Dive Into Diversity Educator Guide Grade

Lights Out! Night Diving on the Reef!

www.OurOceanAndYou.com 17 Lights Out! Night Diving on the Reef

CONCEPT / TOPICS TO TEACH Ocean education helps me!

As sunlight fades in the ocean, daytime animals seek shelter in caves and crevices on the reef, often the very same spaces vacated by their nocturnal counterparts. The animals most active on the reef at night are primarily carnivorous, using their sense of smell to detect food. The ocean is as active by night as it is by day, the key difference is which animals come out of hiding and are active at night versus daytime.

Character Education: TRUST Objectives »»Students will build literacy TRUST is being able to rely on and have confidence in another. skills as they work with TRUST builds a child’s self esteem. As an educator, parents and new vocabulary in an students TRUST you to behave responsibly and honorably to all activity requiring them to of the children in your care. Sometimes TRUST must be earned, unscramble words and form and other times TRUST comes with a position of leadership a complete sentence. and is given automatically until something is done to disrupt »»Students will practice using it. In order to teach TRUST, you must first demonstrate TRUST. new facts and deductive A great way to build TRUST with your students is to always be logic to engage in a trivia consistent and honest, leading by example and serving as a role game about life on the reef. model. »»Students will use the scientific method of inquiry to explore how animals Ocean Annie and SCUBA TRUST in self can be a great use bioluminescence to divers TRUST confidence and self-esteem builder. Students need to TRUST that they communicate on the reef When Ocean Annie and her friends go can honestly share with you both in and simulate that form of SCUBA diving they TRUST everyone times of happiness and frustration. If communication through an has learned all the skills necessary an educator breaks a child’s TRUST exercise requiring them to to breathe underwater and that when they are young it may produce find their partners using only their equipment has been properly a lasting effect on how a child views light signals. maintained. To go SCUBA diving, education and learning. If you tell the we also have to TRUST in ourselves »»Students will construct truth, follow the rules, keep promises and our equipment. When we train sentences or a story that and talk about problems openly SCUBA divers, we TRUST they are not requires them to recognize with your students, this will foster an going to touch animals or damage the and use anagrams. environment of TRUST. Consistency is environment. There are no underwater the key to a positive and TRUSTING »»Students will practice police, we have to TRUST that we classroom environment. interpreting fractions in know what is safe and demonstrate order to break a code proper behavior. This is done through message. education and continued commitment to follow the rules.

18 www.AnnieCrawley.com 1st to 3rd Grade

Getting Started Treasure Chest Required Materials • Bioluminescence ❍❍ DVD “Dive Into Diversity!” • Carnivore by Dive Into Your Imagination • Ecologist • Herbivore ❍❍ Large Dry Erase Board/Easel and Markers • Mucus • Nocturnal • Omnivore Anticipatory Set Lead-In • Partitioning ✧ ✧ Watch and become familiar with chapter one“Night Diving on the Reef” • Piscivore from the DVD “Dive Into Diversity!” • Plankton ✧✧ Discuss what students know about the animals on the reef at night. • Predator • Prey ✧ ✧ Before running the film clip, ask students to imagine they are marine • Resource biologists, meaning they are scientists that specialize in the study of sea • Scientist life and will work with their team to collect information during the run of the video clip.

Here are some questions and answers you can use to build a brainstorming session: KWL LGL AG WP Questions for Students Answers for Educators

What can scuba divers use to help A flashlight, underwater lights, strobes for photography, video lights. them see at night in the ocean?

What do animals do on Hunt and look for food. Rest or sleep. the reef at night?

What kinds of animals come Jellies, comb jellies, moray eels, octopuses, squid, out on the reef at night? hermit crabs, groupers, barracuda.

They blow a special mucous bubble around their How do parrot fish sleep? bodies so other fish can’t smell them.

www.OurOceanAndYou.com 19 Dive Into Diversity

Video Review ✧✧ Take a moment to review the meaning of the word nocturnal, and see if the class ✧ ✧ After watching the clip about night diving on can brainstorm examples of nocturnal land the reef, once or even a few times, discuss animals. and write down any additional facts and information students learned from watching ✧✧ Discuss the meaning of trust and the the video. importance of trust in class and at home.

✧✧ Lead a discussion about things that students ✧✧ Ask students to write a reflection in their do at night and how it differs from what they journal about hide and seek on the reef. do during the day.

Imagination Value

Many of your students may be scared of the dark or afraid at night. They may have a nightlight in their room but are embarrassed to admit it. Assure your students when Ocean Annie and her friends go SCUBA diving at night, they bring lights with them. Animals that come out at night have night vision and have evolved different senses for living in the dark. You can either read this script to or use your imagination and create your own!

“Imagine you are a SCUBA diver and want to go and explore the reef at night! It is an incredible place to see at night because so many animals come out to feed. Get with your buddy team and review your hand signals! When we dive at night we have to do our hand signals differently. We have to hold our light above our hand and do the hand signals in front of the light beam so our buddy can see the signals. Also, never point the light directly into your buddy’s eyes as you will blind them with your light. Let’s use our imagination, grab our waterproof nightlights and go on a night dive! Are you ready? OK, 1. 2. 3…imagination!

WOW!!!! Don’t be scared of the dark, just turn on your light! Do you have your light on? GREAT! What is the first thing you notice? Yes, the color is amazing at night! Be sure to always shine your light down on the reef! Ok, ready to explore?

During the day, lobsters hide in cracks and crevices, but at night we see them walking around the reef looking for food to eat! Can you see the moray eel slithering along the reef? They use their sense of smell to hunt at night and follow their nose looking for a meal! Octopus luteus, the red octopus, only comes out at night. Night diving is so much fun! What do you hope to see on the reef at night? Careful, don’t shine your light in the animals’ eyes! That is a turtle sleeping and you will disturb it if you shine your light in their eyes! Use your imagination, what kind of animals will you find? WOW! Did you see the squid? Look at all the colors. Are you ready to do some exercises and learn more about night diving? Get with your buddy team and let’s get ready to explore night diving on the reef!”

