Sequence | Background | Objectives | Materials | Activity | Extensions | Evaluations

TOPIC-TITLE Marine & Aquatic Habitats Activities - Habitats and Deep Sea Environments AUTHOR Penelope Jarvis GRADE SUITABILITY Lower Elementary SCOPE Environmental Science Life Science

Sequence Before teaching the deep ocean environment activities, complete a unit on coastal processes and barrier island beach dynamics. A marine and estuarine pollution discussion would follow the deep ocean environment activities. < < go top

Background Summary The ocean consists of four zones: the epipelagic (sunlight zone), the mesopelagic (twilight zone), the bathypelagic (midnight zone), and abyssopelagic (bottom zone). Organisms have developed various adaptations enabling them to survive in their respective zones. < < go top Objectives Students will be able to do the following: Differentiate between the four zones of the ocean. Understand the diversity. < < go top Materials The Magic School Bus on the Ocean Floor Copies of the ocean zones view strip (Nature Scope) Crayons Non-pointed scissors Clear tape Glue < < go top Activity Introduce the two-week deep ocean environment unit by reading The Magic School Bus on the Ocean Floor. Next, the students would participate individually in assembling a view strip of the ocean zones. The view strip should depict different depths and temperatures at which marine plants and animals live. Each marine plant and animal is coded by a number. By looking at a key, children can locate the name or label. After taping or gluing the strip vertically, the students should color each plant and animal appropriately, following a description of the given organism. The view strips should then be displayed in the classroom and/or placed in each child's desk as a reference throughout the deep ocean environment and marine habitat units. Note: To enhance the students' experience, Pachabel's Canon in D (accompanied by ocean waves) could be played while the students are working. < < go top Possible Extension Students would do the following: Keep a daily oceanographer journal, recording topics of interest, new ideas learned, or questions to investigate as additional research. Create individual or group ocean life murals using watercolors or tempera paint, poster board or construction paper, and materials such as macaroni shells and cereal (Cheerio® and Shredded Wheat®) to provide texture. (The sea animals could be stuffed with newspaper to create a three-dimensional effect.) Each item should be correctly labeled. The murals would serve as a display in the room or as a hallway bulletin board. < < go top Teacher Evaluation Students should be able to correctly identify three to five plants and animals that live in the four zones of the ocean. Creation of the interactive ocean bulletin board with Velcro®-attached creatures could be used as an assessment tool. < < go top