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A Hands-on Guide to Hawaii’s Sandy Shore Habitat

Created by:

Colby Kearns & Sylvie Bright

Grade Level: Second Grade

Purpose: This curriculum is designed to communicate:

I. How the sandy shores of Hawaii are physically and biologically

structured.

II. What the major natural and human induced impacts to the sandy shore

habitat are.

III. How science and conservation are working together to study the sandy

shore habitat and manage the people and resource within the habitat.

Hawaii Content and Performance Standards (HCPSIII) Addressed:

Standard 1: The Scientific Process: Scientific Investigation: Discover, invent, and

investigate using the skills necessary to engage in the scientific process.

Benchmarks

SC.2.1.1. Develop predictions based on observations

SC.2.1.2. Conduct a simple investigation using a systematic process

safely to test a prediction

Standard 3: Life and Environmental Sciences: Organisms And The Environment:

Understand the unity, diversity, and interrelationships of organisms, including their

relationship to cycles of matter and energy in the environment.

Benchmark

SC.2.3.1. Describe how animals depend on plants and animals

Standard 4: Life and Environmental Sciences: Structure And Function In

Organisms: Understand the structures and functions of living organisms and how

organisms can be compared scientifically.

Benchmark

SC.2.4.1 Explain how plants and animals go through life cycles

Standard 5: Life and Environmental Sciences: Diversity, Genetics, And Evolution:

Understand genetics and biological evolution and their impact on the unity and

diversity of organisms.

Benchmark

SC.2.5.1 Identify distinct environments and the different kinds of

organisms each environment supports

Rationale:

The sandy shore makes up a large portion of Hawaii’s coastal habitats and ranges

in color from white, black, green, and red. It provides a habitat for many of the

plants and animals that support the lifestyle and culture of island residents, as well

as, a place where recreational activities can be enjoyed by all. This curriculum

promotes an enhanced understanding within Hawaii’s youth on how the sandy

shore habitat functions, how we use and study it, and how that use impacts the

habitat. It uses hands-on, inquiry-based activities to promote an enhanced learning

about Hawaii’s sandy shore habitat.

Concept Map for Unit: See attached sheet

Formative Assessment:

Students will demonstrate continued learning throughout the unit through

successful completion of activity specific worksheets, accurate data collection, and

daily written explanations of what they did, saw, and learned for each activity.

Summative Assessment:

Students will present their complete knowledge about the sandy shore through the

design and construction of a diorama. Students will choose one plant or animal

that lives above the sand, below the sand, or within the nearshore water and design

a habitat appropriate for its survival including all the abiotic and biotic components

necessary for survival. A written report will be done to explain the components of

their diorama and demonstrate their understanding of who lives on the sandy shore,

why they live there, how they survive in the harsh environment, and what they

need to ensure survival. Students will improve on their communication skills by

giving an oral presentation about their project.

Overview of Lessons Chart: See attached sheet

Unit Concept Map

Sandy

Shore

What is the sandy shore?

What materials can be found on and

make up the sandy shore?

What is sand made of? How is

sand created?

Who lives above the sand, below the

sand, and in the near shore waters?

How do plants and animals use the

sandy shore habitat during different

stages of their life cycle?

What are some of the current

threats to the sandy shore habitat?

What is marine debris? How

does it get to the sandy shore?

What can each of us do to help

conserve our sandy shore?

Timeline Lesson and Topic Concepts Student Objectives Activity description Assessment

Week 1

Unit Introduction

to Hawaii’s Sandy

Shore Habitat

(Field Trip) &

Exploring Hawaii’s

Beaches

The sandy shore is made up of

abiotic and biotic components.

It is where the sea meets the

land providing a habitat for a

multitude of life.

Students will identify what they

know and what they want to know

about the sandy shore. They will

learn how to be a good observer and

make predictions based on

observations.

Students are introduced to

basic vocabulary they will

encounter the unit and go on a

field trip to the sandy shore

where they make their own

observations of the habitat.

“I Think Of “

worksheets &

prediction

drawings

completed

Week 2 Scavenging the

Sandy Shore &

What Is Sand

Objects found on the sandy

shore can be: evidence of

plant life, animal life, humans,

and non-living material. Sand

is made up of different kinds

of materials.

Students will explore and identify

different materials that are typically

found on the sandy shore and make

up sand. They will classify each

item and record the information on

their activity sheet.

Students discover the types of

things that can be found in or

on the sand. They observe

sand samples using a digital

microscope. They identify the

different components of sand.

Predictions made

& “I Spy”

worksheets

completed,

Questions Formed

& “Sand on

Stage” worksheet

completed

Week 3 Hermit Crabs in

the Classroom &

Crustacean Critters

Hermit crabs live in and on

the sand and require the same

needs as all animals to

survive.

They will learn the

physical/behavioral characteristics

of hermit crabs through hands-on

experience. They will identify the

basic things animals need to

survive.

Students observe live hermit

crabs and learn about/discuss

their essential needs for

survival.

Problem Solving

skills developed &

Drawings

completed

Week 4 Hawaiian Monk

Seal Jeopardy &

Monk Seal

Research

Expedition

Endangered Hawaiian Monk

Seals use the sandy shore

habitat for reasons such as sun

bathing and breeding.

Students will discuss the general

and physical characteristics of

monk seals and observe they via

video tour in their natural habitat.

Students play an interactive

game of jeopardy. They

explore their use of the sandy

shore habitat on a virtual

research expedition.

Game questions

answered,

Datasheets &

“What We Know”

strips completed

Week 5 Hawaii’s Sea

Turtle Observer &

Hawaii’s Sea

Turtle Exploration

There are 3 different types of

sea turtles found in Hawaii.

The Hawaii Green sea turtle is

most common and can be seen

frequently on the sandy shore.

Student will make observations of

different types of sea turtles. They

will learn the anatomy and life

cycle of the Hawaiian green sea

turtle.

Students learn the 7 types of

sea turtles in the world. They

make their classmate into a

human turtle model and learn

the steps of their life cycle

through computer- based

observation.

Questions formed

& “Sea Turtle

Observer,

Anatomy, and Life

Cycle” worksheets

completed

Week 6 Life Cycle of

Hawaii’s Honu &

Field Trip

The sandy shore habitat is

used by sea turtles in Hawaii

for basking and laying eggs.

Students will be able to describe the

life cycle of a sea turtle and learn

about their predators. They will

also observe and survey them in

their natural habitat.

Students demonstrate their

knowledge of a sea turtle’s life

cycle during a game of tag.

They will collect their own

data on a scientific survey.

Survey datasheet

& Game

completed

Week 7 Oil on the Beach &

Sink or Float

Humans impact the marine

environment and sandy shore

in many ways such as oil

spills and creation of marine

debris.

Students will identify different

materials that could be used to clean

up an oil spill and how to decrease

the risk of oil pollution. They will

classify different types of marine

debris and understand how they are

harmful to marine life.

Student will learn how oil is

spilled and why it is

impossible to clean up. They

will also explore the concept

of marine debris through

hands-on experimentation.

Predictions made

& Data or

answered

collected through

experimentation

Week 8 Human Impacts to

the Sandy Shore

(Field Trip)

Humans can have both

negative and positive impacts

to the sandy shore habitat.

Students will experience and see for

themselves the results of human

impacts. They will develop a

better understanding for how their

won actions, as well as, the actions

of others around them can impact

the environment.

Students will collect, sort, and

chart debris found during a

beach cleanup. They will

discuss how humans can have

a positive and negative impact

on the habitat.

Active

participation in

cleanup effort

Week 9 Project

Presentations

(Summative

Assessment)

Review of all concepts

covered in the unit.

Students will demonstrate their

cumulative knowledge of the sandy

shore.

Students create and present a

diorama and written report on

their favorite sandy shores

critter including all the abiotic

and biotic components

necessary for their survival.

Clearly

demonstrates

knowledge of

abiotic and biotic

components of the

sandy shore

habitat

Unit Title

Concepts

Key concepts students

will learn

Standards Addressed

HCPS III

Duration

1 hour

Source Material

MARE

FOSS

Other

Vocabulary

List the necessary

vocabulary words –these

should also be including

in the background

information so the

teacher knows what they

mean

Lesson Title

Summary Overview of lesson or activity

Objectives • Students will be able to

• Student will

Materials List of equipment

Making Connections Connections to previous lessons, personal experiences, unit topic, etc.

Teacher Prep for Activity What to do before classroom implementation

Background Overview of subject or topic in simple terms

Procedure Step-by-Step process on how to carry out the lesson

Assessments How will you determine if the students fulfilled the objectives?

Resources

Where did the background information come from?

Places to read/learn more

Etc.

Extension Activities Field Trips or going further activities

Art/Math/Literature Connections Get creative! How can you tie this lesson into other subjects – give a

description.

Name: ________________ Date: ____________

Pre-Assessment

1. Abiotic means:

o Non-moving

o Living

o Moving

o Non-living

2. Biotic means:

o Non-moving

o Living

o Moving

o Non-living

3. Sand is made of:

o Rocks

o Shells

o Glass

o Concrete

4. On the sandy shore I could see living things such as:

o Rocks

o Coconut Tree

o Sun

o Crab

5. On the sandy shore I could see non-living things such as:

o Turtle

o Rocks

o Marine Debris or Trash

o Plants

6. What kind of pollution can you find on the sandy shore?

7. Are people good or bad for the sandy shore? Why?

8. What types of predators do baby sea turtles face on their way to the ocean from

the sandy shore?

9. Why is sand different colors?

Name: ________________ Date: ____________

Post-Assessment

1. Abiotic means:

o Non-moving

o Living

o Moving

o Non-living

2. Biotic means:

o Non-moving

o Living

o Moving

o Non-living

3. Sand is made of:

o Rocks

o Shells

o Glass

o Concrete

4. On the sandy shore I could see living things such as:

o Rocks

o Coconut Tree

o Sun

o Crab

5. On the sandy shore I could see non-living things such as:

o Turtle

o Rocks

o Marine Debris or Trash

o Plants

6. What kind of pollution can you find on the sandy shore?

7. Are people good or bad for the sandy shore? Why?

8. What types of predators do baby sea turtles face on their way to the ocean from

the sandy shore?

9. Why is sand different colors?

Quarter 3 – Science Project

Aloha!

This quarter we will be exploring the sandy shore habitat of “A” Bay.

The quarter end project will be in the form of a diorama. This time

the diorama cannot be larger than a boot box, I will have to take them

to a science conference in May, and I am restricted by the airlines.

Each student will pick an animal from the list on the back, and include

the model (no live animals please!) of the animal in its natural habitat

based on what they have learned and their research. In addition to the

animal/habitat model, each student will have to give a short oral

presentation (5 to 10 minutes) describing the various biotic and abiotic

(living and non-living) things that are part of that animal’s habitat and

turn in the written part of their oral presentation. This time a

bibliography is required. As always, the project will represent 100% of

the science grade as well as part of the writing and oral communication

grade on the report card.

Students will gather their information from the library, internet and

the classroom. It is up to the student to decide what materials they

will use, and how they plan on displaying their habitat. Students are

100% responsible for their work. Parents can help BUT the student

MUST have done MOST of the work.

All projects are due on Tuesday, March 6th, 2006. Late projects will

not be accepted and will be graded with a “U”. This gives the students

6 1/2 weeks to complete their projects. If you have any questions

and/or comments, please feel free to contact me at 883-2165 or by e-

mail at [email protected].

Mahalo,

Sylvie Bright

Materials you might want to use:

1 box with one side cut out (mandatory, that’s the diorama frame)

Paper and tagboard in different colors

Glue

Paint

Modeling clay

Plastic animals

Rocks, twigs, sand, etc…

Let your imagination run wild!!!

Steps to follow to get you started:

1. Students use paint or paper to cover back, sides and bottom of box. Cover

the box with a thin layer of glue and sprinkle whatever you want for the

floor of your habitat.

2. Make plants. If you use tagboard, you can make the plants stand by making

tabs at the bottom and glue them to the box.

3. Add animals made from paper, modeling clay or store bought. Walmart has a

lot of really cheap stuff.

HAWAIIAN SANDY SHORES ANIMALS YOU CAN CHOOSE FROM, PICK

ONLY 1!

Above the sand (nearshore water) Under the sand

jellyfish - portugese man-o-war sand (mole) crabs

plankton Ghost crab (this can

Striped mullet also be seen above

the sand).

_____________________________________________________

Above the Sand

Wandering Tattler Sanderlings

Hawaiian Stilt

Pacific Golden Plover ________________

Hawaiian Mussel Near the Shore

Limu (seaweed) (Plants)

Cowry (reticulated) Beach Naukapa

Hawaiian Monk Seal Coconut trees

Hawaiian Green Sea Turtle (Honu)

Hermit Crabs (Left Handed & Seurats)

(Others may be accepted with teacher’s consent)

Name: ______________________

Science Rubric for quarter 3 science project: Hawaii’s Sandy Shore

Advanced Proficient Partially Proficient

Novice

Science Benchmark S2.1.1 S2.3.1 S2.5.1

Student shows

evidence of the

key elements to

survival in the

depiction of the

organism through

a rendition of its

habitat by means

of a diorama. The

diorama has the

biotic and abiotic

elements of that

habitat. The

project is very

detailed and

imaginative.

Student produces

an accurate

rendition of a

habitat by means

of a diorama. The

diorama has some

biotic and abiotic

elements of that

habitat.

Student produces a

somewhat accurate

rendition of a

habitat by means

other than a

diorama. The

project is

incomplete and

without details.

Student produces

an inaccurate

rendition of a

habitat or the

student has no

project to show

the class.

Language Arts Writing Benchmark LA 2.5.1

Chooses an

organism of the

Sandy Shores unit

and consistently

stays on topic

providing insightful

details on the

subject.

Chooses an

organism of the

Sandy Shores unit

and maintains

focus on topic

most of the time.

Many details on

the subject are

noted.

Chooses an

organism of the

Sandy Shores unit

and maintains

focus on the

subject some of the

time. Not too many

details are noted.

Chooses an

organism of the

Sandy Shores

unit but no focus

on the subject.

Barely any details

to the piece of

writing or no

report is given.

Language Arts Oral Communication Benchmark LA 2.6.2 LA 2.6.4 LA 2.6.6 LA 2.6.7

Gives a highly

effective

presentation

speaking loudly

and clearly with

great intonation,

looking at the

audience, able to

read report

comfortably, able

to answer

questions from

audience, uses

project to make

presentation more

interesting.