20 www.AnnieCrawley.com 1st to 3rd Grade

CLASSROOM ACTIVITY STATION A1 NIGHTTIME REEF SHUFFLE Overview Night diving is fun! Students will work to unscramble words in order to complete sentences about lifestyles in the ocean at night. Participation in this activity will provide students with an opportunity to practice reading comprehension, reading for context, and expand vocabulary.

Materials: “Nighttime Reef Shuffle” activity, writing tools

Talking Points Lesson Procedure Q: Where do coral reefs grow? 1. Copy and provide each student with “Nighttime Reef Shuffle.” A: Near the equator, all around the world. Earth has one big ocean with many 2. Take a few moments to review important features. One of the special environments vocabulary. Depending on the skill level of the in the ocean is coral reefs. class, work with students to define important words on a board they can use as a reference ✧✧ Coral reefs are important because they during the activity. provide a home for so many other animals, protect islands and shorelines 3. Instruct students to work individually or in buddy from erosion, and offer places for scientific teams to unscramble the words on the page in study and recreation. Scuba diving order to complete the sentences. on coral reefs at night is an incredible 4. Students can include completed worksheets in experience. their “Dive into Diversity” journal. ✧✧ Ocean water has unique properties and 5. Have students create a story using all the differs from fresh water. Minerals are words from the “Nighttime Reef Shuffle” carried from land to the ocean through worksheet. rivers.

Even though I hunt at night, I have very poor eyesight. I follow my nose to find food!

We want you to love our ocean because we protect what we love.

www.OurOceanAndYou.com 21 Dive Into Diversity

CLASSROOM ACTIVITY STATION A1 (Continued) NIGHTTIME REEF SHUFFLE

Extension Ideas Notes »»Challenge students to come up with a story incorporating some or all of the treasure chest words.

»»Allow students to choose one of the sentences to illustrate or use with glow-in- the-dark paint.

»»Ask students to imagine that they are a small fish on the reef at night. What kinds of activities would they be doing in the dark ocean? If they are hiding from bigger fish how and where might they hide? Where might they look for their food? Have students describe the food web on the reef at night.

»»As a class, brainstorm reasons why it might be good (or not so good) to have the ability to give off light in the dark sea? Reasons it might be good could include finding food, or attracting a mate. One reason it might not be good is because it could give away a hiding place.

When night diving we carry Humans benefit from the ocean. lights with us so we can see. Please help protect us!

22 www.AnnieCrawley.com 1st to 3rd Grade

CLASSROOM ACTIVITY STATION A2 TRIVIA AFTER HOURS Overview Creatures come out at night! Students will review facts from the video segment as they engage in a game of trivia. Participation in this activity will provide students with an opportunity to review concepts learned from the DVD segment, build vocabulary, and employ critical thinking.

Materials: “After Hours Trivia” activity

Talking Points Lesson Procedure Q: Ask students to describe their most favorite 1. Use the “After Hours Trivia” activity as a smell. worksheet or as a game. Following are steps A: Affirm that there are many kinds of smells you can use to create a game. and that “smells” are an important kind of 2. Ask students to stand up. information. 3. Students can work individually or in buddy Q: Ask students to raise their hands and take teams. a vote as to whether they like the smell of 4. Students will hear a series of trivia questions. pizza, peppermint, cheese, or lemons? Instruct students to answer by raising their A: Affirm that different things smell good to right hand if the answer is fact, or left hand if different people. they think the answer is fiction.

✧✧ Ask students to raise their hands if they have 5. If students give the correct answer, they ever known they were close to a restaurant can remain standing, if not they may be by the way the air smells, or what their mom seated. was cooking by the way their home smells. 6. The last students standing are the “leading In these situations students were using their experts” in marine ecology. sense of smell to get information about where or what the food is.

✧✧ Point out that fish use their sense of smell to find food too. There are more than 32,000 species of fish. They have evolved different ways to hunt for food. Animals at night use smell, light, and chemicals to hunt.

Some fish rest at night while others are just waking up.

www.OurOceanAndYou.com 23 Dive Into Diversity

CLASSROOM ACTIVITY STATION A2 (Continued) TRIVIA AFTER HOURS

Trivia Questions TRUE /FALSE Extension Ideas »»Ask students to imagine how scuba divers Animals in the ocean sleep can communicate with one another on at night and the ocean FALSE a night dive. It is much harder to see goes totally quiet. hand signals, so how do they think they communicate? Give students flashlights and The same animals that see if they can come up with a variety of are active by day on the FALSE signals that could be used to communicate reef are active at night. in the dark without shining their lights in one another’s eyes!

A carnivore is an animal that »»Ask students to choose interesting facts TRUE hunts other animals for food. from the trivia game to write sentences or a story about. Allow students time to share and identify similarities or differences in their Some animals use light work. as a way to communicate TRUE »»Some scientists live in work stations under in the ocean. the ocean for prolonged periods of time. How might this be beneficial to them in Animals in the ocean use terms of what they might see happening in the sense of hearing as a FALSE the ocean at night? Ask students to imagine primary way to hunt for food. they are living on a research station. Can they design experiments and think of things they Parrotfish spin a sort of would look for that happen in the ocean at bubble cocoon around TRUE night? their bodies to protect themselves at night.

Herbivores are animals that TRUE eat plants and algae.

Only sharks come out at FALSE night to hunt other animals.

Many animals in the ocean choose evening to lay their TRUE eggs known as spawning.

