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 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: Ethogram 7 has several new species on exhibit, including Lesson 7: Changes in the Habitat 8 poison dart , 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 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 l[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 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.

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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.

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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 . 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 ? 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

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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 camou age. 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.

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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. Be sure to have a schedule in place for sh feeding, water quality monitoring, etc. before you add live sh.

Lesson 5: Field Experience at Greater Cleveland Aquarium What better way to learn about sh than by visiting the Aquarium! Reservations should be made with Aquarium sta early in the school year. Field experiences themselves take place September through March. Shortly after completing the paper aquarium If you have any questions about scheduling your activity, introduce students to real, daily aquarium visit, contact the Aquarium education team. care. Refer to knowledge gained in the Aquarium Set Up teacher workshop at the Aquarium. The During the Aquarium Field Experience, students Florida Aquarium’s Fish in the Classroom will participate in a classroom introduction, a document is a great resource for daily aquarium guided tour through the exhibits, lunch and a care. Please do not hesitate to contact the Greater hands-on Build-A-Fish activity. Students should Cleveland Aquarium education team with bring their lapbook to the Aquarium. additional questions. Additional eld trip logistics are available in the Science Fusion Connection: page 168 NEMO Logistics Guide (found on the Aquarium website).

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Lesson 6: Fish Ethogram At the end of 3 minutes, the recorder will count and record the number of Xs for each behavior This lesson is modi ed from “Lesson 8: Fish column. Observation” in the Florida Aquarium’s Fish in the Classroom document (page 71-78). The study of animal behavior is called Ethology. Scientists use ethograms as a research method to collect data about animal behavior. An ethogram gives scientists a snapshot of what an animal did at a particular time. The goal of this lesson is for students to use inquiry skills and work in teams to observe and identify sh behavior. Divide the class into teams of 3 researchers and assign the following 3 jobs: timekeeper, recorder and lead observer. Using the ethogram data sheet Ask students to graph their data on the bar graph (available on page A9-A11), students can ll in template provided on their data sheet. Students their names and ll in the species name of the sh can analyze the bar graph to determine which they plan to study. behavior the sh exhibited most often. Did the sh behavior match the students’ hypotheses? Have students complete the sh body parts Why or why not? identication chart using the Aquatic Animal Adaptations sheet from their lapbook as a reference. Discuss the sh behaviors listed on the ethogram data sheet. Make sure the students understand what each behavior would look like. Ask the students to complete the hypothesis about their sh. Show the students how to use the stop watch. The timekeeper will operate the stopwatch and say “time” every 15 seconds. When time is called, the lead observers will say which behavior the sh is exhibiting and the recorder will mark an “X” on the data sheet in the appropriate box. Science Fusion Connection: pages 3-24, 40-42

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Lesson 7: Changes in the Habitat – Writing Activity The goal of this lesson is for students to learn Once the students have come up with the list of about changes that happen in natural changes break them into small groups to try and environments and consider how these changes determine if the changes are benecial or harmful will impact the living things. Students will then to the . As a class go over the changes and have a chance to creatively imagine how the see how the students did determining benecial animals living in the aquarium would respond to or harmful changes. similar changes. Use the habitat change worksheet (available on Have students brainstorm a list of changes that page A12) and have the students write, from the you could make to the aquarium in your perspective of the sh, about what is it like to live classroom. If your students have trouble, get them in the classroom aquarium. Have them re ect to think about changes that could happen in the what it is like to have to live with one of the animal’s natural habitat. Then have them think of changes you talked about making to the ways that they could recreate those changes in the aquarium. Make sure the story explains why the classroom aquarium. change is good or bad for the organism. This is a good opportunity to use 6+1 writing skills: ideas, *Please note, actually making harmful changes to organization, voice, word choice, sentence uency the aquarium is NOT recommended. This is merely and conventions. Students can draw a picture to a brainstorming activity* illustrate a main event in their story. Possible bene cial changes could include: Moving sh to a bigger aquarium Science Fusion Connection: pages 183-193 (putting more water), adding plants or adding more shelter Possible harmful changes could include: Moving sh to a smaller aquarium (taking out water), raising or lowering the temperature, adding predators, adding salt to the water, adding pollution, removing plants, removing shelter or allowing algae to accumulate Changes that could go either way depending on your aquarium set up: Adding sh, removing sh, moving plants from one side of the aquarium to the other

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MY NAME:

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HABITAT INVESTIGATION For each habitat listed below: • Draw a circle around the living factors found in that habitat. • Draw a box around the non-living factors found in that habitat. • Cross out the factors that are not found in that habitat.

