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Classroom Curriculum Guide Table of Contents NEMO CLASSROOM CURRICULUM GUIDE TABLE OF CONTENTS Welcome 1 Welcome to NEMO Lesson 1: Building a Lapbook 3 Lesson 2: Learning with the Lapbook 4 Thank you for taking part in the NEMO program Lesson 3: Paper Aquarium 6 this year! Whether this is your 6th year of NEMO, Lesson 4: Classroom Aquarium Set-Up 6 or your 1st, we are excited share this experience Lesson 5: Field Experience at Greater 6 with your class. Cleveland Aquarium The Aquarium has updated exhibit décor, and Lesson 6: Fish Ethogram 7 has several new species on exhibit, including Lesson 7: Changes in the Habitat 8 poison dart frogs, an Argentinian tegu, ashlight sh and others. Appendix A1-A13 You will see a few updates in NEMO curriculum for the 2019-20 school year. The Student Research Notebooks and Aquatic Animal SPONSORED BY Adaptations Sheets have been updated. The Aquarium will provide the Student Research Notebook packets on the day of the visit, so there is no need to print that part in advance. The pre- and post-visit lessons remain unchanged from last year. Please check out the NEMO logistics guide for information about pre- and post-surveys, bus booking information and other program CONTACT INFORMATION logistics. If you are new to NEMO, please plan to attend Erin Carpenter our 2-part professional development series. Director of Education and Interpretation [email protected] If you have any questions about the lessons Oce: 216.882.8803 x7703 presented in this guide, please do not hesitate to reach out to Aquarium education sta. Our Matt Debelak contact information is listed on the left. Education Coordinator [email protected] We look forward to working with you and your Oce: 216.862.8803 x7715 students this year. Lili Fikter Education Associate [email protected] Erin, Matt, & Lili Oce: 216.862.8803 x7720 NEMO CLASSROOM CURRICULUM GUIDE Connection to Ohio Learning Standards Connection to Science Fusion These activities extend the Aquarium eld NEMO lessons correlate to Unit 4 of Ohio Science experience and enhance the following Ohio Fusion textbook: Living Things and their Standards in Science: Environments (available in Science Fusion Grade 4 Ohio Teacher Edition on pages 165 to 210). Fourth Grade Life Science Topic: Earth’s Living History Content statement: Changes in an organism’s environment are sometimes benecial to its survival and sometimes harmful. Content Concepts: • An animal’s patterns of behavior are related to the environment. This includes the kinds and numbers of other organisms present, the availability of food and resources, and the physical attributes of the environment. • Ecosystems are based on interrelationships among and between biotic and abiotic factors. The NEMO lessons incorporate these content concepts and build on the study of habitats, and adaptations. Specic connections to the Science Fusion textbook appear through the NEMO curriculum Fourth Grade: Science Inquiry and Application guide using the following format: • Observe and ask questions about the natural environment Science Fusion Connection: page 170-179 • Plan and conduct simple investigations • Employ simple equipment and tools to Please note: page numbers refer to pages in the gather data and extend the senses Teacher Edition, not the student edition. • Communicate about observations, investigations, and explanations • Review and ask questions about the Florida Aquarium’s Fish in the Classroom observations and explanations of others This resource (available on the Aquarium website) contains Science inquiry and investigation skills are utilized lesson plans which are now throughout the NEMO experience. All lessons and included in the NEMO pre-visit activities are designed with these skills in mind. and post-visit activities. It also serves as a great reference for classroom aquarium maintenance and upkeep. 2 | NEMO Classroom Curriculum Guide NEMO CLASSROOM CURRICULUM GUIDE Lesson 1: Building a Lapbook A lapbook or “foldable” is a visual organizer for student activities. It is a great place to keep pre and post visit lessons in a single, organized and aesthetically pleasing location. The lapbook also acts as a sturdy writing surface (like a clipboard) for students to use during their eld experience at the Aquarium. Step 3: To make the cover page, rst fold in the The base of each lapbook is constructed with 2 le end aps. Then fold along the dotted line folders. between sections 3 and 4. The cover page will be Activities included in Lesson 2: Learning with the glued to the back of sections 2 and 3. Cover Lapbook comprise the recommended pre-visit template is available on page A1. curriculum. Additional activities may be added to the lapbook and its layout can be tweaked to t the needs of individual classes. Step-by-Step Guide as follows. Step 1: Open the rst le folder and fold each end into the middle. The tab will extend beyond the middle crease. Repeat with the second folder. Step 2: Open the