As we dive deeper, it gets darker Scuba divers and people because water absorbs light. We need to use flashlights at TRUE can carry lights with us. night to see underwater.

24 www.AnnieCrawley.com 1st to 3rd Grade

CLASSROOM ACTIVITY STATION A3 BIOLUMINESCENCE Overview Some animals are very active at night! Students will be introduced to animals that emit light, bioluminescence, and how it is used in the ocean as they observe bioluminescent organisms and simulate how such organisms use light to communicate in the ocean. Participation in this activity will provide students with a chance to become familiar with the scientific method of inquiry, practice critical observation, analytic thinking, and deductive reasoning.

Materials: Bioluminescent organisms (many biological supply companies sell live cultures in vials that are ideal for classroom use), bioluminescence index cards, paper, writing tools, Index cards, flashlights (1 per buddy team)

Talking Points Lesson Procedure Q: Ask students to hypothesize about what they 1. Show students the vial of bioluminescent think conditions are like in the deep ocean. organisms. Allow them to observe the Record their comments on a board. bioluminescence and hypothesize about what A: Beyond the first few hundred feet deep, could be causing it. Ask them to observe what the ocean has little and eventually no light. happens when they agitate the vial. Have In the deep ocean, it is cold and dark. students record their thoughts about what is Exceptions would be at hydrothermal vents causing the light and/or what is causing the where the temperature may exceed 600 organism to make the light. degrees Fahrenheit. 2. Discuss with students that different kinds of Q: Ask students to hypothesize about what animals flash signals in ways that are unique to kinds of animals might live in the deep their species. Some create short bursts of light ocean. How might those animals identify and others longer flashes, while some use predators, food, or a mate? combinations.

A: A wide array of animals including fish, jellies, 3. Break the class into groups, and provide each many kinds of zooplankton and more live in group with a flashlight and a bioluminescence the deep ocean. A key way to communicate index card. Instruct students as follows: is to use bioluminescence which is an • The dots on the card indicate short light animal’s ability to give off light. bursts, while the dashes are longer bursts. Q: Ask students if they can think of any animals • Students will use their flashlights to signal that glow in the dark. the sequence on their assignment card, and locate the group that has the sequence A: Most students will relate to fireflies. There identical to their own. are many animals in the ocean including • Perform the activity in a darkened room and bacteria and fungi that use light a form of keep it going until each group has found its communication in the deep dark sea or at counterpart. night. www.OurOceanAndYou.com 25 Dive Into Diversity

CLASSROOM ACTIVITY STATION A3 (Continued) BIOLUMINESCENCE

Extension Ideas Notes »»Ask students to imagine they are scuba divers in the ocean studying bioluminescent animals. Challenge them to write sentences or a short story about what it would be like to be in the dark ocean studying these organisms. Add writings to student journals.

»»Have students create their own signal sequence and challenge a friend to repeat it.

»»Discuss other relationships students know about predator and prey relations at night such as hyenas, elephants, or hippos.

Plankton makes the farthest migration every night known as vertical migrations. They travel from the deep sea to the surface and back down deep again.

26 www.AnnieCrawley.com 1st to 3rd Grade

CLASSROOM ACTIVITY STATION A4 FISH ON THE GLOW! Overview People love to night dive! Students will learn about the fundamentals of bioluminescence and construct sentences or a story using anagrams to discuss why bioluminescence is important in the ocean. Participation in this activity will introduce students to the importance of the biological concept of bioluminescence, provide them with an opportunity to expand vocabulary, and build literacy and spelling skills.

Materials: Paper, writing tools

Talking Points Lesson Procedure Q: Can you think of any kinds of animals that 1. Write “BIOLUMINESCENCE” on a board for glow in the dark? students to see.

A: Most students will be familiar with lightning 2. Ask students to write the word bugs. “bioluminescence” on a sheet of paper.

Q: Why do you think it might be useful for 3. Working individually or in buddy teams, animals to glow in the dark? time students for 2-5 minutes as they write A: To communicate, to find other members of as many words as they can build from the its species, to scare away a predator, or to letters in the word “bioluminescence.” Once attract a mate. Do your students have other students have completed their word lists, ideas? ask them to write sentences or a story about night in the ocean using as many of the Q: Does anyone know how deep the ocean is words on their list as possible. (on average)? 4. As a class, compare the words that students A: Much of the sea floor is 12,500ft deep which came up with to see how many words were is almost two and a half miles. Compare this found in common, and what words were distance to an area in your community. Most unique or unusual. of it is also dark because sunlight can only penetrate a few hundred feet. The ocean is 5. Completed writings can be added to the mostly unexplored. “Dive into Diversity” journal.

Q: Do you think animals in the ocean can glow?

A: Yes. Animals in the deep commonly do because so much of the ocean is dark even during the day. We have one world ocean covering 70% of our planet’s surface.

www.OurOceanAndYou.com 27 Dive Into Diversity

CLASSROOM ACTIVITY STATION A4 (Continued) FISH ON THE GLOW!

Extension Ideas Notes »»Challenge students to see how many words they can build using the letters in the word “bioluminescence”.

»»Spend time teaching the class common signals used in scuba diving and ask the class to spend time using them to enhance silent communication. In all of The Adventures of Ocean Annie DVDS there is a special features section about scuba diving. Have students get in their buddy teams and practice these hand signals. Can they change buddy teams and still understand one another? Can students create their own easy to use language with their hands? Do they use other body language when communicating such as eye contact, or other physical signals?

»»Ask students to think of ways that divers might navigate in the dark ocean. Sometimes they count how many times they kick as they swim in a straight line so that when they turn back to go in the direction they came from, they will know how many kicks it should take to get back. They also use time to judge distance traveled, a compass for direction, lights from the boat, and natural navigation. Have students simulate what scuba divers do by counting walking steps out and back from a fixed point, using a compass, etc. This can be done in buddy teams and the navigating buddy can close his or her eyes to see if they can hit the mark with the aid of their teammate.

