And Breathing Unit 5: Alive! from Algae to Zooplankton

Unit 5: Alive! From Algae to Zooplankton

Alive

LESSON 3 and Breathing Unit 5: Alive! From Algae to Zooplankton

Alive

LESSON 3 and Breathing

All living things breathe! Students learn about structures producers and consumers use to exchange oxygen and carbon dioxide. they also learn how producers and consumers depend on each other in this exchange. Table of Contents

4 Launch! Breathe. All living creatures and producers breathe.

10 In-Out-In-Out A1: Producers Breathe. Plants take in carbon dioxide and release oxygen through stomata.

16 Out-In-Out-In A2: Consumers Breathe. Consumers inhale oxygen and exhale carbon dioxide with their breathing structures.

24 Gulp! Gasp! Gills! A3: Fish Breathe. Fish breathe through their mouth and gills.

32 Oxygen Snatchers A4: Octopuses and Crabs Breathe. Octopuses and crabs breathe through hidden gills.

38 Fanciful Filters A5: Seals and Turtles Breathe. Seals and turtles breathe using lungs.

44 Hold Your Breath! A6: Coral Breathe. Corals absorb oxygen and release carbon dioxide through their outer layer.

50 Your Feet Smell! A7: Sea Urchins and Sea Stars Breathe. Sea urchins and sea stars breathe through tube feet. Standards Hawaii SC.2.1.1 SC.1.5.2 SC.1.4.1 SC.1.3.1 SC.K.4.1 SC.K.1.3 Materials Hot gluegun Craft stick Scissors Coloring materials Cardstock (U5.L3.Launch!-pp.6-9) Mask templates

4 Alive! ~ Alive and Breathing Develop Know-Wonder-Learn chartwithstudents. Go! Set? Photocopy Launch Ready? • • • • • • • • Unit 5-Lesson3-Activity2: Unit 5-Lesson3-Activity1: Unit 5-Lesson3-Activity5: Unit 5-Lesson3-Activity6: Unit 5-Lesson3-Activity7: Unit 5-Lesson1-Activity1: Cut outeyeholes. Unit 5-Lesson3-Activity3: Unit 5-Lesson3-Activity4: All livingcreatures andproducersbreathe. Masktemplatesontocardstock(U5.L3.Launch!-pages6-9). Launch! Hawaii Coral ReefInitiative * U5.L3.Launch! www.reefpulsehawaii.com characteristic of all livingthings? What isone (Breathe) Out-In-Out-In In-Out-In-Out Fanciful Filters Hold Your Breath! Your FeetSmell!(SeaUrchinsandSeaStarsBreathe) No! Never-ever! (Never Alive) Gulp! Gasp!Gills! Oxygen Snatchers(OctopusesandCrabsBreathe)

(Producers Breathe) (Consumers Breathe)

(Seals and Turtles Breathe)

(Fish Breathe) (Corals Breathe) Breathing! Hawaii Coral ReefInitiative * U5.L3.Launch! www.reefpulsehawaii.com Reef Pulse: u5.l3.Launch!

Think about it... What is one characteristic of all living things? Launch! Reading Make an ocean consumer or producer mask. Resource How I Breathe by Mandy Suhr (J 574.12 Su) • Color and cut out your mask.

• Teacher: Glue craft stick along one side to make handle.

• Discuss different structures animals and plants use to breathe. Expressive Epressions How it works Many common expressions Breathing! All living things, have a special structure used for breathing. use the word nose: Win by Monk seals and sea turtles use nose and lungs. Octopuses use gills a nose, Turn up one’s nose, and siphon. Fish use mouth and gills. Seagrass use tiny holes in their nosey. Can you think of more? leaves.

NOAA Link Sea Grant funds research on electronic noses to detect the quality of seafood.

www.seagrant.noaa.gov Search “electronic nose” >> Electronic Nose to Check Salmon Quality

Hawaii Coral Reef Initiative * U5.L3.Launch! * www.reefpulsehawaii.com 5 6 Alive! ~ Alive and BREATHING Monk SealMask U5_L3_Launch! Hawaii Coral ReefInitiative * U5.L3.Launch! www.reefpulsehawaii.com Hawaii Coral ReefInitiative * U5.L3.Launch! www.reefpulsehawaii.com Octopus Mask U5_L3_Launch!