Gives an effective

presentation

speaking loudly

and clearly,

looking at the

audience, able to

read report, paper

is not in front of

face, able to

answer questions

from audience.

Gives a somewhat

effective

presentation by not

doing 3 of the

following: Speaking

loudly and clearly

enough, looking at

the audience, able

to read report,

paper not in front of

face, able to

answer questions

from audience.

Gives an

ineffective

presentation by

not doing 4 or

more of the

following:

Speaking loudly

and clearly

enough, looking

at the audience,

able read report,

paper not in front

of face, able to

answer questions

from audience.

Sandy Shores

Concepts

There are many aspects

of the sandy shore in

Hawaii. Many

examples of abiotic and

biotic components of a

habitat can be observed

on the sandy shore.

This includes a broad

range of topics from the

individual grains of sand

to plants, animals, and

more complex

biological and

ecological interactions.

The sandy shore is an

ecological junction

where the sea meets the

land providing a habitat

where a multiplicity of

life forms can find ways

to survive, thrive, and

interact with each other.

Standards Addressed

2.1.1

Duration

~ 1 hour

Source Material

MARE Sandy Shores

Vocabulary

Abiotic

Biotic

Habitat

Shore

Hawaii’s Sandy Shores Summary Students will be introduced to basic vocabulary that they will

encounter continually throughout the sandy shores unit. As they

acquire information and construct knowledge, they will gain a better

understanding of the sandy shore and the plants and animals that live

in and utilize the habitat.

Objectives • Students will identify what they know about the sandy shore

environment

• Students will identify things they want to know about the

sandy shore environment.

• Students will learn the aspects of being a good observer

through hands-on learning activities.

• Students will make predictions about what they might find on

the sandy shores of Hawaii.

Materials 1 Beach Bucket

Example vocabulary words for the sandy shore

K-W-L Chart

“I think of” worksheet

Plain white paper (1 sheet/student)

Crayons or coloring pencils

Making Connections Students may recall personal experiences when they have visited

Hawaii’s sandy shores. These experiences will be represented in

their ability to recall and provide personal perspectives on different

aspects of the sandy shore.

Teacher Prep Make a list of six or more words (or use the list provided) associated

with the sandy shore environment. Cut out the words and place them

in a beach bucket for students to draw from during the activity. Copy

one each of both the K-W-L chart and “I think of” worksheets per

student in your class.

Background No background materials are necessary for the students at this point.

The introduction to this unit is designed to acquire information about

what the students already know and want to learn about the sandy

shore. Provide a brief description of the unit topic and the types of

things they will be exploring and learning about throughout the unit.

Procedure 1. Start a sandy shores vocabulary list that you will add to at the beginning of

each lesson and hang it in front of the classroom while they work. Read,

define, and write the new vocabulary words from this lesson on your list.

2. Work with the students to complete the K & W portions of their sandy shore

K-W-L chart. (HINT: It helps to make a master chart on the board in front of

the class to provide a visual example of what they should do.) (~ 5 minutes)

3. Collect the K-W-L charts and pass out an “I Think Of” worksheet to each

student.

(HINT: Keep the K-W-L charts together in a safe place. You will need to get

them out again at the end of the unit to have the students fill in the L portion).

4. Read the directions for “I Think Of” aloud as a class. Explain that one student

will pick a word out of the beach bucket. They need to write that word in the

left column of their worksheet. Then, they will have ~ 4-5 minutes to write

down the words or phrases that they first think of when they hear that word in

the right column of their worksheet.

5. Walk around and have one student at a time pick a word from the bucket, read

it out loud to the class, and facilitate completion of the worksheet for each

word.

6. Repeat step four until all the words have been used and the worksheets are

complete. (~ 30 minutes)

7. Collect the “I Think Of” worksheets and pass out a blank piece of white paper.

8. Next, explain that they need to think about and make predictions about what

things they might see on the sandy shore during their field trip. If a field trip is

not an option, simply have them imagine what their sandy shore would look

like if they were going on a field trip. Have each student write the name of

their beach at the top of the page (e.g. Sylvie’s Sandy Shore). Tell the students

to draw a picture of all the living and nonliving (biotic and abiotic) things they

think or predict would be found on their sandy shore.

9. To end the session, review the key concepts listed below and close the session

by congratulating the students on working hard and on the successful start to

their new science unit on “Sandy Shores.”

Key Concepts:

1. The sandy shore habitat is made up of abiotic and biotic components.

2. The sandy shore provides a place for many kinds of plants and animals

to survive, thrive, and interact with each other.

Assessments Worksheets Completed

Prediction drawings completed

Literature Connection Discover Hawaii’s Sandy Beaches & Tide pools by Katherine Orr

The beginning of the book discusses highly relevant topics such as how waves and

currents make the beach, what sand is made of, why sand is different colors, and what

life is like for plants and animals on the beach. The remainder of the book moves on

to discuss tide pools and provides a good review of information the students may have

learned about in first grade. The tide pool organisms in the book are also a good

review and introduction to sandy shores. The students may see some of these

organisms on Hawaii’s shores that are sandy with some rocky portions.

Art Connection – Who Lives on the Sandy Shore Classroom Door Using the plant and animal coloring/riddle sheets that come with this lesson design

and make your own sandy shore on the door of your classroom. Cut out the riddles

for each of the coloring pages and have each student in your class choose one riddle

that they are interested in. Have the students bring the riddle sheet to you and give

them the coloring page that goes with it. Explain that they will each be responsible

for coloring and cutting out the plant or animal that matches their riddle. (HINT: it is

fun to play the riddle game after the art activity to see what they learned and shared

with one another while coloring and cutting SO mention it while they are working and

encourage them to pay attention to the information on their riddle card). After all the

students have finished coloring and cutting out their picture, have each student come

up to the door one at a time and place it in the area of the sandy shore where they

would most likely be found. (HINT: the students like to write their name next to their

animal or plant on the door and claim their work)

Door Prep: First, cover the bottom of the door with blue paper to symbolize the ocean

(it helps to draw a few waves), cover the middle of the door with brown paper to

symbolize the sandy shore, and finally cover the top of the door with blue to

symbolize the sky (it helps to draw a sun and maybe a cloud or two). Then, think of a

title for the door that pertains to the sandy shore and overall unit and place it at the top

of the door or along the side. Finally, draw additional landscape features (mountains,

trees, etc.) on the door where there is open space to fill in the gaps.

Extension Activity – Field Trip to the Sandy Shore If possible this lesson should/could be followed by a field trip to a sandy shore. While

visiting the sandy shore students should collect individual sand samples from different

areas along the sandy shore (e.g. rocky and sandy areas) to obtain a variety of samples

to observe in class next week. You will need one small plastic bag for each student.

Students should also make field observations of the abiotic and biotic things they see

during the field trip. You will find the worksheet designed to accompany the field trip

within the lesson materials. Each student should get a copy of the worksheet. This

may also be a good time to do the KNOW portion of the unit K-W-L chart. If so, skip

step 1 in today’s procedure and begin with step 2. Step one will be completed at the

sandy shore when the class first arrives. Take chart paper, markers, and easel or large

surface to write on to the sandy shore. Do only the KNOW portion with the students

on the field trip. They can fill out the KNOW and WANT TO KNOW portions of

their worksheets once back in the classroom.

STUDENT NAME:

Sandy Shore K-W-L Chart

What I KNOW About

The Sandy Shore

What I WANT TO KNOW

About The Sandy Shore

What I LEARNED About

The Sandy Shore

SAND

CRAB

TURTLE

PALM

TREE

SAND

CASTLE

BEACH

WAVES

STUDENT NAME ____________________ Write the word that was picked from the beach bucket in the left side or column of

the chart. Write down the first thing that you think of when you hear the word in

the space across from it on the right side or column of the chart.

When I Hear The Word... I Think Of…

STUDENT NAME ________________________

Sandy Shore Field Trip Datasheet

I collected my sand sample from ___________________________________________

________________________________________________________________________

_______________________________________________________________________ .

While I was walking on the sandy shore I observed things like:

How were your observations today different than what you predicted you would see

in your drawing?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Write the name of all the things you saw on the sandy shore. You should list abiotic and biotic things.

_______________________________________________________________________ .

Above the

Sand

Hermit Crabs (Left Handed & Seurat’s)

I hide in my shell home when I am scared.

I am a decapod which means I have 10 legs.

When I get too big for my home, I move into a new one.

I am the most active at night.

I come in many shapes and sizes.

My shape and size may change often.

My left hand is a lot bigger than my right.

Above the Sand

Hawaii Green Sea Turtle

My name in Hawaiian is “Honu”.

I have the largest shell in my family.

My favorite food is green algae called limu.

I am hunted for my shell and meat for

jewelry, money, and food.

Human related disturbances like hunting,

marine debris, and coastal development have

made me an endangered species.

Above the Sand

Hawaiian Monk Seal

I live mostly in the Northwestern Hawaiian Islands.

I like to eat fish, spiny lobsters, octopus, eels.

I am an endangered species.

I come to shore to rest and have babies.

I can dive up to 600 feet and hold my breath for

20 minutes.

Above The Sand

Limu (Seaweed)

I am usually greenish in color.

I like to live on coral reefs.

I am a favorite food of vegetarians like the honu.

Sometimes you can find me washed up on the sandy shore.

Above The Sand

Cowry (Reticulated)

I am one of the most commonly collected shells.

I make nice jewelry like earrings and necklaces.

I have a hard shell and soft body inside the shell.

In water you can find me attached to rocks and under ledges during the day.

I am nocturnal and only like to come out and move around at night.

You can find my shells washed up on the shore but sometimes it may be broken.

Above The Sand

Broken Coral Fragments (Cauliflower Coral)

I am usually found in warm, tropical waters.

I am made up of millions of tiny organisms called polyps.

I can be many different colors.

I look like white rocks when found on the shore.

I provide a home for all types of animals like fish, octopus, shells, and others.

Above The Sand

Hawaiian Stilt

I am an endangered bird species found in Hawaii.

I have long, bright link legs that look like stilts.

I like to live in wetland areas like marshes, ponds, and near the shoreline.

I have a long bill, am white on my underside, and dark black on top.

I like to wade in the shallow water of my habitat.

Above The Sand

Pacific Golden Plover (Kolea)

I fly to Alaska from Hawaii every summer to nest and have babies.

I fly 3,000 miles in 2 days at a speed of 60 miles per hour.

I can be seen in many different places like grasses, rooftops, trees, and along the shore.

I am mottled color when I arrive in Hawaii in the winter.

I have a black spot on my chest when I leave Hawaii in the summer.

Above The Sand

Hawaiian Mussel

I usually am half buried in the sand on the shore.

I like rocky, intertidal or high wave action shorelines.

I attached myself to my home with strong byssal threads.

I live in large groups with lots of other Hawaiian mussels around me.

I have a black, roundish shell with two perfectly matched sides.

Near The Shore

Beach Naupaka

I am a shrub and can be found in the mountain or near the beach.

My flower is look like it is cut in half or missing petals.

If you combine the flowers from my shrub in the mountain and the beach we are a perfect

match.

I am one of the most common beach plants found in Hawaii.

My leaves can be used to defog your snorkel mask before you get in the water.

Under & Above The Sand

Ghost Crab

I am pale in color and difficult to see.

I live in burrows on the shore near the waterline.

I am mostly nocturnal BUT some kinds of me can be seen at dusk and dawn.

I have ten legs, am very fast, and can move in all directions.

Above The Sand

Wandering Tattler

I live near mud flats, sandy beaches, rocky coastlines, and streams.

I usually live by myself or sometimes travel with one other.

I only live in Hawaii in the summer and fly to Alaska for the winter.

My Hawaiian name is Ulili.

I have a long bill, spotted feathers, and orange or yellow legs.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

Species List

Sandy Shore Habitat

• Pacific Mole Crab

• Pallid Ghost Crab

• Naupaka

• Cauliflower Coral

• Reticulated Cowry

• Hawaiian Mussel

• Left Handed Hermit Crab

• Nomura’s Hermit Crab

• Seurat’s Hermit Crab

• Limu

• Green Sea Turtle (honu)

• Hawaiian Monk Seal

• Portugese Man-o-War

• Palm Tree

• Sanderling

• Wandering Tattler

• Hawaiian Stilt

• Pacific Golden Plover

• Phytoplankton

• Mullet

Sandy Shores

Concepts

Objects found on the

sandy shore can be

grouped into: evidence

of plant life, animal life,

humans, and non-living

material.

Standards Addressed

2.1.1, 2.1.2, 2.5.1

Duration

1 hour

Source Material

MARE Sandy Shores

Vocabulary

Beach

Beach drift

Marine debris

Currents

Tides

Waves

Sand

Exploring Hawaii’s Beaches

Summary Students make observations and identify the different types of things

that can be found on the sandy shores of Hawaii. They will learn

how to properly group or classify the different things they observe

during the activity.

Objectives • Students will explore and identify different materials that are

typically found on the sandy shore and record those

observations.

• Student will learn about the steps involved in the

classification process

Materials Activity 2: On the Beach “I Spy”

For each group of students:

4 different photos or pictures of beaches

(HINT: try to have different pictures for each group so you get a

broad range of observations from the students)

4 “I Spy” datasheets


Hawaii’s sandy shores. They will learn how to become good

observers by recalling those experiences and using pictures to

identify different types of things they might see or find on the sandy

shore.

Teacher Prep Activity 2: On the Beach “I Spy”

Set up four stations in a section of the room with 4 different beach

pictures and 4 “I Spy” datasheets per station.

Background A beach is made of very small particles that cover part or all of the

shore. It is made up of everything that has been washed onto it from

the land or the sea. The sandy shore is made up of biotic and abiotic

materials. Rocks and minerals are carried from the land to beaches

from streams, rivers, and other water sources. Plant material and

animal parts can be washed up onto the beach. Waves and wind push

sediment and beach drift from the water onto the beach. Beach drift

is anything that is living or nonliving that washes up onto the beach.

Marine debris is garbage that can be found in the ocean or on the

sandy shore. Garbage made of plastic, glass, metal, and other

materials can all become marine debris. Visitors who leave their garbage on the beach add to

the amount of marine debris found on the sandy shore. Humans can also dump marine debris

into the ocean from the land or sea.

Currents and tides move marine debris throughout the ocean. Waves crashing

against the shoreline break and grind it up into fine pieces. These pieces become smooth and

rounded over time and form into tiny grains of sand. This sand is washed up on the shore and

creates the sandy shore.