When signalling your buddy OK, it is like saying, I am OK, are you?

28 www.AnnieCrawley.com 1st to 3rd Grade

CLASSROOM ACTIVITY STATION A5 CORAL CODE RIDDLE Overview Friends are important. Students will practice interpreting fractions in order to get the letters necessary to break a code message. Participation in this activity will provide students with a chance to work with fractions, use logic and deductive reasoning, and employ analytic thought.

Materials: “Coral Code Riddle” activity, writing tools

Talking Points Lesson Procedure ✧✧ Our planet Earth has one big ocean with 1. Photocopy and provide each student with a many features. Different parts of the ocean “Coral Code Riddle”. basin have different names designated 2. Depending on the skill level of your class, by geographic region and other physical take time as needed to review fractions or characteristics such as South Pacific, Atlantic, even work through the first few questions as Arctic, Indian, etc. All the different parts are a group. connected to each other because water in the ocean moves from place to place. The 3. Students will use the words on their list as ocean covers about 70% of the surface of our manipulatives, counting how many letters planet. Fractionally what does 70% ocean there are in the word, and then using the look like? information to figure out how many letters represent a fraction of that word. ✧✧ Ocean water has unique properties. It is salty and so more dense than freshwater allowing 4. Explain to students that their job is to write for different animals and ecosystems to the letters that represent the corresponding flourish. fraction in each question.

✧✧ As students uncover the meaning of the 5. Instruct students to work individually or in problems and work through solutions, buddy teams to interpret the fractions and have them also analyze givens, constraints, their corresponding letters to break the code relationships and goals. Can they create and solve the riddle. a pathway to the solution rather than just 6. Completed worksheets can be added to the achieve the goal? Can they draw a pie chart “Dive into Diversity” journal. or make a bar graph to illustrate the same points?

✧✧ Ocean organisms have a variety of different structures and behaviors that help them to survive in the sea. The ocean is mostly unexplored. Scientists, explorers, photographers and filmmakers all use mathematical concepts in their work.

www.OurOceanAndYou.com 29 Dive Into Diversity

CLASSROOM ACTIVITY STATION A5 (Continued) CORAL CODE RIDDLE

Extension Ideas Notes »»Ask students to find definitions or look for images of the aquatic words on the worksheet in order to expand knowledge and vocabulary. Challenge them to relate what they learn to their daily life. How are we interconnected with the ocean and ocean animals.

»»Challenge students to illustrate an image or write a story about the solution to the riddle.

»»Ask students to spend 1-2 minutes writing about what they learned from the lesson, and why fractions are important.

When diving in different temperatures, we wear different suits. How do you dress appropriately?

The ocean is a major influence on weather and climate.

30 www.AnnieCrawley.com 1st to 3rd Grade

CLASSROOM ACTIVITY STATION A6 BOOK STALL Overview Friends are important. Students will practice and build independent reading strategies. Provide a reading or computer area where students can look through books and other supplemental materials will help to build literacy, develop vocabulary and language skills.

Materials: The book Manfish: A Story of Jaques Cousteau by Jennifer Berne

Lesson Procedure; Character Education, TRUST 1. As a class, take some time to talk about why it is important to have trust in people and perhaps most importantly in ourselves. Poster: FRIENDSHIP “Cherish friends, they last forever.” 2. Brainstorm a list of examples of people in the community or within family units that are worthy of Fine Art Prints, posters, greeting cards trust. Point out that when we can trust, we can also and other products are available to take risks. decorate your classroom or school while inspiring your students with real 3. As a class, read the story Manfish: A Story of Jaques ocean animals and environmental Cousteau by Jennifer Berne. Upon completing scenes. Contact us to learn more. the story, ask students to reflect and discuss how Jaques Cousteau’s trust helped him to achieve Marine iguanas only live on the great things. Galapagos Islands. Have students locate these islands on a map and 4. At the conclusion of the discussion, provide each research why their heads are white! student with a copy of “I Trust in Me” and instruct them to complete the phrase on the sheet with Marine Iguanas, Galapagos Islands five ideas about things that they can achieve if they trust in themselves. Ask students to write their responses in complete sentences and add them to their journals.

By reading books and researching about the ocean, you learn more and have more fun!

www.OurOceanAndYou.com 31 Dive Into Diversity

Book Suggestions »»Collard, Sneed B. III. One Night in the Coral Sea. Illus. Robin Brickman. Watertown, Massachusetts: »»Berne, Jennifer. Manfish: A Story of Jaques Charlesbridge Publishers, 2005. Cousteau. Illus. Eric Puvbaret. San Fransisco, California: Chronicle Books, 2008. »»Denne, Ben. First Encyclopedia of Seas & Oceans. Usborne First Encyclopedia. Illus. David Hancock. »»Cerullo, Mary M. Coral Reef: A City that Never Designed Nelupa Hussain. Tulsa: Usborne Books, Sleeps. New York, New York: Dutton Juvenile, 2011. 1996. »»Kudlinski, Kathleen. The Seaside Switch. Illus. »»Collard, Sneed B. III. The Deep-Sea Floor. Illus. Lindy Burnett. Minnetonka, Minnesota: NorthWord Gregory Wenzel. Watertown, Massachusetts: Books for Young Readers, 2007. Charlesbridge Publishers, 2003.

Closure and Follow Up Plan for Independent Practice ✧✧ Once students have experienced the learning stations, ask students what new »»Select stories from the suggested reading list to read as a class or for self-study. facts they learned from participating in the activities and reflect with the class on how »»Have students write their own story about much knowledge has been gathered about diving with Ocean Annie, Makaio, Fringy the night in the ocean. ichthyologist fish or Finnagain the friendly shark. ✧ ✧ Spend time addressing misconceptions from »»Have students observe differences in the the start of the lesson and correcting them activities they perform during the day and with new information. evening then report back to class.