Hawaii Coral Reef Initiative * U5.L3.Launch! * www.reefpulsehawaii.com 7 Seagrass Mask U5_L3_Launch!

8 Hawaii Coral Reef Initiative * U5.L3.Launch! * www.reefpulsehawaii.com Hawaii Coral Reef Initiative * U5.L3.Launch! * www.reefpulsehawaii.com Parrotfish Mask U5_L3_Launch!

Hawaii Coral Reef Initiative * U5.L3.Launch! * www.reefpulsehawaii.com 9 SC.2.3.1 SC.2.1.2 SC.2.1.1 SC.1.5.2 SC.1.4.1 SC.1.3.1 SC.1.1.2 SC.1.1.1 SC.K.6.1 SC.K.4.1 SC.K.3.1 SC.K.1.3 Standards Hawaii Paint Pencils Construction paper Lettuce Bottled water Glass jar Drawing materials Paper Petroleum jelly String Leafy pottedplant Oxy-Go-Round Materials 10

(2 colors) Alive! ~ Alive and Breathing (1 leafpergroup) (1 pergroup) (distilled)

(mp3 andlyrics) (1 pergroup) (white) producers have? structures do WhatBreathing PLants In-Out-In-Out Develop Know-Wonder-Learn chartwithstudents. Go! Set? Cut sixinchpiecesofstring Explore Familiarize yourselfwith Engage Ready? • • • • • Unit 5-Lesson5-Activity2: Unit 5-Lesson5-Activity1: Unit 5-Lesson4-Activity1: Unit 5-Lesson3-All Activities: Unit 5-Lesson2-Activity1: Practice singinginaround. take incarbondioxide andrelease oxygen (Procuders Breathe) Hawaii Coral ReefInitiative * U5.L3.A1www.reefpulsehawaii.com through Stomata. Oxy-Go-Round lyrics(U5.L3.A1-page11). (one ofeachcolorpergroup). Many MiniMe’s (AlgaeLifeCycle) Piece Out!(PlantLifeCycle) Won’t EatTHAT! (ProducersDefend) Growing Goodness Alive andBreathing (Producers) surface area or stomata! Hawaii Coral ReefInitiative * U5.L3.A1www.reefpulsehawaii.com Reef Pulse: u5.l3.A1

Think about it... What do producers inhale? What do consumers inhale?

Historical Note Engage Joseph Priestley first discovered oxygen in 1774. He called it Sing Oxy-Go-Round Version 1 in a round as a class. dephlogisticated (de-fla- jist-i-cate-ed) air. Try saying that ten times fast! Plants take in carbon dioxide, plants put out oxygen. Animals breathe out carbon dioxide, animals breathe in oxygen.

**Activity Extension** Sing Oxy-Go-Round Version 2 as a class. What’s in a word? Fill in the key words missing from the song. Priestley called oxygen dephlogisticated air because it easily burns. Phlox is Greek for burn.

musical Note Musicians call rounds canons. To sing in canon is just like playing follow the leader. You do what the leader does, one step behind!

Hawaii Coral Reef Initiative * U5.L3.A1 * www.reefpulsehawaii.com 11 In-Out-In-Out

Think about it... What structure on leaves do plants use to breathe? Explore Alive! ~ Alive and Breathing Do the Carbon Dioxide Experiment in small groups.

• Ask a question. What structure do plants use to breathe?

• Do background research. Read books on plant parts and photosythesis.

• Construct a hypothesis. “If (I do this), then (this) will happen.”

• Make a prediction.

• Test with an experiment. Create a control: Observe undisturbed leaves. Create variables: Tie colored string gently around one stem. Use petroleum jelly to coat the top of leaves on that stem. Tie different colored string to different stem. Use petroleum jelly to coat the bottom of those leaves.

