarvae appear? Ask studentsto predict how long after apuddle-producin g rain therewill be a mosquito "outbreak."

Plankton activities contributed byGerry Young, University ParkElementary, Fairbanks. !

If you do not have easy access toa pond, or even if you do, youcan make ponds for study pur-poses.

~ shovels

clear plastic sheetingthermometers

~ a variety of pondments"

1. Split the class into groups.Have each group create apond and keep records.

Dig shallow, gradually slopingdepressions in soft ground.Line the ponds with clearplastic.

At this point, the variationsbegin . H ave students addwater to their ponds. Somecan add tap water, otherspond water, stream water oreven ocean water.

Have each group treat itspond differently. For exam-ple, while some can belaissez-faire and leave their

pon ds completely alone,others can manage themintensely.

6. Possible treatment of pondsinclude adding soil, addingfertilizer, adding plants,ad din g animals, coverin gponds with clear plastic,covering ponds with darkmaterial.

5. In each pond,records of

turbidity, waterand animal life.

the variations?

rain, predation,algal growths� !provides thehabitat? The

habitat?

keep dailytemperature,level, plantWhat causes

SunIight,reproduction,

Which pondbest plantbest insect

I.abel the shells in your museumwith the following information.name of shell, where found, inter-esting fact about shell.

Draw a bivalve or univalve shell,labeling the important parts.

Create a recipe using an insect asone of the ingredients that anotter or bear might order if thesewere "fast food" streams.

Design a matching game using thetypes of insects with the predatorsthat eat them.

Draw an outline mop of the pondor stream you visited. Mark areaswhere fish might seek food andsuggest styles of lures for fishingin that pond or stream.

ADDITIONAL SCIENCE AND MATH

A CT I VI T IE S

Draw a picture of an ideal dragon-fly or periwinkle habitat. T ellwhy it is good for the dragonflyor periwinkle. Draw a picture ofthe perfect habitat for a person.How does the habitat meet theneeds of the person? Contributedby Gerry Young, University ParkElementary, Fairbanks. !

S tart a she11 museum in yourclassroom. Establish rules forhandling and displaying shellsbefore the shells start arriving .Set up your museum as a displayfor the whole school.

Split the class into groups.Provide each group with a col-lection of water objects. Askstudents to place the objects ingroups and then justify theirgroupings. Possible groupings clas sifi cation s ! include:shells/not shells, bivalves/uni-volves, objects once alive/neveralive, or color, size, shape ordescriptive groups.

What is a shell made of? Put

broken bits of shells in vinegar {aweak acid! and observe the reac-tion. Then try putting chalk,beach sand, gravel, coral, glass,aluminum or other materials intothe acid. { Shells are rtade ofcalcium carbonate, a base, whichwiII react in the presence of anacid. !