✧✧ Spend a moment talking about darkness and »»There are 24 hours in a day. Break down a schedule for students in your school reasons why it can be exciting to explore according to the activities they do. Can they in dark places. Remind students about the illustrate this mathematically in a chart or activity on the reef at night and all of the graph? interesting animals seen only at night. »»Brainstorm a list with students people and ✧✧ Review the ideas your class had about jobs that need to operate 24 hours a day. how scuba divers can communicate in the Examples might include policemen, firemen, hospitals, etc. How do jobs differ at night dark. than during the day?

✧✧ To reinforce the learning, you can gather »»When it is day in one part of the world, it the class to review vocabulary and write new is night in another. Have students review words down to discuss. what they know about the rotation of earth. What observations can they make in relation to night versus day on our planet? In our ocean?

»»Find information about animals that come out at night in other ecosystems.

Learning is fun! 32 www.AnnieCrawley.com 1st to 3rd Grade

DVD TRANSCRIPT NIGHT DIVING ON THE REEF

Although exploring the ocean by day is Fish have a distinct odor that other fish can exciting, when the sun sets another world smell. Parrot fish comes alive beneath the sea. blow a mucus bubble around their bodies to Don’t be scared of the dark I’ll turn on my block their scent in the hopes light…let’s have a look. that an eel or grouper will leave them alone to The predators on the reef come out in the awake to another day… dark…but they don’t want to play… but it doesn’t always work. WOW…did you see They hunt and look for prey! that?

Jellies swim around looking for a meal… And that…That was a star gazer feeding…

Comb jellies look like they’re from outer space! An octopus caught a fish bigger than its body! They move about and scoop up plankton into It’s taking it home to eat! their mouths! And oh my…what is this…an octopus battling Who would think that in the dead of night there with a harp snail….who do you think will would be so much win? activity on the reef! It is a big fish eat little fish Fish feed. And crabs eat too… world under the sea! My oh my…Don’t blink your eye…Gotcha… Moray eels can’t see very well at all, but they Hide fish hide! slither along and use Strange. Bizarre. Creatures all come out at their nose as a guide. They have a keen sense night…this is by far my favorite time to dive! of smell. They hide during the day in cracks and crevices, coming out at night to find a meal…check out their razor sharp teeth… WOW!

Octopus balloon along…using their eight arms to capture dinner.

Hermit crabs use their giant front claws to drag their bedroom around.

Anemones feed on plankton floating in the dark. And some inside the reef.

www.OurOceanAndYou.com 33 Dive Into Diversity Go Blue! Ocean Annie’s Tips to Help Our Environment

The bodies of jellies are over 90% water. Can you imagine what it would be like to have a body made of 90% pollutants? The amount of trash, chemicals, pesticides and other hazardous materials accumulating in the ocean every day is staggering and it impacts life in the ocean in ways that we have barely begun to understand. The measures we take at home are an important step in helping to alleviate the problem of pollution.

Community clean-up initiatives are an important way to help keep garbage out of our precious waterways. They are also an important visual reminder to others that pollution is a problem we can help reduce. No matter where you live, there are ways you can reduce pollution. Whether you live by the ocean, a river, a lake, or a stream you can organize your own school or community clean up initiative. People create pollution, we are the only ones who can prevent it! Brainstorm with your students ways you can reduce the amount of trash you create and how you can help keep your community clean.

Create a mantra with your class. When I reduce the amount of trash I create, I help sharks and turtles and fish and me! Everything we do on land affects the ocean. If you ever say, “Throw it away,” correct yourself. There is no away, everything goes somewhere.

34 www.AnnieCrawley.com Lights Out! Night Diving on the Reef

ACTIVITIES

Name Date A 35 2013 © Dive Into Your Imagination® Dive Into Diversity www.OurOceanAndYou.com

AND

RITIN

THE JO THE

W READING partitioning piscivore plankton predator prey resource scientist bioluminescence carnivore ecologist herbivore mucus nocturnal omnivore

36 Dive Into Diversity 2013 © Dive Into Your Imagination® www.AnnieCrawley.com Nighttime Reef Shuffle

Name Date Directions: Unscramble to bold word in each sentence by using the word bank. Reread the sentence to make sure the words best completes it.

1. Marine animals use a powerful sense of lesml to help them hunt in the sea.

2. Animals that are conlantur are active at night.

3. When animals feed only on plants they are called sehvbeirro.

4. A vnierrcoa is an animal that eats other animals.

5. Animals that live a drifting lifestyle and float along on the currents are called konnptla.

6. A radpoetr is an animal that is on the hunt for other animals.

7. When an animal is an roovemni it dines on both plants and animals.

8. When an animal is hunted for food by another it is epyr.

9. Animals in the deep, dark ocean often use thgli to communicate.

10. Scientists can use small submarines called elssbubemrsi to spend longer lengths of time studying marine life.

Treasure Chest of Words omnivore herbivores light

THE JOY OF READING AND predator plankton nocturnal WRITING smell submersible carnivore prey

A1 - WORD SCRAMBLE37 2013 © Dive Into Your Imagination® Dive Into Diversity www.OurOceanAndYou.com OCEAN ANNIE’S SUPER SCUBA CHALLENGE Ocean Annie spotted a srhoease on the reef while diving at night. Unscramble the letters to figure out what she saw!

Create 3 of your own sentences with a scrambled word. Switch with your buddy to see if you can solve one another’s super scuba challenge!