le folders and glue the back of section 4 to the back of section 5. Staple at the top and bottom to reinforce. NEMO Classroom Curriculum Guide | 3 NEMO CLASSROOM CURRICULUM GUIDE Step 4: Attach the Aquatic Animal Adaptations Habitat Investigation sheets to the back of the lapbook (back of 6 & 7). In the habitat investigation, students explore Staple across the top so pages open as a ipchart. several aquatic habitats and discover the biotic Aquatic Animal Adaptations sheet is available on and abiotic factors that make each unique. pages A2-A3. Review the term habitat and have students brainstorm habitats with which they are familiar. Did they include any aquatic habitats? If not, prompt them to extend the list. What makes one habitat dierent from another? Dierent habitats contain dierent living and non-living factors. Use the Habitat Investigation PowerPoint (available on the Aquarium website). This PowerPoint provides an overview of rivers & lakes, coral reefs and the open ocean. Using pictures, maps and brief descriptions, the PowerPoint introduces the habitats and summarizes a few characteristics of the sh that live in each. After viewing the PowerPoint, review the dierence between living factors and non-living factors. For each of the three habitats listed on the Habitat Investigation sheet (available on page A4), Student Research Notebooks ask students to circle the living factors, box the Due to teacher feedback about limited resources non-living factors and cross out factors not found. to prepare the research notebooks, this year, the (Answer key available on page A5). Aquarium education team will provide the student Which habitats contain freshwater? Which research notebook when the group arrives at the habitats contain saltwater? Is there a factor Aquarium. unique to a coral reef? Students can work in small Please still bring the completed lapbooks, and groups to discuss similarities and dierences of pencils with you. each habitat. Attach the Habitat Lesson 2: Learning with the Investigation sheet to sections 2 and 3 in Lapbook the lapbook. The following lessons comprise the recommended pre-visit curriculum. Additional activities may be added to the lapbook and its layout can be tweaked to t the needs of individual classes. Science Fusion Connection: page 168 4 | NEMO Classroom Curriculum Guide NEMO CLASSROOM CURRICULUM GUIDE Habitat Match Do sh living in the same habitat have similar Now that students have a sense for what makes adaptations? Could a sh each aquatic habitat unique, let’s add sh! from the open ocean Fish have adaptations or characteristics that help survive in a coral reef? them survive. Dierent sh survive in dierent Could a sh from rivers habitats in dierent ways. For example, sh native and lakes survive in the to Ohio’s rivers and lakes typically have dull, open ocean? Have muted colors for camouage. Sharks and jacks students revisit the list of have streamlined, rocket-shaped bodies that help living and non-living them swim continuously through the open ocean. factors in the habitats to Coral reef sh are often bright colors to blend into explain why or why not. the bright corals on the reef. Science Fusion Connection: page 170-179 Hand out the Habitat Match sh cards (available & page 182A on pages A6-A7). Cut the cards apart. Working in pairs, or individually, students can group the sh cards by habitat. Vocabulary Fish cards can be printed with or without the To nish the last panel of the lapbook, students labels on the back to vary the diculty of the can paste and label the vocabulary list (available activity. River and lake sh can be further sorted on page A8). Words may be added or subtracted into native Ohio sh and freshwater sh of the to meet the specic needs of the class. world. After sh are sorted, and checked for accuracy, students can glue the sh into the lapbook. Label short panels with habitats as pictured below. Science Fusion Connection: page TR77-TR79 Aquatic Animal Adaptations Sheet The Aquatic Animal Adaptations sheet will be used heavily during the on-site eld experience at the Greater Cleveland Aquarium. To practice using the sheets, and to become familiar with the names, students can identify the mouth shapes, body shapes, tail shapes, and color patterns of the sh from the Habitat Sort. NEMO Classroom Curriculum Guide | 5 NEMO CLASSROOM CURRICULUM GUIDE Lesson 3: Paper Aquarium Lesson 4: Classroom Aquarium The paper aquarium lesson is the perfect prelude Setup to students assisting with real aquarium With student assistance, set up the 10-gallon maintenance. aquarium in your classroom. Refer to notes taken Please refer to the Florida Aquarium’s Fish in the at the Aquarium Set Up teacher workshop. The Classroom lesson for instructions and templates Florida Aquarium’s Fish in the Classroom (available on page 23-30 in the Fish in the document (available on the aquarium website) is a Classroom document on the aquarium website.) great resource as well.
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