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

TOPIC-TITLE Marine & Aquatic Habitats Activities - Collecting Field Trip AUTHOR Joan Barle Jolene Landner GRADE SUITABILITY Middle School SCOPE Marine Habitats

Sequence Discuss local marine habitats and some of the inhabitants before this activity begins. Provide information on marine habitats not found in the local area to allow students to compare and contrast all the marine habitats. Direct students on collecting procedures they should follow and give them information they need before taking the field trip. < < go top

Background Summary There are many different types of marine habitats such as coral reefs, oyster reefs, deep-ocean environments (hydrothermal vents and cold seeps), salt marshes, wetlands, rocky shores, and/or mangrove swamps. The organisms that inhabit these environments have adaptations that enable them to occupy a particular niche and often survive competition. The increase in human population has led to the degradation and alteration of many organisms' habitats throughout the world. In order to protect and conserve these fragile areas, students must be informed of the functions and importance of habitats and the organisms therein. < < go top Objectives Students will be able to do the following: Identify and describe each marine habitat. Name some of the organisms found within each marine habitat. Gain an awareness of protecting marine habitats. < < go top Materials Journal or notebook Pencils Field guides and other reference materials Zip-loc® bags to collect non-living specimens < < go top Activity Students will research select marine habitats and associated flora and fauna located near the area in which they live. Students will then go on a field trip to one of these habitats. While in the field, students will be grouped into cooperative learning teams. Each team will describe the area and record observations in a journal. Students will collect at least three specimens (keeping only non-living specimens). They will identify, classify, and describe the physical characteristics of each specimen. They should also record descriptions and classifications in their journals. If possible, drawings or pictures of living specimens should be included. Each group will meet after the field trip to consolidate its data and discuss what was collected. Each group will then present its results to the class. In each group's presentation, students should address the following questions: What type of habitat did you visit? What organisms did you find? Would you find these same organisms in another type of habitat? If transported to a different environment, would the organisms survive; describe why or why not. What type of human actions would affect these organisms and habitats? Describe the effects of these human actions on the organisms (For example, dredging of channels, point and non-point source pollution, or the filling of salt marshes). What can be done to preserve and protect these organisms' habitats? < < go top Possible Extension Have students visit a different habitat and compare and contrast this habitat and its associated flora/fauna with the habitat they researched. Have students visit an aquarium and describe the environments they observe and the interaction between the organisms and the simulated environment. < < go top Teacher Evaluation The instructor will evaluate the oral presentations and students' journal. Evaluations of the oral presentations should consider the number of questions addressed, the accuracy of content, and the presentation style. < < go top