38 Dive Into Diversity 2013 © Dive Into Your Imagination® www.AnnieCrawley.com Trivia Questions

Name Date Directions: Read each statement about animals in the ocean. Determine if the statement is True or False, and record this on the line provided.

1. Animals in the ocean sleep at night and the ocean goes totally quiet.

2. The same animals that are active by day on the reef are active at night.

3. A carnivore is an animal that hunts other animals for food.

4. Some animals use light as a way to communicate in the ocean.

5. Animals in the ocean use the sense of hearing as a primary way to hunt for food. 6. Parrotfish spin a sort of bubble cocoon around their bodies to protect themselves at night.

7. Herbivores are animals that eat plants and algae.

8. Only sharks come out at night to hunt other animals.

9. Many animals in the ocean choose evening to lay their eggs known as spawning. 10. Scuba divers and people need to use flashlights at night to see underwater.

A2 - TRIVIA39 2013 © Dive Into Your Imagination® Dive Into Diversity www.OurOceanAndYou.com Bioluminescence

Name Date

Directions: The dots on the card indicate short light bursts, while the dashes are longer bursts. Use your flashlights to signal to “read” the sequence on your card and find the group that has the sequence identical to yours.

_ _ _ _ ._ _ _ _ ._ _ _ _ . _ _ _ _ ._ _ _ _ ._ _ _ _ .

… _ … _ … … _ … _ …

_ . _ . _ . _ . _ . _ .

40 Dive Into Diversity 2013 © Dive Into Your Imagination® www.AnnieCrawley.com Deep Sea Anglerfish Date Name A4 - ANGLERFISH COLORING PAGE41 2013 © Dive Into Your Imagination® Dive Into Diversity www.OurOceanAndYou.com Coral Code Riddle

Name Date

Directions: In the blank next to each question, write the letters that match the fraction represented. Connect the selected letters together in order to break the code and solve the riddle.

1. The first 3/7 of BIOLOGY

2. The first 3/8 of LUMINOUS

3. The first 2/12 of INVERTEBRATE

4. The first 1/3 of EEL

5. The first 2/7 of SCALLOP

6. The last 4/15 of PHOSPHORESCENCE

7. The last 5/10 of FLASHLIGHT

8. The last 1/6 of SHARKS

9. The first 1/6 of TURTLE

10. The first 2/9 of HERBIVORE

11. The first 2/5 of WATER

12. The last 1/8 of STINGRAY

OCEAN ANNIE’S SUPER SCUBA CHALLENGE RIDDLE: How do divers find their way on the reef at night?

To find the answer to this riddle, write all of the answers from the questions above in order in the blanks provided below.

42 A5 - CORAL RIDDLE Dive Into Diversity 2013 © Dive Into Your Imagination® www.AnnieCrawley.com I TRUST IN ME

Name Date

Directions: To trust means to believe in yourself and others. When you trust, you have confidence too. Ocean Annie and her friends trust each other when they are diving in the water and practice safe diving. Think of things that you are confident doing. What do others trust that you can do?

Because I trust myself I can…

A6 - BOOK STALL43 2013 © Dive Into Your Imagination® Dive Into Diversity www.OurOceanAndYou.com Dive Into Diversity | My Ocean Journal

Name Date

Today I learned...

44 Dive Into Diversity 2013 © Dive Into Your Imagination® www.AnnieCrawley.com Dive Into Diversity | My Ocean Journal

Name Date

Today I learned...

121 2013 © Dive Into Your Imagination® Dive Into Diversity www.DiveIntoYourImagination.com Educator Key A1 - NIGHTTIME REEF SHUFFLE 1. SMELL 2. NOCTURNAL 3. HERBIVORES 4. CARNIVORE 5. PLANKTON 6. PREDATOR 7. OMNIVORE 8. PREY 9. LIGHT 10. SUBMERSIBLES

OCEAN ANNIE SUPER SCUBA CHALLENGE

SEAHORSE

A5 - CORAL CODE RIDDLE 11. bio 12. lum 13. in 14. e 15. sc 16. ence 17. light 18. s 19. t 20. he 21. wa 22. y

OCEAN ANNIE’S SUPER SCUBA CHALLENGE

B i o l u m i n e s c e n c e l i g h t s t h e w a y

323 2013 © Dive Into Your Imagination® Dive Into Diversity www.OurOceanAndYou.com B3 - DICHOTOMOUS DOLPHINS In your key below, the “A” represents Amazon River Dolphin and the “B” represents Bottlenose Dolphin and shows you the correct answers to each question your students will have to answer to find the solution.

1. a. If specimen has a very round forehead (melon) (B)...... go to 2 b. If specimen has a slightly angular forehead (melon) (A)...... go to 3

2. a. If specimen has a lower jaw that is slightly longer than the upper jaw (B)...... go to 3 b. If specimen has an upper jaw that is slightly longer than the lower jaw...... go to 5

3. a. If the specimen has a wide, cone-shaped beak (B)...... go to 4 b. If the specimen has a long, narrow beak (A)...... go to 5

4. a. If the specimen has smooth edges on its pectoral fins (B)...... go to 5 b. If the specimen has rough bumps along the edge of the pectoral fin...... go to 6

5. a. If specimen has bristle-like whiskers on its beak (A)...... go to 6 b. If specimen has a smooth beak...... go to 8

6. a. If specimen has very tiny eyes (A)...... go to 7 b. If specimen has large eyes (B)...... go to 8

7. a. If specimen is less than eight feet long (A)...... go to 9 b. If specimen is less than six feet long...... go to 10

8. a. If specimen is more than nine feet long (B)...... go to 10 b. If specimen is more than twelve feet long...... go to 9

9. a. If specimen is dark on the top and light on the belly...... Amazon River Dolphin b. If specimen is dark on top with a light colored spotted belly...... unknown animal