Freshwater Temperature Logs Saltwater Rocks Sand Fish Frogs Sunlight Plants Pollution Sharks Stars Algae Turtles Mud Rivers & Lakes Rivers

Freshwater Temperature Logs Saltwater Rocks Sand Fish Frogs Sunlight Plants Pollution Eels Sharks Sea Stars Algae Coral Reefs Coral Turtles Plankton Mud

Freshwater Temperature Logs Saltwater Rocks Sand Fish Frogs Sunlight Plants Pollution Eels Sharks Sea Stars Algae

Open Ocean Turtles Plankton Mud

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HABITAT INVESTIGATION ANSWER KEY For each habitat listed below: • Draw a circle around the living factors found in that habitat. • Draw a box around the non-living factors found in that habitat. • Cross out the factors that are not found in that habitat.

Freshwater Temperature Logs Saltwater Rocks Sand Fish Frogs Sunlight Plants Pollution Eels Sharks Sea Stars Algae Turtles Plankton Mud Rivers & Lakes Rivers

Freshwater Temperature Logs Saltwater Rocks Sand Fish Frogs Sunlight Plants Pollution Eels Sharks Sea Stars Algae Coral Reefs Coral Turtles Plankton Mud

Freshwater Temperature Logs Saltwater Rocks Sand Fish Frogs Sunlight Plants Pollution Eels Sharks Sea Stars Algae

Open Ocean Turtles Plankton Mud

NEMO Classroom Curriculum Guide | A5 FISH FLASHCARDS Guess which habitat the sh lives in. Flip to check your answer. Rivers & Lakes Rivers & Lakes Rivers & Lakes

Rivers & Lakes Rivers & Lakes Rivers & Lakes

Coral Reefs Coral Reefs Coral Reefs

Coral Reefs Coral Reefs Coral Reefs

Open Ocean Open Ocean Open Ocean NEMO CLASSROOM CURRICULUM GUIDE

VOCABULARY Adaptation – A trait or characteristic that helps an organism survive Aquatic – Related to water Behavior – Something an organism does Behavioral Adaptation – Something an animal does that helps it survive Camouage – A shape, coloring or patterning that helps an animal blend in with its surroundings Environment – All of the living and nonliving things that surround and aect an organism Freshwater – Water found in streams, rivers, , lakes and underground – Structures in an organism that remove oxygen from water Habitat – The environment in which an organism lives Instinct – A behavior that an animal inherits from its parents without having to learn or observe Observation – Information collected by using the 5 senses Physical Adaptation – An adaptation to a body part

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ETHOGRAM DATA SHEET

Date: Time of Day:

JOB STUDENT NAME Timekeeper The timekeeper watches the stop watch and says “time” every 15 seconds.

Observer The observer calls out the behavior every 15 seconds when the timekeeper says “time.”

Recorder The recorder places an “X” in the proper box when the observer says the behavior.

What kind of sh are you observing? Circle the adaptations your sh has:

Are there any other features or markings that you can use to identify your sh?

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ETHOGRAM DATA SHEET Directions: Below is a list of animal behaviors with descriptions. Mark an "X" in the table each time a behavior is observed. After 3 minutes, add up the number of "X"s in each column to see which behavior your sh displayed most often.

FISH BEHAVIORS Feeding The animal is eating food Swimming The animal is moving from one place to another Resting The animal is not moving Not Visible The animal cannot be seen Other You see a behavior other than the ones described above

Hypothesis: We think our sh will spend the most time: Feeding Swimming Resting Not Visible Other

TIME FEEDING SWIMMING RESTING NOT VISIBLE OTHER 15 seconds 30 seconds 45 seconds 1 minute 1 minute 15 seconds 1 minute 30 seconds 1 minute 45 seconds 2 minutes 2 minutes 15 seconds 2 minutes 30 seconds 2 minutes 45 seconds 3 minutes

Did you see any behaviors other than the ones listed? If yes, what were they?

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ETHOGRAM RESULTS GRAPH

What kind of sh did you observe?

FISH BEHAVIOR GRAPH 13 12 11 10 9 8 7 6 NUMBER OF TIMES 5 4 3 2 1 FISH BEHAVIORS

Conclusion: Our sh spent the most time: Feeding Swimming Resting Not Visible Other

Was your hypothesis correct? Why or why not?

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HABITAT CHANGE Directions: Imagine you are a sh in the classroom aquarium! Now imagine you have to live with one of the changes your class discussed. Draw a picture below to show what it would look like for this change to happen in your aquarium. Then, writing from the sh’s point of view, talk about what it is like to live with this change. Make sure you explain why this change is benecial or harmful for you.

My change is

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