• Analyze data.

• Communicate results.

**Activity variation for younger students** Assign one leaf per child to observe. Compile observations as a class.

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Explain

Producers are living things. All living things need to breathe, but plants and animals breathe in opposite gases. Plants breathe in carbon dioxide and release oxygen through their stomata.Guess what animals breathe in? Oxygen! What do animals exhale? Carbon dioxide! What’s in a Word? What do producers inhale? What do consumers inhale? Stoma (the singular form of stomata) is Greek for Carbon Dioxide! Oxygen! Uncle says it is a big cycle. Producers “mouth.” take in carbon dioxide consumers exhale. Consumers inhale oxygen producers release. Each relies on the other.

What structure on their leaves do plants use to breathe? Stomata! Plants do not use their entire surface to breathe like algae do. Instead, they have stomata. These holes at the bottom of their leaves On a Related take in carbon dioxide and release oxygen. Think of the activity. Which Note affected the plant more, coating the top or bottom of the leaf? The bottom! Stomata are on the bottom of leaves. When you covered it, the The word stomach comes from the root word stoma. leaf could not inhale the carbon dioxide it needs to breathe.

Interesting Sunlight Fact Plants change the number of stomata on their leaves depending on surrounding conditions. Sugar

Carbon Dioxide Stomata

Oxygen

Underwater SeaGrass

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Think about it... Do plants exhale?

Elaborate

Observe lettuce exhale individually.

• Fill clear glass jar with distilled water.

• Put piece of lettuce inside jar. Cover.

Alive! ~ Alive and Breathing • Set jar in sunny spot for five hours.

• Observe any changes. Keep track of changes each hour. Draw changes on paper.

How it works Yes! Did you notice the bubbles on the lettuce? Oxygen exhaled by the leaf forms those bubbles.

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Evaluate

What breathing structures do producers have? Answer by creating a diagram of a producer (plant or alga) with dot art! Scientists say...... respiration for producer • Draw a plant or alga with your pencil on half of a sheet of paper. exhalation.

• Color in your drawing with dots of color (dot-art). Dip your fingertip in paint to make large dots. Use pencil eraser to form smaller dots.

• Draw an arrow pointing to its breathing structure. Did you know? If you drew a plant, label the breathing structure stomata. If you drew The average leaf produces an alga, label it surface area. five milileters of oxygen per hour! (A medicine syringe typically holds ten milileters of fluid.) Could land plants breathe underwater?

Interesting Assess Fact Producers do need some SC.K.1.3 Collect data about living and non-living things. oxygen, but they release much more than they use. SC.K.3.1 Identify similarities and differences between plants and animals. SC.K.4.1 Identify differences between living and non-living things. SC.K.6.1 Classify objects by their attributes (e.g., physical properties, materials of which they are made).

SC.1.1.1 Collect, record, and organize data using simple tools, equipment, NOAA Link and techniques safely. Diatoms are tiny marine SC.1.1.2 Explain the results of an investigation to an audience using producers that create about half of the oxygen in simple data organizers (e.g., charts, graphs, pictures). Earth’s atmosphere. SC.1.3.1 Identify the requirements of plants and animals to survive (e.g., food, air, light, water). www8.nos.noaa.gov/onms/ park SC.1.4.1 Describe how living things have structures that help them to Search “Diatom” survive. SC.1.5.2 Describe the physical characteristics of living things that enable them to live in their environment.