10. a. If specimen is dark on top, slightly lighter along the side, and very light on the bottom...... Bottle Nose Dolphin b. If specimen has spots all over its body...... unknown animal

324 Dive Into Diversity 2013 © Dive Into Your Imagination® www.AnnieCrawley.com B5 - ROUND THE REEF B5 - ROUND THE REEF B - 5 ROUND THE REEF FORM A FORM B FORM C 1. How many sea stars? 1. How many sea stars? 1. How many sea stars? Check: 7 Check: 7 Check: 16 Round: 10 Round: 20 2. How many seahorses? Check: 12 2. How many seahorses? 2. How many seahorses? Check: 18 Check: 14 3. How many sharks? Round: 20 Round: 10 Check: 6 3. How many sharks? 3. How many sharks? 4. How many stingrays? Check: 6 Check: 31 Check: 10 Round: 10 Round: 30 5. How many dolphins? 4. How many stingrays? 4. How many stingrays? Check: 9 Check: 21 Check: 21 6. How many clown fish? Round: 20 Round: 20 Check: 15 5. How many dolphins? 5. How many dolphins? 7. How many scuba divers? Check: 16 Check: 19 Check: 8 Round: 20 Round: 20 6. How many clown fish? 6. How many clown fish? Check: 12 Check: 12 Round: 10 Round: 10 7. How many scuba divers? 7. How many scuba divers? Check: 8 Check: 36 Round: 10 Round: 40

C2 - THE SEA BY THREE!

33 27

15 39

21 9

36 18 30

3 5 4 5 6 7 4 8 10 9 6 5 6 + 3 + 2 - 2 + 5 + 2 - 3 - 1 + 3 + 2 - 5 - 5 + 4 + 7 6 7 2 10 8 5 3 11 12 4 1 9 13 E C S W A M D N B H R I U

A 8

s u b m a r i n e 2 13 12 5 8 1 9 11 6

s a n d w i c h 2 8 11 3 10 9 7 4

C5 - CODE BREAKER - FORM B

3 5 2 5 6 7 4 8 10 9 6 2 5 x 3 x2 x 4 x 5 x 2 x 3 x 4 x 3 x 2 x 3 x 5 x 9 x 3 9 10 8 25 12 21 16 24 20 27 30 18 15 E C S W A M D N B H R I U

A 12

s u b m a r i n e 8 15 20 21 12 30 18 24 6

s a n d w i c h 8 12 24 16 25 18 10 27

1. tape measure 2. thermometer 3. ruler 4. stopwatch 5. scale

D4 - KELP RULES! FORM A KELP RULES! B KELP RULES! C 1. 2 inches 1. 6 cm 1. .06 m 2. 4 inches 2. 9 cm 2. .09 m 3. 3 inches 3. 8 cm 3. .08 m 4. 1 inches 4. 3 cm 4. .03 m

How tall is the tallest kelp? How tall is the tallest kelp? How tall is the tallest kelp? 4 inches 9 cm .09 m How tall is the shortest kelp? How tall is the shortest kelp? How tall is the shortest kelp? 3 cm .03 m 1 inches Record below the heights of Record below the heights of Record below the heights of the kelp in order from tallest to the kelp in order from tallest to the kelp in order from tallest to shortest. shortest. shortest. #2: 9 cm #2: .09 m #2: 4-inches #3: 8 cm #3: .88 m #3: 3-inches #1: 6 cm #1: .06 m #1: 2-inches #4: 3 cm #4: .03 m #4: 1-inches

327 2013 © Dive Into Your Imagination® Dive Into Diversity www.OurOceanAndYou.com D5 - KELP IN CONTEXT The order below is one suggested way that the students should have rearranged their sentences into a clear, logical, storytelling style passage.

• Kelp forests are important habitats in the ocean that provide shelter for a diverse assortment of animals. • These large, multi-cellular plants are among the fastest growing flora on the planet. • Clear, cool water that is rich with nutrients and exposed to plenty of sunlight is essential to the growth of healthy sea plants. • There are many uses for kelp and other sea plants, and they are common ingredients in products such as cosmetics, medicine, animal feed, fertilizer, and even ice cream! • Around the world, sea plants are a popular food source and are valued by people for their high nutritional value.

E2 - I SEA SHAPES! 1. CIRCLE 2. RHOMBUS (DIAMOND) 3. RECTANGLE 4. TRIANGLE 5. OVAL 6. HEXAGON 7. SQUARE

E4 - INVERTED INVERTEBRATES 1. SOFT 2. SMOOTH 3. STIFF 4. FLAT 5. WEAK 6. RIGID 7. SLOW 8. BRITTLE 9. FIRM 10. DULL

328 Dive Into Diversity 2013 © Dive Into Your Imagination® www.AnnieCrawley.com E5 - INVERTEBRATES ON THE MOVE FORM A FORM B 1. a.. Red= 6 Yellow= 11 Blue= 8 1. a. Red = 20, Yellow = 25, Blue = 12 b. 25 b. 57 feet c. Yellow c. Yellow (25 feet) d. red d. Blue (12 feet) 2. a. Pink=4 Striped=7 Clear= 1 Shrimp= 10 2. a. Pink = 12, Striped = 17, Clear = 10, b. 22 Spotted = 18 c. shrimp b. 57 inches d. clear c. Spotted d. Clear 3. a. yellow black red green b. yellow 3. a. Yellow, Black, Red, Green c. green b. Yellow c. Green 4. a. White= 1 Purple= 2 Red= 3 Black= 6 4. a. White, Purple, Red, Black b. White b. White c. Black c. Black d. 5 d. Five inches 5. a. blue 5. a. Rock lobster b. red b. Blue lobster c. 9 c. 16 feet

F1 - CORAL REEF LIVING 1. coral 2. stingrays 3. turtle 4. healthy 5. caverns 6. seahorse 7. shipwrecks 8. diving 9. plankton 10. water

6 8 5 7 4 10 4 9 +2 -4 + 5 -2 +2 -8 +3 -8 8 4 10 5 6 2 7 1 RED ORANGE YELLOW GREEN BLUE PURPLE PINK BROWN

3 10 6 9 +6 -9 +6 +2 9 1 12 11 WHITE BLACK AQUA LAVENDAR

F2 - COLORFUL CORAL - FORM B

6 8 5 7 4 6 4 9 x 2 x 4 x 5 x 2 x 4 x 8 x 5 x 8 12 32 25 14 16 48 20 72 RED ORANGE YELLOW GREEN BLUE PURPLE PINK BROWN

3 5 6 6 x 6 x 9 x 6 x 4 18 45 36 24 WHITE BLACK AQUA LAVENDAR

330 Dive Into Diversity 2013 © Dive Into Your Imagination® www.AnnieCrawley.com F4 - CORAL REEF ADVENTURE 1. In order to scuba dive safely it is important to carefully check over the equipment to make sure everything is working correctly and select a dive buddy. 2. A good buddy helps you plan the dive and checks our equipment before going into the water. 3. Getting to the boat is pretty easy if you know how to use a compass. 4. Write a new detail that you would like to add to the story on the lines provided here.

F5 - CORALS ARE COMMUNAL FORM A FORM B 1. 50 1. 50 2. 60 2. 240 3. 80 3. 500 4. 30 4. 60 5. 140 5. 120 6. 80 7. 2000 8. 30 9. 140 10. 1000

G1 - WHO IS A VERTEBRATE - TRIVIA SHEET 1. Dolphin (vertebrate) 2. Sea Star (invertebrate) – (no bilateral symmetry, in fact they are radially symmetrical). 3. Jellies (invertebrate) 4. Sea Turtle (vertebrate) 5. Clam (invertebrate 6. Shark (vertebrate) 7. Sea lion (vertebrate 8. Octopus (invertebrate) – Hint: What do you think an octopus’s body feels like? Does it have hard parts? No, they are very squishy and can squeeze their soft bodies into the tiniest of places.

331 2013 © Dive Into Your Imagination® Dive Into Diversity www.OurOceanAndYou.com 9. Whale (vertebrate) - What do they look like, are they bilaterally symmetrical? (Yes) 10. Marine Iguana (vertebrate) – OCEAN ANNIE’S SUPER SCUBA CHALLENGE

Answer: Invertebrates!

G2 - SIZE IT UP - FORM A

1 Blue Whale Beluga Whale Humpback Whale 100ft 16ft 50ft

3 1 2

2 Green Sea Turtle Hawksbill Sea Turtle Leatherback Sea Turtle 5ft 3ft 9ft

2 1 3

3 Blue Shark Great White Shark Whale Shark 12.5ft 20ft 50ft

1 2 3

4 Bottlenose Dolphin Risso’s Dolphin White Beaked Dolphin 8ft 10ft 7ft

1 3 2

5 Cownose Ray Bat Ray Manta Ray 3ft 5ft 25ft

1 2 3

6 Leopard Seal Elephant Seal Harbor Seal 9ft 16ft 6ft

2 3 1

1 Blue Whale Beluga Whale Humpback Whale 100ft 5yds 1ft 50ft

3 1 2

2 Green Sea Turtle Hawksbill Sea Turtle Leatherback Sea Turtle 1yd 2ft 3ft 3yds

2 1 3

3 Blue Shark Great White Shark Whale Shark 12.5ft 20ft 16yds 2ft

1 2 3

4 Bottlenose Dolphin Risso’s Dolphin White Beaked Dolphin 2yd 2ft 3yds 1ft 7ft

1 3 2

5 Cownose Ray Bat Ray Manta Ray 3ft 1yd 2ft 25ft

1 2 3

6 Leopard Seal Elephant Seal Harbor Seal 9ft 5yd 1ft 2yd

2 3 1

G5 - VERTEBRATES ARE A COOL GROUP FORM A FORM B FORM C 11. 3 15. 3 21. 7 12. 2 16. 8 22. 12 13. 4 17. 9 23. 12 14. 12 18. 24 24. 48 19. 2 25. 6 20. 4 26. 4

333 2013 © Dive Into Your Imagination® Dive Into Diversity www.OurOceanAndYou.com H3 - HOW MANY LEGS FORM A FORM B FORM C

27. 30 31. 30 39. 30 The Many Faces of Award Winning Author, Photographer, 28. 20 32. 50 40. 10 Producer and Empowering Speaker Annie Crawley 29. 20 33. 40 41. 40 30. 40 34. 40 42. 30 35. 60 43. 60 36. 30 44. 20 37. 20 45. 30 38. 50 46. 20 47. 30 48. 50

H6 - ARTHROPODS ARE AMAZING

Arthropods – An animal that has jointed legs and arms, a segmented body, and an outer shell.

Diverse – Ways in which things in a group are different or the same from each other.

Crustacean - Arthropods that live mostly in the ocean usually have a body covered with a hard shell or crust. Examples include lobsters, shrimps, crabs, and barnacles.

Gills - Organ used by the fish and crustaceans to pump air in and out of the body.

Molt - To shed part or all of a coat or outer covering, like feathers, shell, or skin. They are replaced by new growth.

Exoskeleton – An outer covering that provides protection or support for the organism.

Scientist - A person having expert knowledge in science.

Taxonomy - The science that studies animals by describing, identifying, naming, and classifying them.

334 Contact [email protected] or call (805) 453-1947 to book her today! Dive Into Diversity 2013 © Dive Into Your Imagination® www.AnnieCrawley.com