Procedure Activity 1: Partner on Parade (This should take no longer than 15-20 minutes)

1. Ask the students to come to the front of the room or another large open space and have

them form two lines facing each other – BE SURE each student has a partner across from

them

2. Explain to the students that they will be working in teams of two and they will need to

cooperate with their partner, follow directions, and talk quietly with one another. Remind

the students that to be a good listener they should never interrupt your partner and always

look directly at them when talking. Explain that to have a good discussion each person

must be a good listener and speak clearly when it is his or her turn.

3. Tell the students that you will be asking questions or giving them a topic to talk about with

their partner. They will be given about 1-2 minutes to discuss after they have been given

the question or topic – YOU will say GO, to start the discussion! Their discussion with

their partner should stop when they are tapped lightly on the shoulder by the person in

front of them. YOU will facilitate the end of each discussion by tapping the first two

students in line.

4. Pose questions or topics from the following list one at a time:

• When was the last time you visited the beach?

• What do you think of when you hear the word “sand?”

• Describe different places that you might find sand.

• Where do you think sand comes from? What is it made of?

• How do you think sand gets to the beach?

5. At the end of each 1-2 minute discussion period tap the first two students and wait until the

last two students stop sharing.

6. Ask the students to share (one at a time) what they talked about with their partner.

7. Have the last student in the right line move to the front of the line and all other students

move down one to the next partner.

8. Repeat steps 4-7 for each of the remaining questions.

9. At the end of the activity, ask the students to count of by 4 (may need to use a larger

number for bigger classes) to establish four working groups for the next activity.

Activity 2: On the Beach “I Spy” (This should take ~30 minutes)

1. Read the background information aloud to the students. Read, define, and add the new

vocabulary words to your sandy shores vocabulary list.

2. Ask each group to move to their numbered station and wait quietly for directions.

3. Explain that each group should have four different pictures of beaches in Hawaii. They

should each take one “I Spy” worksheet and put their name on the top.

4. Read the directions at the top of the worksheet out loud to the students. Explain that they

will be making and recording the things they see on the beach in their pictures on their

worksheet. Remind the students that good group work means that they work together and

share their thoughts and ideas about the pictures.

5. Move around to each group and facilitate good observations by pointing out important

aspects of the pictures they may have missed or overlooked. Allow about 7-10 minutes to

complete their observations.

6. At the end of the observation period, give the students 2-3 minutes to finish recording their

observations on their worksheet.

7. Once they have finished their worksheets, ask the students to raise their hands and share

their observations. Make a list on the board of all the things they observed.

8. At the end of the activity, congratulate the students on their good listening and group work

skills.

Assessments Predictions Made

Worksheets Completed

STUDENT NAME __________________________

“I Spy” Datasheet

On the beach I can see…….

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

4. ___________________________________________

5. ___________________________________________

6. ___________________________________________

7. ___________________________________________

8. ___________________________________________

9. ___________________________________________

10.___________________________________________

Sandy Shores

Concepts

All the abiotic

(nonliving) and biotic

(living) things that can

be found under or above

the sand can be broken

down into tiny grains of

sand. Sand is made up

of tiny bits of everything

that is found on the

beach.

Standards Addressed

2.1.1, 2.1.2, 2.5.1

Duration

1 hour

Source Material

MARE Sandy Shores

Vocabulary

Scavenge

Scavenging the Sandy Shore

Summary Students will also explore the types of things that can be found in or

on the sand. They will learn the difference between the abiotic

(nonliving) and biotic (living) components of the habitat and be able

to correctly identify them. Students will also make basic

observations of various kinds of sand and discuss how they are

similar or different from one another.

Objectives • Students will be able to identify the different categories of

material that make up the sandy shore environment.

• Students will be able to correctly classify or sort those

materials as evidence of either living or nonliving things.

• Students will be able to identify basic differences between

different types of sand including color, grain size, and many

others.

Materials Activity 1: Beach Bucket Scavenger Hunt

For the teacher:

4 pieces of large chart paper

(1 for each of plant, animal, human, and non-living categories)

Markers

Masking tape

For each group of students (based on groups of four):

1 plastic tub or sand bucket

Enough sand to fill each tub or bucket half full

Pieces of beach drift and marine debris

(You will need at least 2 from each of four categories: evidence of

plants, animals, humans, and non-living material for each group)

4 sheets of white paper labeled for the four categories

Markers

Activity 2: Basic Sand Observations

4 bags of different types of sand

Making Connections Learning about the different types of materials that can be found on

the sandy shore will provide students with a firm understanding of

both the living and non-living components that make up the habitat.

By observing and touching different types of sand students will begin

to understand that not all sand is the same and why some beaches in

Hawaii look different than others.

Background This lesson is an extension of “Exploring Hawaii’s Beaches” (lesson 1) and a prep for “What

is Sand?” (lesson 3). Therefore, no background information is necessary as all relevant

information and topics will be covered within the background for the next lesson.

Teacher Prep for Activity Activity 1: Beach Bucket Scavenger Hunt (based on groups of four)

Make the four beach buckets/tubs with at least 2 items from each of the four categories of

material found on the beach buried inside. Set up four stations with one bucket and four

category observation sheets (white pieces of paper) per station.

Activity 2: Basic Sand Observations

Collect four sand samples from different beaches such as black, green, pebble, and white

sands. Break up the samples into separate baggies being sure to make enough of each

different kind for the number of work stations you will have set-up in your classroom.

Procedure Activity 1: Beach Bucket Scavenger Hunt (This should take ~ 25 minutes)

1. Read, define, and write the new vocabulary word on your sandy shores vocabulary list.

2. Tell the students they will now have the chance to explore their very own beach right in

their classroom.

2. Tell them they can work as a group ( Hint: remind them about good group work behavior)

to find and identify all the items that are buried in their bucket. Assign each student in the

group the responsibility of completing one of the four category sheets for their group.

Tell them to feel the sand and pick up pieces of drift and debris to look at more closely.

They should keep all the sand in the tub so the classroom will stay clean.

3. After they have made some observations, ask the students to sort or group the items into

each of the four categories (plant, animal, human, and non-living).

4. Explain that we must be patient and look closely to find evidence of living things.

5. Move around the classroom and visit each group to make sure they are properly sorting the

items into categories.

6. After they have sorted the items into the four groups, ask the students to record the names

of the items on each of their sheets.

7. When each group has finished sorting and recording, tape the four large pieces of chart

paper on the board and ask the students to name items from their bucket for each of the

four categories until all the items have been named.

Activity 2: Basic Sand Observations (This should take ~35 minutes)

1. Divide the students into groups of four (more if necessary) and have them move to a work

station.

2. Explain that they will now have the opportunity to observe different types of sand from

different beaches in Hawaii.

3. Have each of the four students in a group pick one bag of sand on the table. Tell them

that for now they should not open the bag. They should make observations by feeling and

looking through the bag.

Ask probing questions such as:

a. How big are the sand grains?

b. Can you tell what they are made of?

c. What colors can you see?

d. What do the tiny grains of sand look like?

4. As a class, discuss the results of their observations. How are the samples similar? How are

the different?

5. Next, have each group compare their four samples. Have them discuss how the four

samples are the same and different.

6. Questions & Answer session

Ask the students to imagine a cowry shell buried in the sand on the beach.

Question: How might it end up as sand?

Answer: The waves break it up into tiny pieces. It gets smaller and smaller and mixes

in the waves with other pieces of broken material like rocks and plants.

Ask the students to imagine a rock on the top of Mauna Kea.

Question: How might it become sand?

Answer: Its breaks off and a river carries it to the ocean.

Ask the students to imagine a piece of coral.

Question: How might it become sand?

Answer: Waves wear it down after the coral dies and waves and currents carry it to

the shore. Parrotfish might also bite off a piece of the coral and crunch it into

small bits.

Summary Question: Why might there be so many different colors of sand?

Answer: Different colors indicate that the sand is made of different things such as

rocks, shells, coral, glass, and many others.

7. At the end of the session, ask the students to make sure they have cleaned up around

their workstations and review the key concept from the lesson.

Sand is made up of tiny bits of everything that is found on the beach.

Assessments Worksheets completed

Observations made

Sandy Shores

Concepts

Sand grains can be made

up of animals, plants,

rocks, minerals, and

other debris. Grains of

sand come in many

different shapes, sizes,

and colors.

Observational

differences in sand

grains can provide

information about where

it came from and how it

got to the beach.

Standards Addressed

2.1.1, 2.1.2, 2.5.1

Duration

1 hour

Source Material

MARE Sandy Shores

Vocabulary

erosion

observations

What is Sand?

Summary Students make observations using digital microscopes or hand lenses

and identify the different types of things that make up the sand on

Hawaii’s beaches. They will also explore the living and nonliving

components that make up all the tiny grains of sand. They will gain a

better understanding of how sand is formed and what it is made of.

Objectives • Students will make observations of different types of sand.

• Students will explore and identify different materials that

make up individual sand grains.

• Students will understand how sand is formed and moved from

one place to another.

Materials (based on groups of four students) 4 bags of different types of sand

4 hand lenses or 1 microscope (digital) with a computer

4 index cards

Glue

Crayons, markers, or colored pencils

4 Sand on Stage worksheets

Magnets

Rock and mineral kit (substitute with large examples of rocks and

other materials that may be found in the sand samples)


Hawaii’s sandy shores. Learning about the different types of

materials that make up the sand on the shore will provide students

with a firm understanding of where sand comes from and how it is

formed.

Teacher Prep Set up four working stations (more may be needed for larger classes)

in the classroom. There should be one station for each group and

each station should have all the materials listed above. Make an

anticipatory chart on the board. Use the following titles for the two

columns:

• Some things we think we know about sand

• Some questions we have about sand

Background Sand is formed by the erosion of living and nonliving material by

wind and water. Sand grains can be all different sizes. Usually they are about the size of a

grain of salt. Sharp pieces of broken materials become smooth and round like tiny pebbles

after years of rubbing together in the wind or water. Individual sand grains can be made of

rocks, shells, coral, plastic, glass, plastic, and many other materials. Almost all the materials

in the world can be eroded into sand. The sand on most of the world’s beaches is made of

quartz and clay.

In Hawaii we have different colors of sand because it is made of different materials.

White sand can be made up right at the shore, where waves crash into coral reefs and shells

that are broken down into white sand. Black sand beaches in Hawaii are formed from eroded

lava rock. As Hawaii’s mountains erode, their fragments will make their way to the beach

from rivers. On the shore sand grains of all types, colors, and sizes may move hundreds or

thousands of miles down the shore or to other beaches from waves, currents, and tides. The

movement of the ocean causes sand to shift to and from the shore keeping the tiny grains of

sand in constant motion. The constant movement of sand changes the shape and make up of

our beaches everyday day. The sand on the beach today may not be the same tomorrow.

Procedure Activity 1: Up Close Observations and Recording

1. Read aloud the background information with the students. Read, define, and write the

new vocabulary words on your sandy shore vocabulary list.

2. Have each student make a sand slide using one of the samples on their table. Ask

each student to make circle on one index card with glue and sprinkle some of their

sand on top. (HINT: demonstrate the process for the students before they make their

own) Have them write the name of the place their sand came from on their card.

3. While they are making their sand slide, work them through the anticipatory chart.

4. Give each student a sand on the stage worksheet. Work through the sheet one

question or task at a time with the students. Have them record their observations and

answers to each question as they go. The following is one way you might guide the

students through the activity:

Question 1: Look closely at your sand with a magnifier (lens or microscope). List or use

crayons to show all the different colors you see. Encourage students who have a

difficult time with writing to use crayons.

Question 2: Draw a big picture of some of your sand grains. They can use the examples

pictures in question #3 as a guide.

Question 3: Circle the pictures that have shapes like your sand. Have the students examine

their sand slide using the lens or microscope and pay special attention to the

shape of each grain.

Question: Why are some grains smooth and others are sharp?

Answer: Round grains have be worn smooth over many years and sharp or angular

grains were broken more recently.

Question 4: Gently rub a magnet on the outside of your sand bag. Are any of your grains

attracted to the magnet? If so, what color are the magnetic sand grains? Have

the students gently move the magnets around their bag of sand. If any grains are

attracted, this is evidence that their sand contains some magnetic minerals like

iron. These grains are usually black

Question 5: Which of the following things can you find in your sand? Have the students work

together and help one another determine what makes up their sand sample.

Question 6: Look at the rock kit or substituted materials. Does your sand have pieces or

grains that match any of the materials? List the kinds of rocks or materials.

Have students work together and help one another match materials to their sand.

Question 7: Which sand in your group is the lightest color? Which one is the darkest? Put

them in order from lightest to darkest. Have the students pass their sand slides

around to the other members of their group.

Question: What can we learn by observing the color of your sand?

Answer: Colors give you clues about where your sand is made of. Dark colors are

often volcanic and light colors are usually made of animals like shells,

corals, or quartz from mountains.

Question 8: Compare your sand slide to the size chart below. Imagine the black dots are

grains of sand. Color the group of dots that are about the size of your sand

grains. If your sample does not look like any of the examples, use the empty box

to draw your own. This could be confusing for students who have different sizes

of grains within their sample. You may need to provide assistance to these

students and help them determine which group of dots resembles most of their

sample.

Question 9: Which sand in your group has the biggest grains? Which has the smallest? Put

them on order from smallest to largest. Have the students pass their sand slides

among their group members. Once each student has seen them all, have them put

the cards in order from smallest to largest grain size.

To end the session: Have students take a few minutes to compare their answers on their

worksheets. Discuss as a class: Why might some people have gotten different answers?

What do the differences tell you about different types of sand? Review their questions about

sand from the anticipatory chart and provide answers from their observations for as many as

possible.

Assessments Questions Formed/Answered


SANDY SHORES

Concepts

There are many different

types of crustaceans.

Crabs, lobsters, shrimp,

prawns, and barnacle are

some types of crustaceans.

Crustaceans share many

of the same physical

characteristics, but some

have unique features of

their own. All animals

including crustaceans

have special needs that

ensure their survival.

Standards Addressed

2.1.1

2.3.1

2.5.1

Duration

1 hour

Source Material

MARE Sandy Shores

Vocabulary

Crustaceans

Antennae

Exoskeleton

Invertebrate

Crustacean Critters

Summary Students will have the opportunity to work with live hermit crabs in

their classroom. They will learn what it takes to keep a hermit crab,

as well as, all other animals happy and healthy in their habitat.