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

Hawaii Coral Reef Initiative * U5.L3.A1 * www.reefpulsehawaii.com 15 student) SC.2.3.1 SC.2.1.1 SC.1.5.2 SC.1.3.1 SC.K.3.1 SC.K.1.1 Standards Hawaii Coloring materials Glue Scissors Construction paper Breathe Rap Glass Lighter Candle Materials 16 Alive! ~ Alive and Breathing oxygen andexhales carbon dioxide? (mp3 andlyrics) what inhales (1 per Consumers inhaleoxygen andexhalecarbondioxide with Out-In-Out-In Develop Know-Wonder-Learn chartwithstudents. Go! Set? Cut constructionpaperinhalf. Evaluate Familiarize yourselfwith Elaborate Ready? • • • • • • Unit 5-Lesson3-Activity7: Unit 5-Lesson3-Activity6: Unit 5-Lesson3-Activity5: Unit 5-Lesson3-Activity4: Unit 5-Lesson3-Activity1:I View directionsformakingapop-upcard(U5.L3.A2-page22). Unit 5-Lesson3-Activity3: (Consumers Breathe) (Consumers their breathing structures. Hawaii Coral ReefInitiative * U5.L3.A2www.reefpulsehawaii.com Breathe Rap Your FeetSmell!(SeaUrchinsandSeaStarsBreathe) Hold Your Breath!(CoralBreathe) Fanciful Filters(Sealsand Turtles Breathe) Oxygen Snatchers(OctopusesandCrabsBreathe) Gulp! Gasp!Gills!(FishBreathe) n-Out-In-Out (ProducersBreathe) .

lyrics (U5.L3.A2-page20). consumers! Hawaii Coral ReefInitiative * U5.L3.A2www.reefpulsehawaii.com Reef Pulse: u5.l3.A2

Think about it... What do consumers inhale and exhale?

Engage Scientists Say...... CO for carbon dioxide. Observe the difference when you inhale and exhale. 2

• Place back of hand directly under your nose.

• Take a deep breath in through nose. Notice the cool temperature of air while inhaling. What is your body Invention breathing in? Oxygen! Center Carbon dioxide makes • Breathe out slowly through nose. soft drinks fizzy! Joseph Notice the warmer temperature of air while exhaling. What is your body Priestley, the same guy breathing out? Carbon dioxide! who discovered oxygen in 1774, also was the first to notice this fizzy effect • Are people consumers or producers? when he invented soda.

Interesting Fact You and I breathe in and out about 22,000 times a day!

NOAA Link Learn more about oxygen and carbon dioxide in the atmosphere with NOAA’s JetStream.

www.srh.weather.gov >JetStream>> The Atmosphere.

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Think about it... Why do consumers inhale oxygen? Explore

Observe Cutting Off Air demonstration as a class.

• Take a deep breath.

• Hold your breath as long as you feel comfortable. Why can you not hold your breath for very long?

Alive! ~ Alive and Breathing • Observe teacher cover lit candle with glass.

• Observe what happens to the flame.

• Discuss why people smother a fire to stop it from burning. Discuss why people fan a fire to start it.

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Explain

Consumers breathe in the opposite gas as producers. Consumers take in oxygen and exhale carbon dioxide. Tutu kane reminds us that producers Just for Fun take in carbon dioxide and release oxygen. World champion freediver Tom Sietas held his breath What do consumers inhale and exhale? for 17 minutes and 19 Inhale oxygen and exhale carbon dioxide! You can tell they are two seconds underwater. different gases, because the temperature of the air going inside when you inhale is much cooler than air going outside when you exhale.

Why do consumers inhale oxygen? Fuel! Oxygen served as fuel for fire in your demonstration. Without oxygen in the air, the fire extinguishes. For consumers, oxygen fuels their cells! Without oxygen, consumers would die. did you know? If your clothes catch fire, you “stop, drop, and roll” to cut off oxygen to the flames.

Interesting Fact Fish exhale thirty eight pounds of carbon dioxide for every one pound of oxygen they inhale.

Hawaii Coral Reef Initiative * U5.L3.A2 * www.reefpulsehawaii.com 19 Out-In-Out-In

Think about it... How do different animals breathe?

Elaborate

Sing Breathe Rap as a class.

If you’re a mammal or any kind of animal, except for a fish or any kind of crustacean, You probably breathe just like you, just like me, In your mouth to your lungs That’s how the job is done, So breathe in deep...and sing with me...

CHORUS: Breathe in oxygen to the inside Alive! ~ Alive and Breathing and carbon dioxide goes back on the outside. Oxygen feeds the blood on the inside but carbon dioxide’s just waste so it goes back on the outside.

If you’re a crustacean, from any nation or if you are a fish if that’s what you wish Then you’ll probably breathe like they do in the sea From the water to the gills, that’s how the job is done, So breathe in deep...and sing with me....

CHORUS: Breathe in oxygen to the inside and carbon dioxide goes back on the outside. Oxygen feeds the blood on the inside but carbon dioxide’s just waste so it goes back on the outside.

How it works Structures! But all animals take in oxygen and breathe out carbon dioxide. Tutu says to remember, producers take in carbon dioxide and release oxygen. It is a cycle!

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Did you know? Air contains twenty times Evaluate more oxygen molecules than in the same amount of water. What inhales oxygen and exhales carbon dioxide? Answer by making a pop-up card to show which gases consumers breathe (U5.L3.A2-page 22).

• Draw ocean consumer and producer shapes on another paper. Cut out your drawings. Paste onto inside of pop-up card. Decorate Interesting inside of card to make an ocean scene. fact The harmonica is the • Draw blue arrow to show how oxygen moves between the only instrument played by producers and consumers. mouth which uses both Draw red arrow to show how carbon dioxide moves between the two. exhalation and inhalation

• Decorate front of card.

How do consumers rely on producers for breathing? Historical note In the 1200s, Catalan poet Ramon Llull produced one of the earliest known pop Assess up books.

SC.K.1.3 Collect data about living and non-living things. SC.K.3.1 Identify similarities and differences between plants and animals.

SC.1.3.1 Identify the requirements of plants and animals to survive (e.g., food, air, light, water). SC.1.5.2 Describe the physical characteristics of living things that enable them to live in their environment.

SC.2.1.1 Develop predictions based on observations. SC.2.3.1 Describe how animals depend on plants and animals.

Hawaii Coral Reef Initiative * U5.L3.A2 * www.reefpulsehawaii.com 21 22 Pop-up Card Instructions u5 l3 a2: Out-inout-in (Evaluate)

1. 2. 3. 4. 5. 1. 2. 3. 4. 5.

Fold sheet in half. Cut two 2-inch slits on

Hawaii Coral ReefInitiative * U5.L3.A2www.reefpulsehawaii.com Start with single sheet of Fold center flap down. Unfold. Opem. Push folded edge of one paper. colored construction paper. flap inward. 6. 6.

CARBON DIOXIDE

OXYGEN

Follow directions in Evaluate (U5.L3.A2-page 21). Hawaii Coral ReefInitiative * U5.L3.A2www.reefpulsehawaii.com Follow directions in Evaluate (U5.L3.A2-page 21). Hawaii Coral ReefInitiative * U5.L3.A2www.reefpulsehawaii.com 23 SC.2.1.1 SC.1.5.2 SC.1.4.1 SC.1.3.1 SC.K.1.3 Standards Hawaii and white) Koinobori Stapler Pencil Paper cup Tissue paper Coloring materials Tape Glue Scissors Construction paper Envelopes Materials String Hole punch 24 Alive! ~ Alive and Breathing template (4”x9”) (1perstudent) what breathing structure do (U5.L3.A3-p.30) (yellow, blue, fish have? Develop Know-Wonder-Learn chartwithstudents. Go! Set? Photocopy koinobori Evaluate Cut tissuepaperintofive-inchbypieces Elaborate Cut yellow, blue,andwhitepaperintoone-inchwidestrips. Explore Ready? Fish breathe throughtheirmouthandgills. • • • • • • Gulp! Gasp! Unit 5-Lesson4-Activity3: Unit 5-Lesson2-Activity4: Unit 5-Lesson3-All Activities: Unit 5-Lesson5-Activity8: Unit 5-Lesson5-Activity7: Unit 5-Lesson5-Activity6: Gills! Hawaii Coral ReefInitiative * U5.L3.A3www.reefpulsehawaii.com (Fish Breathe) template(U5.L3.A3-page30)(oneperstudent). Peek-a-Boo! Munchin’ Machines Genuine Juveniles Out oftheEgg(Larvae) Egg-cellent Start(Eggs) Alive andBreathing

(FishDefend) (five perstudent). (FishEat) (Juveniles) Mouth and Gills!!

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Think about it... What structures do fish use to breathe? Engage

Breathe like a fish individually. Keiki Storytime • Put your hands (gills) up to your face. How Do Fish Breathe Rotate wrists toward cheeks and away from cheeks. Underwater? by Melissa Stewart (J 573.217 St) • Open and close your mouth.

• Flap gills and open and close your mouth at the same time.

Just for Fun Say, “Gills grab gas,” five times fast. The gas they grab is oxygen!

What’s in a Word? Gill comes from the old Norse word giolnar meaning “gills.”

Did you know? Many fish have nostrils! They do not breathe through them, but they do smell with them!

Hawaii Coral Reef Initiative * U5.L3.A3 * www.reefpulsehawaii.com 25 Gulp! Gasp! Gills!

Think about it... How do gills and mouth structures work during breathing?

Alive! ~ Alive and Breathing Explore

Model a breathing fish individually.

• Make mouth, body, and eyes for your envelope fish. Seal envelope. Cut mouth (triangle) on short side. Tape triangle on the other short side for a tail. Draw eyes and gills.

• Cut gill slit on each side of the envelope. Stick hand inside envelope opening to crease one side of envelope. Make a large snip on the gill line.

• Add fins. Draw two side (pectoral) fins and one top (dorsal) fin on construction paper. Fold bottom edge of side fin to help them stick out. Glue side fins below gills. Glue top fin. Let dry.

• Label colored strips of paper.

Yellow strips, “CO2” (carbon dioxide). Drop into fish.

Blue strips, “H2O“ (water).

White strips, “O2” (oxygen).

• Model fish breathing. Insert water (blue) and oxygen (white) strips into mouth. Pull out water (blue) and yellow (carbon dioxide) strips through gills.

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Explain

Fish breathe (take in oxygen, exhale carbon dioxide) underwater. Scientists say...... operculum (o-purr-cue- What structures do fish use to breathe? lum) for the gill cover Mouth and gills! Fish take in water through their mouths and pass it protecting a fish’s gills. through their gills. Gills are long, narrow openings on either side of a fish’s body,

How do gills and mouth structures work in breathing? Together! A fish gulps water and oxygen in through its mouth. It pumps the water out through its gills. As water and oxygen flows across the gills, the gills pull out oxygen. At the same time, it releases carbon Interesting dioxide into the flow of water. The carbon dioxide and water return to Fact its habitat. Most sharks have five gill openings on each side of their bodies. Can you guess the names of the species with six gills...with seven gills? Answer: Six-gill and seven-gill sharks! Water and Oxygen

NOAA Link See photographs of six-gill sharks in the NOAA photo library.

Water and www.photolib.noaa.gov Carbon Search “six gill shark” Dioxide

Hawaii Coral Reef Initiative * U5.L3.A3 * www.reefpulsehawaii.com 27 Gulp! Gasp! Gills!

Think about it... Why do fish have gill structures?

Alive! ~ Alive and Breathing Elaborate

Create fish gills individually!

• Create gill flaps. Trace bottom of paper cup twice on construction paper. Cut along lines. Fold and unfold circle in half to crease.

• Create gills. Stack tissue paper. Place construction paper circles on tissue paper. Staple along fold of each circle. Cut around circles.

• Attach gills to envelope fish from this activity’s Explore (U5.L3.A3-page 26). Fold each gill circle in half. Insert folded half of circle into gill flap with tissue paper facing outwards. Staple one-half of construction paper to inside of envelope.

• Open to reveal gills. Fold flap toward mouth. Gently separate each tissue leaf.

How it works Pulls oxygen from the water! The more gill slits they have, the more water a fish can pass across them. Tutu says the more water passing through their gills, the more oxygen they keep and the more carbon dioxide they can remove.

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Cultural Note Koinobori are windsocks Evaluate that look like carp (koi). Japanese hang them during kodomono What breathing structure do fish have? hi (Children’s Day) Answer by making a koinobori (Japanese fish kite) and labeling its celebration on May 5. breathing structures individually.

• Color koinobori template (U5.L3.A3-page 30). Teacher: Help students cut gill slits and punch holes for kite string.

• Roll into a cylinder. Interesting Tape closed. Tie string through holes. Fact Some fish must swim in • Use your koinobori to explain how fish breathe. order to pump water over their gills.

Could fish breathe if they had lungs?

did you know? The freshwater fish lungfish has a lung! Very unique. Assess

SC.K.1.3 Collect data about living and non-living things.

SC.1.3.1 Identify the requirements of plants and animals to survive (e.g., food, air, light, water). SC.1.4.1 Describe how living things have structures that help them to survive. SC.1.5.2 Describe the physical characteristics of living things that enable them to live in their environment.

SC.2.1.1 Develop predictions based on observations.

Hawaii Coral Reef Initiative * U5.L3.A3 * www.reefpulsehawaii.com 29 Koinobori template 30 u5 l3 a3: Gulp! Gasp! Gills! (Evaluate) Hawaii Coral ReefInitiative * U5.L3.A3www.reefpulsehawaii.com Hawaii Coral ReefInitiative * U5.L3.A3www.reefpulsehawaii.com Intentionally left blank

Hawaii Coral Reef Initiative * U5.L3.A3 * www.reefpulsehawaii.com 31 SC.2.1.1 SC.1.5.2 SC.1.4.1 SC.1.3.1 SC.K.1.3 Standards Hawaii Writing materials Tape Caps Scissors Paper Buckets ofwater Water siphon Materials (yellow, blue,white) 32 Alive! ~ Alive and Breathing Develop Know-Wonder-Learn chartwithstudents. Go! Set? Ask halfofstudentstobringinacap. Elaborate Crumple white,yellow, andbluescratchpaperintoballs Explore Ask studentstobringinasiphon. Engage Ready? • • • • • • • • Unit 5-Lesson4-Activity6: Unit 5-Lesson4-Activity5: Unit 5-Lesson3-All Activities: Alive andBreathing Unit 5-Lesson2-Activity7: Unit 5-Lesson2-Activity6: tape-side uponfloor. Cut severalbluepaperstrips. Attach pieceofdoublesidedtapetoeach.Place (Examples: turkeybasterorwatergunthatsucksupwater) Unit 5-Lesson5-Activity6: Unit 5-Lesson5-Activity8: Unit 5-Lesson5-Activity7: What breathing structure do crabsandoctopuses Octopuses andcrabsbreathe throughhidden gills. Snatchers (Octopuses and Crabs Breathe) Crabs and (Octopuses have incommon? Oxygen Hawaii Coral ReefInitiative * U5.L3.A4www.reefpulsehawaii.com

I’ve Got You Covered Painful Pinchers Vanished! Crab’s Chopsticks(CrabsEat) Egg-Cellent Start Genuine Juveniles Out oftheEgg(Larvae) (Octopuses Defend) . (Crabs Defend) (Eggs) (Juveniles) (OctopusesEat)

(ten ofeachcolorpergroup). Gills! Hawaii Coral ReefInitiative * U5.L3.A4www.reefpulsehawaii.com Reef Pulse: u5.l3.A4

Think about it... Scientists Say... What structures do octopuses use to breathe? ...cephalopods to describe octopuses. It means head to foot. Can you guess why? Engage

Play with a siphon outdoors individually.

• Pull water into a siphon. Did you know? Lower tip of siphon into bucket of water. Gently suck or pull water into An octopus’ siphon lets siphon. him jet through the sea, breathe out, and squirt ink to hide. • Release water from siphon. Squeeze or push siphon to release water. Try to stay dry.

• Look at pictures of octopuses. Try to find their breathing structures (gills and siphon). Interesting • Compare gills of octopuses to pulling of water into siphon. Fact Compare siphons of octopuses to squirting of water from siphon. Octopuses can also absorb oxygen through their skin.

Hawaii Coral Reef Initiative * U5.L3.A4 * www.reefpulsehawaii.com 33 Oxygen Snatchers

Think about it... What structures do crabs use to breathe? Explore

Perform Inhale Part of the Crab Gill Dance in groups of five.

• Pretend to be the different parts of crab gills. Sit in this order: bailer, gill, bailer, gill, setae (extra students become additional setaes).

• Bailer #1: Scoop as may oxygen (white paper ball) and rubbish (yellow paper ball).in your hands. Skip the person behind you (gill) and poor them into hands of bailer #2.

• Gill #1: As the paper balls go passed you, pull out some oxygen (white paper balls). Alive! ~ Alive and Breathing • Bailer #2: Pass oxygen and rubbish balls to setae. Skip the person behind you (gill) and pass them to setae.

• Gill #2: As the paper balls go passed you, pull out all remaining oxygen (white paper balls).

• Setae: Pile rubbish (yellow balls) on the side. Have extra setae pass rubbish balls until reaches the last setae.

**Activity Extension** Perform Exhale Part of the Crab Gill Dance in same groups.

Setae: Pass rubbish (yellow paper balls) and carbon dioxide (blue paper balls) located behind last setae to the front gill bailer. Go down the line of people to get there.

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Explain

Crab and octopuses both breathe through gills, like fish! Uncle says you can find octopus gills inside their mantle (head). Crab have their gills under the What’s in a shell near their front legs. Word? Seta (singular of setae) What structures do octopuses use to breathe? comes from the Latin word Slits, gills, and siphons! Octopuses suck in water through slits in their seta, meaning “bristle.” mantle (body) and pass it over their gills. Tut says they keep in the oxygen and push out carbon dioxide and water through a tube called a siphon, just like you pushed out the water from the water toy.

What structures do crabs use to breathe? Gills, bailers, setae! Crabs have gills, too. Their gill is divided into three Dazzling parts: gills, bailers, setae. Gill bailers push water and oxygen over gills. Definition Gills pull out the oxygen. Setae (see-tee) keep rubbish from blocking A bailer is a bucket (or the gills. Gill bailers also push water, rubbish, and carbon dioxide back any object) used to move into the ocean. water out of a boat. How do gill bailers reflect this definition?

Did you know? Crab gills are the feathery looking things you see on either side of the guts when you take off the bottom shell.

Octopus Slits

Siphon Crab Gills

Hawaii Coral Reef Initiative * U5.L3.A4 * www.reefpulsehawaii.com 35 Oxygen Snatchers Alive! ~ Alive and Breathing Think about it... Can crabs and octopuses breathe when out of water? Elaborate

Play Mollusk Out of Water as a class.

• Crawl like a crab or an octopus. Crabs squat and move sideways with hands out like pinchers. Octopuses wear caps (mantle). Squat and move forward using hands to help.

• Grab several water molecules (strips of paper with tape). Crabs: Tape to your shell (shirt). Octopuses: Tape to your mantle (cap).

• Scurry onto land after leader calls out, “All on land!” Remove a bit of water every few seconds. Return to ocean when water disappears.

How it works Yes! Their gills need to stay moist. Crabs and octopuses bring water with them in their shell or mantle when they temporarily leave the ocean.

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Evaluate

What breathing structure do crabs and octopuses have in Reading common? Resource Answer by making a Venn diagram individually. The Octopus: Phantom of the Sea by Mary Cerullo (J • Draw two overlapping circles. 594.56 Ce)

• List structures both crabs and octopuses use to breathe. Write in the space where circles overlap.

• List structures only octopuses use to breathe. Write in the left-hand circle in non-overlapping area. Scientists say... • List structures only crabs use to breathe. ... mantle for an octopus’ Write in the right-hand circle in non-overlapping area. body.

• Compare with classmates

What do animals with shells have in common? Hawaii Nei Hawaiian Day Octopus is the most common octopus in Hawaii. