Sample+The+Sea+Unit

Click on the Picture and explore the Sea Links Write on our Wonderings Wall what you would like to learn about the sea. || ||
 * Our Ideas on the Sea ||
 * Title - Secrets of the Sea [[image:mrhstmarymag/sea-clip-art-2.gif width="481" height="345" align="center" link="@http://www.sciencelearn.org.nz/Contexts/Life-in-the-Sea/Sci-Media/Animations-and-Interactives/Marine-ecosystem"]]
 * Mind Map - Site on Mind Mapping

Using the KWLH chart write down what you already **know** about oceans and marine life under the ‘K’ column. Under the ‘W’ column write about what you **want** to learn about our unit. After you’ve watched some of the You Tube clips about oceans, see if you can fill in information about what you’ve **learnt** and **how** you’ve learnt this under the next columns (L – H). [|**http://www.youtube.com/watch?v=3GRA7ilM708**] [|**http://www.youtube.com/watch?v=wbNeIn3vVKM**] Care of the Sea Challenge yourself to use alliteration in your table— eg. curious crustacean, wacky wiggly worm… Mapping relationships between ideas or concepts is an effective way of identifying prior knowledge and understanding. Major gaps or issues can also be identified. Beginning with the central idea or theme (middle box), ask students to suggest four to five components or sub-ideas around this and to consider how they relate. Each of these components can then be further brainstormed to determine students’ understanding and interest. Below is an example generated by the //Marine Life// exhibition team, however it is best to use ideas generated by students in the class. Similar to a concept map, however images or words may be used. For hints on constructing mind maps, visit: [|www.jcu.edu.au/studying/services/studyskills/mindmap/howto.html] Identify the vegetation and animal life inhabiting the areas. Identity non-living parts of habitat (water, sunlight, soil, sand, rocks etc.) Discuss the relationship between the living and non-living parts of the environment. Compare the types of plants and animals living together in the different habitats. Learn about how the water Cycle works. Discuss the effect of storm water and urban pollution on the quality of water entering the sea. Identify some sources of pollution and how they could be controlled. || Come up with your big question for your individual inquiry. Research project. Find out the difference between a vertebrate and an invertebrate. Identify sea creatures that are invertebrates and vertebrates. Investigate structures for movement of seals, fish, seabirds and invertebrates such as crabs, sea stars and urchins, mollusks and sea jellies. Discuss the conditions in different coastal and marine habitats and the types of plants that survive them. Identify animals that depend on plants for food or shelter. Identify animals that depend on other animals for food. Find out how sandy beaches are affected by waves, tides and wind. Watch the below video. View Catalyst video on oceans and waves [] Experiment with trays of sand, jugs of water, rocks and straws to simulate wind. Predict what might happen to beaches in a storm. Investiate the effect of piers, and groynes in the sea by using rocks or icy pole sticks to impede the water flow. Choose an environment to study (estuary, rock pool, or rock ledge). Find out about and make a list of the producers (plants) of this habitat. Make a list of consumers in this chosen habitat and find out which are herbivores, carnivore and omnivores. Construct a food web to show how they interrelate. Draw a simple Marine Food Chain BLM 7, 21, 22, 23 from ABSea Identify marine life that is currently endangered. Find out reasons for the endangerment and what can be done to help the situation. || List some of the resources extracted from the seas such as fish, minerals and oil. Find out where gas and oil rigs are located around the coast,. On a map mark the locations with a symbol of a rig (keep the map for a wall display). Describe how mineral are extracted from under the sea or how sand mining operation are carried out. Collect newspaper articles and illustrations of off-shore mining (or sand mining) for a display board. Predict the effects of mining on the physical environment and on the marine life of the area. Describe how advanced fishing technology has affected global fishing resources. Identify ways of managing the fishing industry to ensure a sustainable supply. Create a diorama of an ocean habitat that shows the producers/consumers and food chains that live in this habitat. Build a model light house using batteries, bulbs and wires to construct an electrical circuit for the light to turn on and off. ||
 * **//Tuning In//** ||
 * **Marine Life K-W-L-H Organiser**
 * Watch the following clips: Oceans National Geographic, Great Barrier Reef.**
 * Marine Life A to Z**Work in pairs to complete the alphabetical table. Every word must be associated with oceans.
 * Marine Life Concept Map**
 * contains dependent on**
 * contains**
 * some are or could be studied by**
 * Mind Map**
 * Port Phillip Bay**
 * Diverse species**
 * Different habitats - Click one the Link to Port Phillip Bay Habitats Videos and Information**
 * Marine biologists**
 * Endangered**
 * Victoria****’s marine life**
 * Collect pictures of marine or coastal habitats. Study the different types of environment.**
 * **//Finding Out//** ||
 * Excursion to the Aquarium and Melbourne Museum (Week 3)
 * **//Sorting Out//** ||
 * Describe the effects on marine life of pollutants such as oil slicks, contaminated water, over-fishing, collecting and trampling.
 * **//Taking Action / Going Further / Reflection//** ||
 * How can you take action to protect our oceans and marine life in the future. Students come up with an action to help sustain our oceans and marine life. ||