Objectives • Students will discover the four basic things that all animals

need to survive. • Students will be able to identify the abiotic and biotic

components of a hermit crabs sandy shore habitat. • Students will be able to describe how hermit crabs are

adapted to live on the sandy shore habitat.

Materials Activity 1: Habitat Huddle

1 large piece of chart paper or board in front of classroom

Activity 2: Crustacean Drawing

5-10 pictures or specimens (can be bought at the market or just use

toy models) of different types of crustaceans such as crabs, lobsters,

hermit crabs, and shrimp.

2 pieces of chart paper

drawing paper for each student

Making Connections Students may recall seeing different types of crustacean during visits

to the sandy shore. Learning about the different kinds of crustaceans

and how their similar or different will help students to identify the

various adaptations and characteristics that make the sandy shore a

suitable habitat for some and not for others.

Teacher Prep for Activity Activity 1: Habitat Huddle

Make a habitat huddle chart. You could use either the board in front

of your class or a piece of white chart paper and hang it up in the

front.

Activity 2: Crustacean Drawings

Find 5-10 pictures of different crustaceans. Make a chart titles

Crustacean Body Parts on paper or the board. Under the title make

two columns: on the left side write Part All Crustaceans Have and on

the right side write Special Parts Only Some Crustaceans Have.

Write out the key concepts from the end of this lesson on a piece of

chart paper.

Background (for teacher) All crustaceans share some similar characteristics. Crustaceans are types of

arthropods like insects. They are all invertebrates meaning that they do not have a backbone.

All crustaceans have 10 legs. They have hard outer coverings called exoskeletons that are

used to protect themselves from predators. The exoskeleton is not a shell but rather a hard

outside skeleton. This hard crusty outside is how they got the name crustacean. They also

have jointed legs and segmented bodies. There are many different types of crustaceans

including shrimp, crabs, lobster, prawns, and barnacles. Most of them live in the ocean or in

fresh water like a pond. However, some have adapted to live on the land. All crustaceans

have two pairs of antennae, a three-part body including a head, thorax, and abdomen.

Crabs are one type of crustacean that has five pairs of legs (10 total). The first pair of

their legs are their large pincers. They usually move sideways but can move in all directions.

There are two different groups of crabs: true crabs and false crabs. Hermit crabs are false

crabs because they have different physical characteristics than true crabs. For example, they

do not have the hard outer exoskeleton. The main difference is that hermit crabs use shells to

protect their bodies.

Procedure Activity 1: Habitat Huddle (This should take ~30 minutes)

Main Question: What does it take to be a crab?

1. To begin the activity, read, define, and write the new vocabulary words on your sandy

shores vocabulary list (HINT: you may need to consult the background for the next

lesson if you are not sure of the definitions). Be sure that the students understand that a

habitat is a home that includes everything that an animal needs to survive.

2. Put the students into groups of 2 and have them spread out throughout the classroom

where they feel comfortable. Assign each student either #1 or #2.

3. Explain that you will be asking them questions and that each person will have a chance to

share their answers and ideas. Buddy #1 will answer first while Buddy #2 listens and then

shares Buddy #1’s ideas with the rest of the class. Then they will switch roles.

4. Ask Buddy #1 the first question from the list below. Give them 30-60 seconds to talk

about their ideas to Buddy #2.

5. Ask Buddy #2’s to share those ideas with the rest of the class and list them in words or

pictures on your habitat huddle chart that you hung in front of the class.

6. Switch roles and remind the students that only one person talks while the other listens.

Pose question #2 for Buddy #2 to answer. Give them 30-60 seconds and then ask them to

share, again listing their responses on the chart.

7. Repeat steps 4-8 until all the questions have been asked and responses have been recorded

on the chart.

List of Questions:

1. What things do animals need to have in their habitat in order to survive?

(food, water, shelter, mate, plants, air, etc.)

2. We are studying the sandy shore habitat. What are some animals that might live there?

Describe what one of those animals looks like.

3. Imagine that you are a crab that lives on a sandy shore. Describe what your home might

look like.

4. What would you eat and where would you find water? How would you protect yourself

from being eaten by something else?

Activity 2: Crustacean Drawings (This should take ~30 minutes)

1. Separate the students into groups of four (larger groups may be necessary for bigger

classes) and have the groups spread out in the classroom.

2. Distribute a different picture or example (model, dead casing, actual one form seafood

market, etc.) of a crustacean to each of the small groups.

3. Give each student one piece of white/drawing paper and a pencil to each student.

4. Tell the students that each group will become an expert on the animal in their picture, BUT

that all the animals are a kind of crustacean. They will need to find out what all the

crustaceans have in common and what is different or special about each one.

5. Have them sit with their group around the picture. Explain that each student must draw and

label all the parts of the body that they can see. If they do not know the names, then have

them make up a name that describes the part.

6. Display the drawings around the room and have a volunteer from each group explain their

labels and drawings. As they are describing their body parts, ask them to tell you

where to list those features on your Crustacean Body Parts chart in front of the class.

Should it go on the left side for parts all crustaceans share or the other for special parts only

some crustaceans have. Keep the chart for reference in the next lesson.

7. To end the lesson, review the key concepts from the day:

(HINT: it may help to have them written on paper and read them aloud together at the end):

A habitat is a home and has everything an animal needs to survive.

Each kind of animal has its own special needs for food, water, air, and shelter.

Assessments Crustacean drawings complete with labels

Resources edhelper.com/AnimalReadingComprehension_23_1.html

http://atschool.eduweb.co.uk/sirrobhitch.suffolk/key/shrimps&.htm

Literature Connections A House for Hermit Crab by Eric Carle

This book provides an excellent resource to help the students start thinking about hermit crabs

that can be found on the sandy shore. The students will hear general information about the

hermit crab and its home. It provides an excellent introduction to the next lesson and can be

used to get the students excited about working with real live hermit crabs in your next session.

Pagoo by Holling Clancy

This book provides an excellent story about a hermit crab named Pagoo. It tells the story of

Pagoo as he grows and learns about life in the sea. The illustrations alone can provide the

students with a lot of information about hermit crabs.

Sandy Shores

Concepts

Hermit crabs are some

of the most colorful and

engaging crustaceans

found on the rocky and

sandy shore. Hermit

crabs, like all other

animals, need the same

basic things to survive:

food, water, oxygen, and

shelter. These things

are essential for them to

lead a happy and healthy

life in their habitat.

Standards Addressed

2.1.1

2.3.1

2.5.1

Duration

1 hour

Source Material

MARE Sandy Shores

Vocabulary

Molting

Hermit Crabs in the Classroom

Summary Students will have the opportunity to observe and handle live hermit

crabs in their classroom. They will learn the proper behavior and

handling procedures for live animals. They will identify all the

necessary components of their habitat and how hermit crabs are

adapted to life on the sandy shore.

Objectives • Students will learn through real interactions with hermit crabs

about their physical and behavioral characteristics.

• Students will learn the proper procedures on how to handle

and treat live animals.

Materials 1 hermit crab and habitat for each group (See teacher prep for further

materials and instructions)

1 piece of drawing paper

Making Connections Students may recall personal experiences they have had with live

animals. Through this hands-on interaction they will learn how to

treat live animals at home and on the sandy shore.

Teacher Prep for Activity Put together the hermit crab habitats with the crabs in them for each

group (instructions based on having 4 or 5 groups):

You will need 4 or 5 clear plastic animal homes, which can be

purchased for $5 or less at a local pet store. Be sure that the homes

have a ventilated top. For each home you will need some abiotic and

biotic components. For example, sand, rocks, empty shells, food

(lettuce is best), water (put in a small dish or bottle lid), and some

other vegetation, wood, etc. to add to the habitat. Be sure to include

sources of all four basic needs for survival (food, water, shelter, and

oxygen). You will need one hermit crab for each home. These can

be purchased online or collected if put back when finished.

Background (for teacher) Hermit crabs are crustaceans. A hermit crab is a type of crab that

does not have a hard shell. It is not a “true” crab because it uses other

animal’s old shells for protection. For this reason, hermit crabs are

called “false” crabs. As hermit crabs grow, they move from their

shell that has become too small into larger available shells. This is

called molting and is the reason why empty, larger shells must

always be available for them to move to. Hermit crabs have gills that

they need to keep wet at all times in order to breathe, which is why they must be provided

with water at all times. However, they cannot be constantly submerged in water because they

can drown. It is best to have only one hermit crab in a home at a time (for this lesson) to

ensure that there will be no competition for empty shells or space.

Procedure 1. Tell the students that today they will be observing live hermit crabs in class. Remind the

students to look, listen, smell, and do not touch unless given permission. (HINT: students

should be reminded that these critters do have claws and should be handled very carefully.

Explain that the hermit crabs should only be picked up by their shells and they should

never put their fingers near their claws. If a student were to get pinched, running their

finger or hand under lukewarm water should release the crab.) (~5 minutes)

2. Separate the students into groups and ask them to tell you questions they have or things

they would like to know about hermit crabs. Make a list of their questions on chart paper

or on the board. Some examples of questions students may have are (there are many

more): (~10 minutes)

How many legs do they have?

How many legs are outside and inside their shell?

What does it use the different legs for?

How does it find food?

What does it eat?

How do they get in and out of their shells?

Does it know we are watching it?

What happens when it gets scared?

Does it like its habitat or home?

3. Give each group one hermit crab habitat with the crab already inside. Give each group

about 5 or 10 minutes to make observations and discoveries about their hermit crabs on

their own. Have each group decide on one observation to share with the class. Move

around the room during this time to ensure proper treatment of the animals and to help the

students make good observations. You may want to make statements like:

Let’s get down a little closer and see if we notice anything else.

Look closely and with a careful eye to observe their movements and home.

Pay attention to when they are out moving, and when they go back in their shell.

How many things can you find on your hermit crab?

Tell me what you see and can count. Show me what you mean.

Do you hear any noises?

Give me some words to describe your hermit crab.

**After a few minutes, if you feel confident that the students will be responsible and treat

the hermit crabs properly you may allow them to take them out and put them on the desks.

Students often like to hold them in their hands and feel them, but do not force students

who are scared to do so. Often this hands-on approach brings forth new observations!

(~15 minutes)

3. After the initial observation period have the students look at the Crustacean Body Parts

chart from the last session. Ask the question:

How many of the basic crustacean parts they can find? (~ 5 minutes)

4. Refer back to their list of questions and work through each one to find out if they have

learned the answer through their own observations. Circle the questions that they do not

yet have answers for. (~10 minutes)

5. Let each group pick a circled question to figure out a way they might be able to answer it.

Give them time to come up with ideas or methods for how they might find the answer.

Have them share their ideas with the rest of the class and discuss ways they may be able to

refine their investigation. (HINT: When asking them to do this portion of the activity, it is

fun to tell them they should pretend that they are real scientists to get them excited)

(~10 minutes)

6. Tell the students to make sure their hermit crabs are safely back in their homes with all the

things they need to survive an instruct them to place in an area of the room you have

chosen where they will be undisturbed. (~ 5 minutes)

7. Congratulate the students on their excellent handling and care skills during the activity and

for thinking like real scientists!

Assessments Questions formed

Creative ideas on how to answer those question & verbal discussion

Resources

www.enchantedlearning.com

Art Connection Distribute one blank sheet of white paper or drawing paper to each student. Ask them to get

out their crayons or colored pencils. Explain that scientists often use drawings as a way to

communicate about an animal. Have them draw their hermit crabs – they should draw them

big and include as many details as possible. They should use the actual colors they observed

in their hermit crab and include anything extra that would help them identify their hermit

crab. Display the pictures around the room.

(HINT: it may be necessary to allow the students to observe their hermit crabs again while

completing their drawing to get the most accurate depiction. Instruct them that they can just

observe their hermit crab while he is still safely in his home. Do Not get them out again)

Sandy Shores

Concepts

Hawaiian monk seals

are an endangered,

endemic species that

inhabit the waters

around the Hawaiian

Islands. They spend

most of their life in the

water but use the sandy

shore for having their

pups and warming up in

the sun.

Standards Addressed

2.3.1

2.5.1

Duration

1 hour

Source Material

MARE Sandy Shores

Vocabulary

Characteristics

Physical

Endangered

Marine Debris

Flippers

Threat

Endemic

Hawaiian Monk Seal Jeopardy

Summary In this activity students work cooperatively to teach one another

about the endangered, endemic Hawaiian monk seal. They will learn

about the general and physical characteristics including their

adaptations, basic facts about reproduction and pupping, the threats

the seals must deal with, and about conservation efforts to protect

them. Their learning will be facilitating through the use of a

jeopardy game in which teams will work together to demonstrate

their understanding and knowledge.

Objectives • Students will learn about how to cooperate and work as a

team.

• Students will be able to discuss the general and physical

characteristics of Hawaiian monk seals.

• Students will learn about the special adaptations that monk

seals have developed for life in the sea and on land.

• Students will begin to understand how, why, and when monk

seals use the sandy shore habitat.

• Students will develop an understanding of the term

endangered and how it applies to the Hawaiian monk seal.

Materials (based on having 4 teams) 1 piece of poster board or a white/chalk board

4 sheets of colored paper (a different color for each group/team)

4 popsicle sticks

Game buzzer or bell

Information sheets (these are attached, there are four categories)

Beach bucket

Making Connections Students may recall personal experiences when they have seen or

heard about Hawaiian monk seals. Learning about monk seal

characteristics and why they are endangered will provide them with a

better appreciation for their existence and need for the sandy shore

habitat.

Teacher Prep for Activity Make the jeopardy game board either on a piece of poster board or

the white/chalk board (see the attached example of a game board

within the following pages). Make four paddles, one for each team,

by cutting out circles of each colored paper and gluing them to the

popsicle sticks. Find a bell or game buzzer. Make one copy of each

information sheet per group.

Background Hawaiian monk seals are considered one of the most endangered species (in the U.S.) with

only 1200 seals left in their population. They are a type of marine mammal called a pinniped.

Hawaiian monk seals are found mostly in the northwestern portion of the Hawaiian island

chain. However, there have been more and more sightings of monk seals around the main

Hawaiian Islands in recent years. Monk seals spend a large portion of their time swimming in

the sea and are able to dive up to 600 feet deep. They can hold their breath for up to 20

minutes. Often they will stay at sea for up to one month swimming and feeding on fish,

octopus, eels, and lobsters. Monk seals can grow to be very large in size. Adults can reach a

length of 7 feet and a weigh between 400-600 pounds. They are usually dark in color ranging

from gray to brown. Hawaiian monk seals have evolved and developed a number of special

adaptations to deal with living in the aquatic environment. Some of these adaptations

include: streamlined bodies, flipper-like appendages for gliding, thick blubber layer for heat

and buoyancy, internalized structures such as reproductive and sensory organs.

Hawaiian monk seals are hunted by sharks, which are their main predators.

Disturbance from humans during their time on the sandy shore has also been identified as a

key factor in their population decline. This is usually related to changes in behavior during

reproduction or pupping, which you will learn more about in the next lesson. However, there

are other ways in which humans contribute to their decline such as marine debris, overfishing,

and global warming. Hawaiian monk seals can be easily tangled in discarded fishing gear

like nets. Their primary food source in the Northwestern Hawaiian Islands is lobster. The

lobster fishery in that area has been severely overfished decreasing the amount of food

available for the monk seals (the fishing is now being managed). Changes in weather and sea

conditions can alter fish spawning and migration patterns, which can also affect their food

source. The Hawaiian monk seal is now considered an endangered species and has been

granted protection through the National Marine Fisheries Service under the Marine Mammal

Protection Act and the Endangered Species Act.

There are set guidelines for what to do or not to do if you come in contact with a

Hawaiian monk seal: 1) do not approach seal while on land or in the water, 2) remain 100 feet

away at all times, 3) avoid females with pups, 4) report the sighting especially if it appears

sick or injured to the National Marine Fisheries Service.

Procedure 1. Tell the students that they will be learning about the basic characteristics of Hawaiian

Monk Seals and the physical adaptations they have that allow them to live in the

ocean and on the sandy shore.

2. Separate the students in groups (groups of 4 or 5 is best). Each group should get one

set of pink, blue, yellow, and green cards. Each color represents a different category

of information the students should learn throughout this activity.

Pink – Basic Information

Blue – Physical Characteristics and Adaptations

Yellow – Reproduction or Pupping

Green – Threats and Conservation

Each set of cards should consist of four or more informational cards on the topic or

category.

3. Explain that each group is responsible for learning all the information on the cards.

Suggest that they work together as a team to figure out the best way to learn the

information. They may want to split them up and then help the other members of their

team learn them after they have become experts in their category. Another strategy

may be to rotate the cards around the group by color. You know your students and

can best provide suggestions or assistance with this process.

4. Tell the students they will have 20 minutes to work with their team and learn the

information on the cards to the best of their ability. At the end the 20 minutes ask

each team to choose a team name that uses one of the new vocabulary words they

learned. During this time pass out four different colored paper paddles, one to each

group.

5. When team names have been decided write the names in the column on the game

board. Also, have the students write their names on their paddles.

6. Explain that they will be playing a game similar to Jeopardy but with a few changes.

Tell the students that you have one set of the same cards folded and in your beach

bucket. Tell the students you will be coming around the classroom and that each one

of them will have a chance to choose a question from the bucket. You will read the

question out loud, they can discuss the answer with their team, and the first team to

raise their paddle in the air can give their answer. If they do not give the correct

answer then another team can have a chance to guess.

7. For each question they answer correctly, their team will be awarded one point.

Record the points on the board for each team after each question. (HINT: It may be

fun to draw stars on the game board for each point)

8. Any questions that were not answered correctly by any team should be put aside and

addressed at the end of the game.

9. After each student has been given the opportunity to choose one card, if there is more

left over offer them as bonus cards and make them worth extra points. This may help

teams that have been struggling. If they need help, allow them to peek at their cards

to help them find the right answer.

10. When there are no cards left, the game is over. Total the points for each teams and

announce the winners. Prices and rewards are a good incentive for the students to be

encouraged for future games that may be played in the classroom. Maybe even a

small prize (sticker??) for those who did not win but played the game well.

Assessments Game questions answered

Resources

http://www.pbs.org/kqed/oceanadventures/episodes/kure/oceanscience.html

http://www.thewildones.org/Animals/monkseal.html

www.earthtrust.org

Literature Connections The Hawaiian Monk Seal by Patrick Ching

This book compliments this lesson by providing a review of some of the concepts and

information the students learned during their jeopardy game. The story and illustrations will

help the students retain what they have learned and provide a means for them to get excited

about the next lesson.

Jeopardy Game Score Board This template can be used to make your own scoreboard or to draw a similar example up on the

board. Each team is awarded one point for each correct answer given. Points can be placed in the

team row under the category of the question. A point can be a slash, circle, star, etc.

Team Number General

Characteristics

Physical

Characteristics

Reproduction &

Pups

Threats &

Conservation

1

2

3

4

GENERAL CHARACTERISTICS

HAWAIIAN MONK SEALS ARE PINNIPEDS. THEY ARE AN

ENDANGERED SPECIES AND CAN BE FOUND IN THE NORTH

WEST HAWAII ISLANDS AND THE MAIN HAWAIIAN ISLANDS.

HAWAIIAN MONK SEALS EAT REEF FISH, EELS, OCTOPUS,

AND LOBSTERS.

HAWAIIAN MONK SEALS HAVE SKINNY BODIES, SHORT

FLIPPERS, AND SMALL, FLAT HEADS.

HAWAIIAN MONK SEALS ARE ONE OF THE MOST

ENDANGERED MARINE MAMMALS. THERE ARE ONLY 1200

LEFT IN THE WORLD.

HAWAIIAN MONK SEALS CAN DIVE UP TO 600 FEET DEEP AND

HOLD THEIR BREATH FOR UP TO 20 MINUTES. THEY CAN

STAY OUT AT SEA FOR A MONTH STRAIGHT WITHOUT

TAKING A BREAK ON LAND.

HAWAIIAN MONK SEALS GROW UP TO 7 FEET LONG AND

WEIGH BETWEEN 400 AND 600 POUNDS.

PHYSICAL CHARACTERISTICS & ADAPTATIONS

HAWAIIAN MONK SEALS HAVE SHORT FLIPPERS. ON THE

BEACH THEY CANNOT WALK ON THEIR FLIPPERS AT ALL.

THEY SCOOT ALONG LIKE AN INCHWORM OR WIGGLE FROM

SIDE TO SIDE.

HAWAIIAN MONK SEALS ARE SLOW AND HAVE TO CRAWL

ON THEIR BELLIES ON LAND SO THEY LIKE SANDY SHORES

OR FLAT ROCK BEACHES TO LIE ON.

HAWAIIAN MONK SEALS USE THEIR HIND FLIPPERS TO SWIM

VEY FAST. THEY ONLY USE THEIR FRONT FLIPPERS TO

TURN RIGHT OR LEFT.

HAWAIIAN MONK SEALS FLIPPERS ARE LIKE LONG FEET

WITH WEBBED TOES. THEY USE THEIR FLIPPERS LIKE

PADDLES IN THE WATER TO SWIM VERY FAST.

HAWAIIAN MONK SEALS HAVE EARS THAT ARE SMALL

HOLES ON THE SIDE OF THEIR HEADS. THEY HAVE VERY

GOOD HEARING THAT THEY USE TO NAVIGATE

UNDERWATER WHERE IT IS TOO DARK TO SEE. HAWAIIAN

MONK SEALS CAN HEAR BETTER THAN HUMANS.

REPRODUCTION AND PUPS

BABY MONK SEALS ARE CALLED PUPS. PUPS ARE BLACK

AND FURRY WHEN THEY ARE BORN. THEY MOLT OR SHED

THEIR FUR AND GROW UP TO BE GRAY OR SILVER IN COLOR.

MONK SEAL PUPS ARE BORN ON THE LAND. THE MOTHER

MONK SEAL FINDS A SANDY SHORE TO GIVE BIRTH TO HER

PUP.

BABY MONK SEALS FEED ON THEIR MOTHER’S MILK FOR SIX

WEEKS AFTER THEY ARE BORN. THE MOTHER DOES NOT

EAT ANYTHING FOR THE ENTIRE SIX WEEKS.

MONK SEAL PUPS ARE 3 FEET LONG AND WEIGH 30 POUNDS

AT BIRTH. BY THE END OF THE SIX WEEKS WITH THEIR

MOM, THEY WEIGH CAN WEIGH 150 TO 200 POUNDS.

HUMANS MUST NOT DISTURB A MOTHER MONK SEAL WITH

A PUP BECAUSE SHE MAY LEAVE THE PUP AND NEVER

RETURN FOR IT. IF THIS HAPPENS THE PUP MAY DIE.

THREATS & CONSERVATION

TIGER SHARKS ARE THE MAIN PREDATORS OF HAWAIIAN

MONK SEALS.

OVERFISHING, GETTING CAUGHT IN NETS, AND MARINE

DEBRIS ARE THE MOST COMMON THREATS TO MONK SEAL

SURVIVAL.

HAWAIIAN MONK SEALS ARE ENDANGERED AND ARE

PROVIDED PROTECTION. THEY ARE PROTECTED BY TWO

LAWS CALLED THE MARINE MAMMAL PROTECTION ACT

AND THE ENDANGERED SPECIES ACT.

WHEN OBSERVING MONK SEALS IN THEIR NATURAL

HABITAT YOU SHOULD FOLLOW THE RULES. THE RULES

ARE:

1. ALWAYS STAY 100 FEET AWAY FROM MONK SEALS

2. STAY FAR AWAY FROM A MOM AND HER PUP

3. DO NOT APPROACH MONK SEALS ON LAND OR IN THE

OCEAN

General Characteristics - PINK

Question:

What two places in the world can we find

Hawaiian Monk Seals?

Answer:

The Northwest Hawaiian Islands and Main

Hawaiian Islands

Question:

Name two things that Hawaiian Monk Seals

eat?

Answer:

Reef fish, Eels, Octopus, and Lobsters

Question:

How many Hawaiian Monk Seals are left in

the world?

Answer:

1200

Question:

How deep can Hawaiian Monk Seals dive?

Answer:

600 feet

Question:

How long can they hold their breath?

Answer:

20 minutes

Question:

How much do Hawaiian Monk Seals weigh?

Answer:

400 to 600 pounds

Physical Characteristics – Blue

Question:

How do Hawaiian Monk Seals move on the

beach?

Answer:

Scoot along like an inchworm and wiggle

from side to side

Question:

Why do Hawaiian Monk Seals like sandy or

flat rock beaches?

Answer: Because they have to crawl along on

their bellies

Question:

What part of their body do they use like

paddles in the water to help them swim fast?

Answer:

Flippers

Question:

Which set of flippers do Hawaiian Monk

Seals use to turn right and left? Front or

Back?

Answer:

Front

Question:

What do Hawaiian Monk Seal ears look like?

Answer:

Small holes on the side of their head

Question:

Why do Hawaiian Monk Seals need to have

good hearing?

Answer:

So, they can navigate underwater where it is

dark

Reproduction & Pups – Yellow

Question:

What are baby monk seals called?

Answer:

Pups

Question:

Where do mommy monk seals give birth to

their babies?

Answer:

Sandy shore

Question:

How long do mommy monk seals feed the

babies milk?

Answer:

6 weeks

Question:

When monk seal pups are born, how long are

they and how much do they weigh?

Answer:

3 feet long and 30 pounds

Question:

How much do monk seal pups weigh at the

end of the six weeks with their mom?

Answer:

120 to 200 pounds

Question:

What happens when humans disturb a mom

and her baby?

Answer:

The mom leaves the pup and the pup dies

Threats & Conservation – Green

Question:

What are the main predators of Hawaiian

Monk Seals?

Answer:

Tiger Sharks

Question:

What is one big threat to Hawaiian Monk

Seal survival? Name one thing that may hurt

them.

Answer:

Overfishing, getting stuck in nets, or tangled

in marine debris

Question:

What is one law that protects Hawaiian

Monk Seals from harm?

Answer:

Marine Mammal Protection Act or The

Endangered Species Act

Question:

When we observe Hawaiian Monk Seals on

the sandy shore, how far away should we

stay?

Answer:

100 feet

Question:

True or False. We should always approach

or go near Hawaiian Monk Seals in the water

or on the land.

Answer:

False. We should never approach them

Sandy Shores

Concepts

Hawaiian monk seals

can be found throughout

the Hawaiian Island

chain. However, the

majority of the

population inhabits the

Northwestern Hawaiian

Islands. It is here that

mating and breeding

occurs most frequently

due to the presence of

uninhabited (human

free) sandy shore

habitat.

Standards Addressed

2.3.1.

2.5.1

Duration

1 hour

Source Material

PRISM

Vocabulary

Scientific Expedition

Datasheet

Virtual

Research

Monk Seal Research Expedition

Summary In this activity students will embark on a virtual research expedition

to observe Hawaiian monk seals in their natural habitat on the sandy

shores of the Northwestern Hawaiian Islands (NWHI). They will

become marine scientists and collect data on what they observe

during their expedition. The field expedition experience consists of

actual video footage of monk seals taken in the NWHI.

Objectives • Students will learn what it means to be a scientific researcher.

• Students will learn how to collect data and make scientific

observations.

• Students will learn about the essential materials needed for

field research.

• Students will learn proper behavior when viewing wild

animals.

Materials This activity can be done using one TV or projector connected to a

computer or multiple computers set up in viewing stations (you will

need 4 computers or viewing stations).

Clipboards

Pencils

Making Connections Students may recall field trips or other schoolwork that required them

to find and collect data. This activity provides them with the

necessary information and practice about how to become better data

collectors and may spark their interest in becoming future field

scientists.

Teacher Prep for Activity Download the Hawaiian monk seal video footage that accompanies

this lesson to the computer(s) you intend on using during the activity.

Put the video icons in the middle of the computer screen for easy

access. Be sure that sound/audio capabilities are available. Make

one copy of the datasheet for each student.

Background Hawaiian monk seals are born on land every year around spring to

summer (usually). The females will find suitable sandy shore

habitats to give birth to their single pup. Typically, they avoid

beaches where the water becomes deep quickly to decrease the chance of their pup being

attacked by their natural predators, sharks. After birth the mother will spend up to 6 weeks

with her pup and never leave the sandy shore. They do not even leave to feed and live on the

previous year’s stored fat reserve. The mothers are feeding their new pup very rich, fatty mile

during this six-week period. At birth, pups are about 3 feet long and weigh around 35

pounds.

Despite their preference for remote beaches for birthing, recent years have seen more

frequent use of beaches within the Main Hawaiian Islands being used for this purpose. The

main problem with these more accessible beaches is the increased chance of human

disturbance. Human disturbance has been shown to decrease reproductive success and pup

survival. Often, if humans approach the mother or get too close to the pup, she will abandon

the pup and head out to sea. In cases such as this, the pup rarely survives. However, if

circumstances are ideal and the mother and pup are healthy, the female will leave her pup on

the beach. The pup is then faced with heading out to sea and finding food for itself.

Procedure Activity 1: Preparing for the Expedition

Explain to the students that today they will be working together in research teams to observe

and collect data on the endangered Hawaiian monk seal. Tell the students that they will be

working alongside a scientific expert on monk seals. In order to prep for their expedition they

need to be sure they have everything they will need to be successful scientists.

1. Ask the students what they think they will need on the expedition to observe Hawaiian

monk seals. Ask to the students to raise their hands and give one item that they will

need on their trip and explain what they will need or use it for. List all their ideas on

the board. Some ideas would be: hats, sunscreen, cameras, science journal or

datasheets, pencils and pens, water, etc.

2. Once the list is complete pass out one datasheet, clipboard, and pencil or pen to each

student. Explain that they will be working alongside a scientific expert who has been

out on many expeditions before today.

Activity 2: The Video Expedition

(This procedure may be slightly different if you are using one viewing screen for the entire

class as opposed to rotating viewing stations – you will need to make adjustments

accordingly)

1. Tell the students that the research expedition will begin as soon as everyone’s eyes are

closed and the room is completely silent. Tell them that when they open their eyes,

they will have found the Hawaiian monk seals for their study. Explain that there will

be more than one monk seal to observe so each group will be visiting four observation

stations that are set up around the room.

2. Have each group open their eyes and instruction them to open the video at their

observation station by clicking on the icon in the middle of the screen. Tell the

students to watch each of the videos at their station very carefully and record all their

observations on their datasheet. Encourage them to watch the entire video first and

then discuss as a group the types of activities they observed before recording it on the

sheet. (HINT: they may need to watch the video(s) more than one time.)

3. Remind them that the most important thing that scientists have to do during their

research is record their observations. They can record their observations in words or

in pictures but must be able to explain their observations with the other scientists in

the classroom at the end.

4. Rotate the groups through the four stations as they finish each one until they have

visited all of them.

5. After the students have been to all four stations give them a few minutes to complete

their recording process.

6. Once they have finalized their observations have one member of each group come up

to the front of the classroom and describe what they learned and observed during their

research expedition.

Activity 3: Sentence Strips

1. Pass out two large strips of paper and colored marker to each group.

2. Tell each group to write a sentence on each strip of paper. Each sentence strip should

be about “What we know about Hawaiian monk seals.” Explain that they should get

the information from their observations today or from what they learned while playing

jeopardy in the previous lesson. They should think about what the most interesting or

important new thing they learned about monk seals was.

3. Tape the sentence strips on the board and have student volunteers read each one out

loud to the group.

4. To end the session, congratulate the students on a successful research expedition. Tell

them they collected excellent scientific data and made careful observations. This is an

important step in becoming a good scientific researcher!

Assessments Datasheets complete with good scientific observations

“What we know” sentence strips completed with correct information

Resources

www.earthtrust.org

www.pbs.org/kqed/oceanadventures/eopisodes/kure/oceanscience.html

www.kidsplanet.org

STUDENT NAME: ________________________________

MONK SEAL RESEARCH EXPEDITION DATASHEET

Directions: Make and record observations at each of the three video stations. Write down

as much information as possible about what you observed in each video. Answer the two

questions, color, and name your monk seal at station four.

STATION 1: Hawaiian Monk Seal Overview

At this station I observed ______________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________ .

STATION 2: Hawaiian Monk Seals in their Habitat

At this station I observed _________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________.

STATION 3: Hawaiian Monk Seal Reproduction and Pups

At this station I observed _________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________.

Sandy Shores

Concepts

Three different types of

sea turtle can be found

on Hawaii’s sandy

shores. Each one has

unique physical

characteristics that can

be used to distinguish

them from one another.

Standards Addressed

2.1.1, 2.1.2, 2.3.1, 2.5.1

Duration

1 hour

Source Material

Maui Ocean Center

Vocabulary

Reptiles

Adapted

Scutes

Endangered

Threatened

Poaching

Marine debris

Honu

Limu

Hawaii’s Sea Turtle Observer

Summary Students make observations and identify the seven different types of

sea turtles in the world. They will also learn the name of and how to

identify the three types of sea turtle that can be found in Hawaii.

Objectives • Students will observe pictures of sea turtles of the world and

of Hawaii and record their observations on a datasheets

• Students will form questions about turtles based on their

observations

• Students will be able to identify the parts of a sea turtle and

their function

Materials Hawaii Sea Turtle Observation Cards

Background on Types of Turtles and Parts of a Turtle

Sea Turtles of the World Poster

Who Am I? Riddle Clouds

K-W-L Worksheet

Sea Turtle Observer Worksheets

Making Connections Students may recall personal experiences when they have seen sea

turtles on Hawaii’s sandy shores. Learning about the three different

types of sea turtles that can be found in Hawaii will help students

appreciate their importance to the sandy shore habitat.

Teacher Prep for Activity Activity 1: Sea Turtle Observer

Set up five work stations: 1 for each of the four turtle ID cards, 1

with turtle poster and riddle cards. Copy 1 of the K-W-L chart, turtle

observer, and who am I worksheets for each student. Each student

should receive a packet with three worksheets total.

Background Sea turtles are air breathing reptiles. Reptiles have a backbone, scaly

skin, claws on their toes, and lay eggs. Sea turtles spend most of

their life in the ocean and are very well adapted for life in the water.

They have four flippers that are used for movement. They use the

two front flippers to help them swim. The two back flippers are like

rudders and help them steer or move in the direction they want to go.

Their skin is protected by scales. The shell on their back is formed

by many bony plates called scutes that are fused together. There are

seven kinds of sea turtle in the world that we know about. All sea turtles are endangered or

threatened because they have to deal with a lot of threats. Some of these threats are human

disturbance, poaching, habitat destruction, and marine debris. We have only three species

of sea turtle in Hawaii. They are the Green, Hawksbill, and the Leatherback. The one we see

the most is the Green sea turtle. The Hawaiian name for the Green sea turtle is “honu.” The

honu can weigh up to 400 pounds and be 43 inches long. It likes to eat a kind of green algae

called limu that grows on coral reefs. This means that it is a vegetarian and eats only green

food. The honu has green fat on the inside from the green algae it eats. That is why it got the

name Green sea turtle.

Procedure Activity 1: Sea Turtle Observer

1. Give each student a K-W-L chart and work with them, making a larger chart on the board

or on chart paper, to complete the K & W portions. When finished collect the worksheets

and keep them all together in a safe place. You will need them at the end of the turtle

lessons to have the students complete the L portion. (~10 minutes)

2. Read the background information aloud to the students and discuss new vocabulary words

as needed. (~5 minutes)

3. Separate the students into five groups - one group per station. Pass out the sea turtle

observer worksheets. While you are passing out the worksheets, briefly explain what they

will be doing at each of the five stations. At stations 1-3 they are recording the name of

the type of sea turtle from the card and making observations about what it looks like, what

type of habitat they are found in, and other interesting things on the cards. At station 4,

they will be observing the pictures on the card and recording what they see and how they

feel about the pictures. At station five they will be working as a group to solve the riddles

for each of the seven sea turtles found in the world.

4. Ask students to make observations as a group and record observations on their individual

worksheets at each station

(HINT: If students have a difficult time making observations, ask helpful probing

questions to guide them. For example, what is the sea turtle doing in the picture?)

5. Rotate the groups through each of the five stations. Repeat step #4 at each station.

(HINT: the “Who am I” activity will most likely take the longest to complete. Use the

time it takes for the first group to complete the worksheet as a guideline for switching

stations.) (Steps 3-5 ~30 minutes)

6. Once each group visits all five stations, students should return to their desks and silently

review their recorded observations. Collect the completed worksheets.

7. To end the session, put the sea turtles of the world poster up on the board and work

through each riddle and answer with the students. There is a hint to figuring out each

answer within the clue – help the students identify the helpful hints and discuss how they

used those hint to figure out the answers. (~5 minutes)

Assessments Questions Formulated


Resources www.chirpingbird.com

http://www.stemnet.nf.ca/CITE/sea_turtles.htm

Literature Connections Turtles by Jodi Huelin (Session 1)

Baby Honu’s Incredible Adventure by Tammy Yee (Session 2)

The two books above are both excellent and highlight important aspects in the life of sea

turtles, specifically Hawaiian green sea turtles. The students will be learning about the

anatomy and life cycle of the Hawaiian green sea turtle in the next two or three sessions.

Reading these books aloud to the students will help introduce the information that will be

covered in the next 2-3 sessions. The books will provide a secondary source of information

on the Hawaiian green sea turtle for the students and reinforce the key concepts within their

science lessons.

I am the most secretive of all

the sea turtles in the world!

Scientists know very little

about me!

FLATBACKhttp://www.chirpingbird.com/netpets/html/classrm/turtlfac.html

My mouth looks like a bird beak! I

can weigh 100-200 pounds! My

shell is 30-36 inches long! I have

the prettiest shell of all the sea

turtles!

You can see me in Hawaii!

HAWKSBILLhttp://www.chirpingbird.com/netpets/html/classrm/turtlfac.html

I am the largest of all the sea

turtles! I am also the largest

reptile on Earth by weight! I

weight 1400-1600 pounds! My

shell is 6-7 feet long! My shell is

not hard like other sea turtles! It

is like hard rubber! I love cold

water, to swim far, and dive deep!

My favorite food is jellyfish!

LEATHERBACKhttp://www.chirpingbird.com/netpets/html/classrm/turtlfac.html

I am the smallest sea turtle! I

weigh only 80-120 pounds! My

shell is only 26-30 inches! My

scutes or the shiny plates that

make up my shell are olive gray

color! My favorite food is crabs I

dig out of the sand!

KEMP-RIDLEYhttp://www.chirpingbird.com/netpets/html/classrm/turtlfac.html

I have some green in my shell, but

am not as green as my name says!

I am the largest hard shelled turtle!

My shell is 36-43 inches long! I can

weigh 400 pounds! Maybe I got the

name green because I eat green

food! I am a vegetarian! You can

see me on the sandy shores in

Hawaii!

GREENhttp://www.chirpingbird.com/netpets/html/classrm/turtlfac.html

My head is as big as a log! I

weigh 150-400 pounds and my

shell is 33-40 inches long! My

favorite foods are jellyfish and

crabs! My colors are red and

brown!

LOGGERHEAD

http://www.chirpingbird.com/netpets/html/classrm/turtlfac.html

OLIVE RIDLEY

Sometimes my shell is olive green,

but it can be black or grayish brown!

My shell is 24-30 inches long! I only

weigh around 100 pounds! My

favorite foods are crabs, shrimp, rock

lobsters, and jellyfish!

http://www.chirpingbird.com/netpets/html/classrm/turtlfac.html

Green Sea Turtle

Hawksbill Turtle

Leatherback Turtle

Sea Turtles of the World

Flatback Green

Hawksbill Kemp Ridley

Leatherback Loggerhead

Olive Ridley http://www.chirpingbird.com/netpets/html/classrm/turtlfac.html Photos from:

Sea Turtles of the World

Flatback Green

Hawksbill Kemp Ridley

Leatherback Loggerhead

Olive Ridley

http://www.chirpingbird.com/netpets/html/classrm/turtlfac.html Photos from:

NAME:

Sea Turtles K-W-L Chart

What I Know About

Sea Turtles

What I Want To Know

About Sea Turtles

What I Learned About

Sea Turtles

STUDENT NAME:

Sea Turtle Observer Datasheet

Look at your pictures of the three sea turtles found in Hawaii. Record your

observations for each turtle below. Remember, to be a good observer you must look

for details. Think about how each one is different from the others!

Station 1: Name of Turtle

Your Observations


Your Observations


Your Observations

Station 4: What do you see and how do the pictures make you feel?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Sandy Shores

Concepts

Hawaiian green sea

turtles use the sandy

shore at different

times during their life.

They have well-

adapted body parts

that make their life

possible in the open

ocean and on the

sandy shore.

Standards Addressed

2.3.1, 2.5.1

Duration

1 hour

Source Material

Maui Ocean Center

Vocabulary

Life Cycle

Anatomy

Hawaii’s Sea Turtle Exploration

Summary Students work together to identify the various parts of a sea turtle and

construct a human size model. They will also learn about the life

cycle of a Hawaiian green sea turtle.

Objectives • Students will identify the steps of the honu sea turtle life cycle

• Student will understand how and why sea turtles use the

sandy shore during different stages of their life

• Students will be able to identify the parts of a sea turtle and

their function

Materials Human Sea Turtle Parts Model (template included)

Parts of a “Honu” Worksheets

Turtle Life Cycle Video(s) – download from www.arkive.org

Life Cycle Worksheet

Making Connections Students may recall personal experiences when they have seen green

sea turtles on Hawaii’s sandy shores. Learning about the anatomy

and life cycle of Hawaiian green sea turtles will provide them with a

better understanding and appreciation of how and why they utilize

Hawaii’s sandy shores.

Teacher Prep for Activity Activity 1: Parts of a “Honu”

Cut out and prepare the human turtle model parts and labels. Copy

one parts of a turtle diagram worksheet for each student.

Activity 2: Life Cycle of a “Honu”

Locate and download a life cycle video for the honu. Copy one life

cycle worksheet for each student.

Background Sea turtles are air breathing reptiles. Reptiles have a backbone, scaly

skin, claws on their toes, and lay eggs. Sea turtles spend most of

their life in the ocean and are very well adapted for life in the water.

They have four flippers that are used for movement. They use the

two front flippers to help them swim. The two back flippers are like

rudders and help them steer or move in the direction they want to go.

Their skin is protected by scales. The shell on their back is formed

by many bony plates called scutes that are fused together. There are

seven kinds of sea turtle in the world that we know about. All sea turtles are endangered or

threatened because they have to deal with a lot of threats. Some of these threats are human

disturbance, poaching, habitat destruction, and marine debris. We have only three species

of sea turtle in Hawaii. They are the Green, Hawksbill, and the Leatherback. The one we see

the most is the Green sea turtle. The Hawaiian name for the Green sea turtle is “honu.” The

honu can weigh up to 400 pounds and be 43 inches long. It likes to eat a kind of green algae

called limu that grows on coral reefs. This means that it is a vegetarian and eats only green

food. The honu has green fat on the inside from the green algae it eats. That is why it got the

name Green sea turtle.

Procedure Activity 1: Parts of a “Honu”

1. Select one volunteer to come to the front of the class. This student will become the human

“Honu” model.

2. Pass out one parts of a “honu” worksheet to each student.

3. Have the human size parts and labels close by

4. Ask the students to raise their hand and tell you the names of the different parts. Ask

probing questions to provide students with hints/clues until they have named

all the parts. As the students name the parts, place each one on the student model.

5. Remove each turtle part from the volunteer and ask students to guide you (from their seats)

in reassembling the turtle on the board

6. Ask the students to label each part on their worksheet

Activity 2: Life Cycle of a “Honu”

1. Pass out a life cycle worksheet to each student.

2. Explain that they will be watching a video on the life cycle of a sea turtle. They should

pay close attention to the main steps in a sea turtle’s life. Students may have a difficult

time with this task - explain that the main steps in the life cycle are the times when the

honu changes location or the place they live.

3. Play the video for the students – it may be necessary to show the video more than one time

for the students to make their final conclusions.

4. After the students feel confident they know the steps in the life cycle, work together as a

class to list the steps on the board. There are three main steps the students should identify

and learn.

1. A female sea turtle crawls up onto the sandy shore to lay her eggs.

2. Baby sea turtles hatch after 2 months and crawl down the beach to the ocean

passing many predators on the way.

3. Sea turtles stay in the open ocean for 10 years and then may come back to the

sandy shore to bask or lay eggs (if female)

5. Once you have all agreed on the three steps, have the students write a condensed version

of each step on their worksheet. You may need to help them condense the steps into just a

couple of words.

6. When the students are finished collect the part of a “honu” and the life cycle worksheets

from the students. To end the session, explain that the next session will be a field trip to

the sandy/rocky shore to conduct their own sea turtle surveys.

Assessments Questions Formulated


Resources www.chirpingbird.com

http://www.stemnet.nf.ca/CITE/sea_turtles.htm

www.arkive.org (download videos)

Extension Activity – Field Trip to Survey Hawaiian Green Sea Turtles If possible this lesson should/could be followed by a field trip to survey and count Hawaiian

green sea turtles. (Hint: I great place for this is a shoreline with both rocks and sand along

with large tide pool areas such as Puako on the Big Island.) While visiting the turtle site

students should count the number of turtles they saw and collect information about their body

parts and location. You will need one clipboard, pencil, and datasheet for each student. You

will find the datasheet designed to accompany this lesson on the next page. This is also a

good opportunity to review the anatomy of a sea turtle and vocabulary words such as basking,

hatchling, carapace, scutes, types of turtles, etc. with the students. The students should be

using their knowledge gained during classroom activities to complete the specific questions

on the survey. They can use their vocabulary words to record additional information in the

notes section of the datasheet such as basking in the sun. You may also need to introduce the

concept of tumors, also known as fibropapilloma, which can often be seen in various parts of

green sea turtles in Hawaii. The most common areas to see tumors are around the eyes and

areas where their flippers are connected to the shell. The tumors are usually white in color

and look like fatty tissue or cottage cheese. The students may remember seeing pictures of

tumors while they were observing the turtle cards in session 1 (Card #4). Explain that

scientists are still working very hard to understand why sea turtles grow the tumors, BUT

right now we just don’t know.

STUDENT NAME:

Sea Turtle Anatomy

Look at the sea turtle diagram on the board. Write the name of each part of a sea

turtle next to the correct arrow in the diagram below. Use the words in the word

box to help you with correct spelling for each part.

Front flippers Scutes Eye Head

Back flippers Carapace Plastron Tail

STUDENT NAME ____________________________

Life Cycle of a Sea Turtle

Write a short description of each step next to the blank space provided.

Step 1

Step 2

Step 3

www.fws.gov

This picture can be used as a guide for making your own human sea turtle model.

Increase the size of each part by 7x to make a student size model.

Each part will be placed on a student model and will need to have some means by which

to attach it to the student. Punching holes in the corners of each part and using string to

tie them together works well.

HEAD

TAIL

BACK

FLIPPERS

FRONT

FLIPPERS

EYES

CARAPACE

PLASTRON

SCUTES

GROUP NAME: ___________________________ DATE: ________________________

SEA TURTLE SURVEY DATASHEET

Turtle

Number

Size

(Sm,Med,Lg) Location

(in the

water,

on rock,

on

beach)

Did the

turtle

have 2

front

flippers?

Did the

turtle

have 2

back

flippers?

Did

the

turtle

have

a

head?

Did

the

turtle

have

2

eyes?

Did

the

turtle

have

a tail?

Did the

turtle

have a

carapace?

Did the

turtle

have a

plastron?

Did the

turtle

have

tumors?

How

many?

Was

the

turtle

missing

any

parts?

NOTES:

Other

things you

observed

about the

turtle

Today I saw ___________________ turtles. They were all ___________________________________________________ . write the # write the name of the type of sea turtles you saw

All turtles DO NOT look exactly the same. Explain how the 3 turtles you observed were different from each other.

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Sandy Shores

Concepts

The sandy shore plays

an important part in the

life cycle of sea turtles.

Sea turtles in Hawaii

face many challenges

throughout their life

cycle that threaten their

survival.

Standards Addressed

2.1.1, 2.1.2, 2.3.1, 2.5.1

Duration

1 hour

Source Material

Project Aquatic Wild

(Hawaii Supplement)

Vocabulary

Nesting period

Clutch

Life cycle

Hatchlings

Bask

Prey

Predator

Limiting factors

Life Cycle of Hawaii’s Honu

Summary

Students will become sea turtle hatchlings and limiting factors in a

highly active simulation game. They will work together to identify

and play the roles of predator and prey in the life cycle of a sea turtle.

Objectives

• Students will be able to describe the life cycle of a sea turtle

• Students will be able to identify sources of mortality for sea

turtles

• Students will understand the effects of limiting factors on sea

turtle survivability

Materials

Background reading on the life cycle of a sea turtle

One predator name tag with String Necklace per student

2 – 100 foot long ropes/thick strings (length of the course)

2 – 50 foot long ropes/thick strings (width of the course)

* You could also use four orange cones to mark the

boundaries

2 - 10 foot long ropes/thick strings/ hula hoops (must make a circle)

One plastic bag per student

2 rolls of pennies or 100 pennies

2 bags of dried beans

Making Connections

Students may recall personal experiences when they have seen sea

turtles on Hawaii’s sandy shores. Learning about the life cycle of sea

turtles will help students appreciate the challenges sea turtles face

throughout their lifespan. Students will gain a better understanding

and appreciation behind conservation and protection efforts of

nesting habitat and sea turtles populations in general.

Background

Sea turtles live in the ocean most of their life cycle and only leave the

water during nesting periods. The nesting period is when they come

to the sandy shore to lay their eggs. Most female turtles swim all the

way to French Frigate Shoals in the Northwestern Hawaii Islands to

lay their eggs. Female sea turtles crawl up the beach and dig deep

holes to lay their eggs in. They use the two back flippers to dig the

holes. A female turtle can lay up to 100 eggs about the size of a ping

pong ball. All the eggs laid in the nest are called a clutch. After the

eggs are laid she covers them and fills the hole back up with sand.

She then crawls back to the ocean and leaves the eggs to hatch. The

eggs are left alone for about 2 months. If they do not get eaten by crabs or taken by humans –

they hatch, dig their way out of the sand, and crawl to the ocean.

The baby sea turtles are called hatchlings. While they crawl to the ocean they may be

eaten by predators like crabs and birds. Only about 1 to 5 hatchlings will live past the first

year. After they make it to the water they become prey and have to face fish, tiger sharks,

and humans. Most predators hunt sea turtles for food. Humans use sea turtle eggs and meat

for food or to make oil. The shell is used to make jewelry and money. Humans also threaten

the lives of turtles when we build houses, hotels, and condos near the beach. The lights can

distract them on their journey to the ocean and make them go the wrong way. Some building

may prevent the females from getting to the right place to lay her eggs. Marine debris kills

many sea turtles every year. Marine debris is man-made trash found on the beach or in the

ocean. Many sea turtles get stuck in fishing nets and drown because they cannot swim free.

Jellyfish is a favorite food of sea turtles. Plastic bags floating in the ocean look like jellyfish

and are eaten by sea turtles. Plastic bags and other human trash eaten by turtles get stuck in

their stomachs and kill them. Anything that threatens sea turtles is called a limiting factor.

Sea turtles also come onto the sandy shore to bask in the sun. The warm sand and

sunny weather warms them up. This also helps them stay away from their main predator

called the tiger shark. This is when most humans get to see turtles.

Procedure

Turtle Hurdles

1. Ask for volunteers – half the number of students in the class would be appropriate.

2. Ask the remaining students to count of by fours: 1 = humans, 2 = birds, 3 =

crabs, 4 = sharks

3. Give each student a sign that indicates which predator they represent and a

plastic bag with 50 dried beans

4. Move the class outside to the designated course area. Ask volunteers to help set

up the activity as shown in the diagram provided.

5. Walk the class through the activity and explain where each zone is and what the rules are.

Read through or verbally explain the following steps which explain the rules of the game.

A. Turtles must hatch, cross the beach and spend 10 years in the open ocean. The time in

the ocean is simulated by turtles running between the year zones. They pick up one

penny at a year zone and then run to the other year zone to pick up another penny.

Each penny represents two years of successful ocean survival. After collecting five

pennies, turtles return to the nesting area to reproduce.

B. Turtle try to avoid limiting factors and predators. If tagged by a limiting factor, a

turtle stops, counts out ten beans and places those ten beans in the limiting factor’s

bag.

C. The ocean’s sea grass areas are turtle safety zones where limiting factors cannot tag

them. The teacher may set a time limit for how long a turtle may rest in a sea grass

zone.

D. Limiting factors must obey the following rules:

• They cannot tag the same turtle twice in a row.

• They cannot tag turtles that are counting out beans to another limiting factor.

• They must stay at least four steps away from any turtle that is transferring

beans to another limiting factor.

E. Any turtle that losses all 50 beans is dead. It must go to the beach and become a

condominium. If the condominiums (sitting side by side) eventually block the access

to the nesting beach, the remaining turtles die without reproducing and starting the

next cycle.

F. The activity ends when all turtles are either dead or have returned to the nesting area.

6. Review the rules a second time, if necessary, to make sure the students understand their

roles and the procedures. Assign either a turtle or limiting factor role to each student and

begin the activity.

7. After completing the activity, encourage the students to discuss the results. It is likely

that some students will be disturbed by the high mortality of the turtles and will benefit

from the realization that there are groups actively trying to diminish human contributions

to the high mortality. It is also important to emphasize that natural limiting factors are

built into the scheme of things. If all the sea turtles survived there may be an

overabundance of these creatures. Many animals produce more young than will survive,

serving as food for other species as part of nature’s dynamic balance. Briefly review the

life cycle of sea turtles.

8. Summarize the importance of the high numbers of turtles that result from the reproduction.

Identify and discuss the factors that limit survival. Since sea turtles are threatened with

extinction, the limiting factors affecting their survival seem to be out of balance. What

specific recommendations would the students suggest to increase the successful

reproduction and survival of sea turtles (This could be given as a homework assignment –

ask each student to think about and write to recommendations that can be shared with the

class the following day).

Assessments

Questions formulated


Resources

Maui Ocean Center

hh

Sandy Shores

Concepts

People all over the

world depend on oil.

The United States uses

more oil than any other

place in the world for

heating our homes,

transportation, growing

food, and making many

other products. The

more we use the more

we need to drill for and

transport which

increases the risk of oil

leaking, spilling, or

being dumped into our

oceans. People can help

prevent oil pollution in a

variety of ways

including using less,

conserving energy, and

buying less plastic

products.

Standards Addressed

2.1.1, 2.1.2

Duration

1 hour

Source Material

MARE Sandy Shores

Vocabulary

Pollution

Oil drilling

Ingest

Prevent

Oil On The Beach

Summary Students will learn about the ways humans use oil in their everyday

life and how it becomes a pollutant in the ocean. They will explore

methods of cleaning up an oil spill and gain a better understanding

for why oil spills are almost impossible to clean up. This

understanding will help students understand why we need to work to

decrease our oil use and how to prevent oil pollution.

Objectives • Students will explore different materials that could be used to

clean up and oil spill

• Students will use the knowledge gained through exploration

to determine the best materials for oil clean up

• Students will be able to identify sources of oil pollution and

ways that humans can decrease the risk of polluting our

oceans with oil

Materials: 1 Ziploc bag per group with each of the following clean-up items:

nylon stocking, cotton balls, sand, haw or straw, and a feather

1 clear plastic bin per group

Enough water to fill the bins 2/3 of the way full

1 Bottle of dark oil (dark sesame oil works great!)

Paper towels

Newspaper

Oil on the beach prediction & results datasheets (1/student)

Making Connections Students may recall seeing oil spills on television and the impacts

that these types of disasters can have on marine life. Learning about

the different materials that can be used to clean up an oil spill and

experiencing the impossibility of cleaning it all up will provide

students with a better understanding of the importance in

conservation and avoiding the risk of oil pollution.

Teacher Prep for Activity Make one bag of clean-up items for each group and fill ocean bins

2/3 full with water. Copy enough of the oil on the beach prediction

and results datasheets for each student.

Background People all over the world depend on oil. In the United States we use the most oil of any other

place in the world for heating our homes, transportation, growing our food, and making

materials like plastic. Oil is obtained by drilling deep wells on the land or below the surface

of the ocean. After we obtain the oil, we have to transport it to the different places we need it.

The more oil we use the more drilling and transporting needs to be done. Each time we have

to transport oil, we take a big risk of the oil leaking, spilling, or being dumped into our

oceans. The problem is that spilled oil is almost impossible to clean up. Oil that is not

cleaned up immediately can be washed onto the shore by currents, waves, and tidal changes.

Many marine organisms like seabirds, monk seals, turtles, and fish can get covered in the oil

and are poisoned if they ingest it while cleaning themselves off. When the oil reaches the

sandy shore many other organisms are affected. They may not be able to find food and starve

or cannot breathe and suffocate. People can help prevent oil from polluting our oceans and

sandy shores by using less, driving less, conserving energy, and many more ways.

Procedure Cleaning Up An Oil Spill

1. Ask the students to pretend there was an oil spill off the coast of the Hawaiian Islands.

Explain that we need to clean it up as soon as possible because as time goes by the

waves, tides, and currents will spread the oil and make it impossible to clean up. Tell

them to pretend they are conservation scientists and their job is to clean up the oil spill

before it hits the sandy shore and our plants and animals are affected. (~2 minutes)

2. Divide the students into groups (groups of four or five works best). Each group should

receive their own small ocean (clear bin with water inside) on newspaper and a couple

paper towels to place next to the ocean bin. Each group should also get one bag with

several clean-up items. Explain that each item in their bag represents one method

actually used to clean up oil spills. (~5 minutes)

3. Give each student an oil on the beach predictions worksheet. Point out the section or

column for predictions. Review with the students what it means to make predictions.

Do one example with the students using the first item on the list and working together

to make and record a prediction for that item. (~3 minutes)

4. Ask the groups to work together to make predictions about how well each item in their

bag will clean up the oil and have them record their predictions. They should explain

why they feel each item will clean up either a little or a lot of the oil. (~10 minutes)

5. Explain that they will now work with the members of their group with their ocean bin

and each group will receive a few drops of oil in their ocean. Each member of the

group should choose one item from the bag and take turns trying to clean up the oil

with their item. Explain that after they use the item they should place it on the paper

towel next to their ocean bin. After each item is tried they should decide how well the

item cleaned up the oil and check the correct box on their datasheet. Explain that not

everyone in the group has to agree and they can each make their own decisions and fill

out their own datasheet. (~5 minutes)

6. Give each student an oil on the beach results datasheet and place a few drops of oil

into each ocean bin. (HINT: you may have to add a few additional drops to each

ocean bin after the students get started and begin to clean up or absorb their oil) LET

THE FUN BEGIN! (~10 minutes)

7. After each group has completed their oil clean up and recorded their results on their

datasheets, lead a group discussion and record the answers to the following questions

on chart paper or the board in front of the class. (~10 minutes)

Discussion Questions:

A. Which item worked best?

HINT: Students may find feathers and fur worked the best which explains why oil

spills are so dangerous for birds, seals, and other similar animals.

B. Which item did not work well at all?

HINT: Ask the groups to explain their answers and provide evidence for their

Conclusion

C. Which group thinks their water is now clean?

HINT: If students answer “YES”, ask them if it is clean enough to drink – NO!

Ask the students define what is clean enough and lead them towards a decision

that it should be as clean as it was before the spill, not just cleaner that it was

after the spill

D. Would any group say they were 100% successful in cleaning up their spill?

HINT: Their response should be “NO” and help them to understand that it is

impossible to clean up an oil spill completely

E. What can we do to prevent oil spills from happening in the first place?

HINT: Possible answers could include using less oil by driving our cars less, buying

fewer products that require oil to make, practice energy conservation, etc.

Emphasize that each one of us can play a big part in reducing the amount of oil

used and the number of oil spills.

8. To end the session, hold up the key concepts for this activity and have students read

each one out loud together. (~5 minutes)

Key Concepts:

1. Oil spilled at sea can travel with currents, tides, and waves to the sandy shore

where it can harm the plants and animals that live there.

2. Oil spills are almost impossible to clean up. People can help to prevent them by

reducing their use of oil.

Assessments Predictions Made

Data collected and datasheets completed

Resources

STUDENT NAME ________________________

OIL on the BEACH

Predictions Data Sheet Check the box that describes your prediction the best.

Name

of the

clean-up item

PREDICT

How well will it

clean up the oil?

Why do you think this

will happen?

Will clean up

a little

Will clean up

a lot

Nylon

Cotton Ball

Sand

Hay or Straw

Feather

STUDENT NAME ________________________

OIL on the BEACH

Results Data Sheet Check the box that describes your prediction the best.

Name

of the

clean-up item

Try It!

How well did it

clean up the oil?

Describe your

results.

It cleaned up

a little

It cleaned up

a lot

Nylon

Cotton Ball

Sand

Hay or Straw

Feather

Sandy Shores

Concepts

Marine debris can be

hazardous to animals

living in the ocean or on

the land. Marine debris

is carried to the sandy

shore from many

different sources

including wind, waves,

tides, currents, and

humans. Materials that

make up marine debris

that are transported to

the sandy shore can

either float or sink.

Standards Addressed

2.1.1

2.1.2

Duration

1 hour

Source Material

PRISM

Vocabulary

Entanglement

Hazard

Strangle

Choking

Drowning

Recycle

SINK OR FLOAT

Summary Students will investigate and discover the types of objects that sink or

float in water. They will make predictions about which items will

sink or float and record their predictions on a datasheet. They will

discover through hands-on experimentation whether their predictions

were correct or not. They make connections between what they have

discovered and the concept of marine debris in our oceans and on our

beaches.

Objectives • Students will classify materials that float or sink in water.

• Students will learn about the characteristics of objects that

either sink or float.

• Students will understand how and why man-made objects

become marine debris.

• Students will understand the ways the marine debris can be

hazardous to marine life in the ocean and on the sandy shore.

• Students will understand how objects that sink or float are

transported to the sandy shore through natural processes.

Materials 1 clear plastic tub per group

1 bag of 6 sink or float objects per group

(i.e. wood, metal, aluminum, coins, plastic, paper, fishing

line, netting, rubber, etc. )

2 paper towels per group

1 sink or float worksheet per student

Making Connections Students may recall visits to the sandy shore when they have seen

marine debris and trash on the beach. They may even have

participated in organized beach clean-ups on the island. This lesson

will help them understand what marine debris is, how it is generated,

and how it made it to the sandy shore.

Teacher Prep for Activity Fill each plastic tub about full with water and place on each

group’s worktable. Copy one sink or float worksheet for each

student. Make the bag of objects to experiment with for each group.

Background Marine debris is trash that gets put into the marine environment from

careless handling or disposal by humans. Trash can be buoyant

making it easy to be blown around or can sink which makes it easy to

be moved by physical processes in the ocean. Marine debris includes all objects found in the

ocean that do not natural occur there. The most common categories of marine debris include

plastic, glass, rubber, metal, paper, wood, and cloth.

Marine debris comes from many different sources. The main sources are humans,

improper disposal of trash on land, stormwater overflow, ships or other vessels dumping, and

many others. The main contributors are humans who visit the sandy shore habitat everyday

and leave behind trash and other materials that can become marine debris. Examples of these

items include food containers or wrappers, cans, cigarette butts, toys, and others. These items

can then be blown into the ocean or washed in when it rains.

Marine debris affects marine life and other wildlife in many ways. However, the two

main hazards are entanglement and ingestion. Entanglement refers to instances where wildlife

gets caught in or encircled by debris. This can lead to loss of limbs, choking or strangling,

and loss of mobility that can lead to starvation and drowning. Marine mammals, turtles,

birds, fish, and crustaceans have all been entangled in or eaten marine debris and suffered

severe consequences and even death as a result. There are many ways that we can work together to reduce the amount of marine debris

in our ocean and on our beaches. Recycling, not littering, and doing beach clean-ups are just

a couple of ways we can help. (For further reading on this topic see the resources listed

below)

Procedure 1. Read, define, and write the new vocabulary words on your list. Begin the lesson with

a discussion about what types of things the students think sink or float. Ask the

students to think about things they have seen sink or float and make a list for both

categories on the board. Write the names of the items they recall under the correct

category. (HINT: It is best to write down the type of material each item is made have.

For example, if the students say plastic bags, then write plastic or if they say coins,

then write metal, etc.)

2. Introduce the activity by explaining to the students that they will now have a chance to

experiment with different objects to determine if they sink or float.

3. Separate the students in groups (HINT: groups of four or five is recommended)

4. Give each group a tub of water, one bag of sink or float objects, and a sink or float

worksheet.

5. Have each group take the sink or float items out of their bags and place each one on

the table neatly in front of them. Have the students write the names of each item in

the column on the left of the worksheet. Then, explain that in the second column they

should make a prediction or guess about whether each object will sink or float. Give

them a minute to think and then instruct them to circle the word sink or float to show

what their prediction is. Repeat this process for all six items until the entire guess

column is complete.

6. Explain that they should now place each object into the water tub one at a time and

circle the word sink or float to show what happened to the object after they put it in

the water.

7. After they have finished experimenting with each item and recorded their answers,

discuss the results as a group. Refer back to your original list on the board and discuss

which items are in the correct categories and add the items they did not mention but

learned about during the activity.

8. Explain to the students that marine debris can be anything that does not belong in the

ocean and is dumped, put, or dropped into the ocean by humans and gets washed up

onto the sandy shore. There are 4 main ways that marine debris can be carried to the

sandy shore including wind and waves or currents and tides. These may be new

vocabulary words for the students so some explanation may be needed. A simple way

to explain the terms for the purpose of this activity is:

Wind & Waves are found at the surface of the ocean

Currents & Tides are found below the surface of the ocean

9. After your brief explanation ask the students to think about these four types of

transportation and how they would move marine debris around in the ocean and onto

the sandy shore. (HINT: the students should make the connection that things that float

on the surface would be moved by wind & waves, while things that sink below the

surface would be moved by currents & tides – you may need to ask probing questions

in order to guide their understanding and help them make these connections)

10. Now that the students have the knowledge about how marine debris is moved in the

ocean and transported to the sandy shore, have them complete their worksheets by

circling wind & waves or currents & tides in the last column.

11. To end the session, review the following key concepts of the lesson:

Marine debris is any object found in the ocean that was dropped, put, or dumped

in the ocean by humans.

Marine debris can either sink or float.

Objects that float are carried to the sandy shore by wind and waves.

Objects that sink are carried to the sandy shore by currents and tides.

Assessments Predictions made

Answers found through experimentation

Resources www.epa.gov/owow/oceans/debris/

marinedebris.noaa.gov/whatis/welcome.html

STUDENT NAME ________________________

Sink or Float?? Guess whether each object will sink or float when you put it in the water. CIRCLE

your guess. Put the object in the water and CIRCLE the word sink or float to show

what happened to the object when placed in the water. Then CIRCLE wind &

waves or currents & tides to show how it would be transported to the sandy shore.

OBJECT NAME GUESS ANSWER HOW DOES IT MOVE?

FLOAT

SINK

FLOAT

SINK

WIND & WAVES

CURRENTS & TIDES

FLOAT

SINK

FLOAT

SINK

WIND & WAVES

CURRENTS & TIDES

FLOAT

SINK

FLOAT

SINK

WIND & WAVES

CURRENTS & TIDES

FLOAT

SINK

FLOAT

SINK

WIND & WAVES

CURRENTS & TIDES

FLOAT

SINK

FLOAT

SINK

WIND & WAVES

CURRENTS & TIDES

FLOAT

SINK

FLOAT

SINK

WIND & WAVES

CURRENTS & TIDES

Sandy Shores

Concepts

Humans impact the

coastal environment

such as the sandy shores

in many ways including

pollution, development,

marine debris/littering,

and many others.

Human impacts to the

sandy shore

environment can have a

negative effect on the

delicate balance that

exists between the

abiotic and biotic

components of the

habitat.

Standards Addressed

2.1.1

2.1.2

2.1.5

Duration

2-3 hours

Source Material

PRISM

Vocabulary

Biotic

Abiotic

Human impact

Hypothesis

Marine debris

Categories

Observations

Environmental hazards

On-shore

Off-shore

Humans Impacts to the Sandy Shore

Summary Students will take a field trip to a nearby beach and witness first hand

the impact humans have had on that beach. Students will be assigned

to a specific area and look for marine debris. They will sort the

debris into 2 categories; brought in from the ocean or left by man. As

they discuss the human impact on their sandy shores they will gain a

better understanding of the delicate balance of the ecosystem.

Objectives • Students will see first hand human impact on a sandy shore by

seeing what kinds of marine debris they find.

• Students will chart the debris into categories.

• Students will discuss the implications of their findings and

what it means to the future of that ecosystem.

Materials Plastic gloves

Rubbish bags

Chart stand & chart paper

Markers

What I’ve learned worksheet

Chaperones for groups of 4/5.

Making Connections Students will recall what they have learned about human impacts on

an ecosystem, what marine debris consists of, and how the results of

their findings relates to what they have learned about the plants and

animals of the sandy shore.

Teacher Prep for Activity Pack materials for field trip

Background The coastal environments such as the sandy shore are very vulnerable

to human impact. Human impact refers to any disturbance to the

natural environment present as a result of man. This could include

pollution or marine debris, development, improper use of the

environment and the plants and animals that inhabit it, and many

others. Thus far, we have covered human impacts through lessons on

oil spills and marine debris. This lesson is meant to act as a

summation of previously discussed topics related to human impacts

and provide a hands-on, visual representation of human impact to the

sandy shore.

Procedure 1. Gather students at a nearby beach into groups of 4 or 5 (1 chaperone needed for each

group).

2. Begin the lesson by making a K and W chart on marine debris.

3. Have the students come up with ideas about what they think they will find on this

beach and what other human impact features can affect that habitat.

4. Explain to students that they will be responsible for two things.

A. recording the type of human debris for a class chart

B. testing a hypothesis.

5. Explain to the class that each group is going to come up with a hypothesis on human

impact on this sandy shore and test it out. At the end of the field trip they will come

back and see if their hypothesis was correct. Here are a couple of questions students

could easily work on; how much rubbish they will find, what kind will be more

prevalent, etc…

6. Have each group gather with a sheet of chart paper and discuss what their hypotheses

will be. Circulate among the groups to make sure students are forming a correct

hypothesis.

7. Have them pick a different area of the beach and begin gathering marine debris.

8. Once the surface debris has been picked up, have them sit in an area and dig in the

sand to see if they find more marine debris/garbage. All items found are put in their

individual rubbish bags.

9. Each group returns to the lesson area and begin charting the debris found on the beach

onto the class chart.

10. After they are finished recording, each group gathers to see if they have enough

information to prove or refute their hypothesis. If they have enough information, they

must make a conclusion to be shared to whole group. If not, they must see if they can

gather the info, figure out what they need, or see if they need to change their

hypothesis.

11. Finally, all groups gather and discuss what they have learned. Teacher fills out the

“L” part of the KWL chart.

12. Once you have returned and are back in the classroom, have each student fill out the

unit post assessment for comparison with the pre assessment. This will provide you

the teacher with evidence of the students learning and progress throughout the unit.

Assessments Hypothesis made and properly tested

Post-assessment of Sandy Shore unit plan

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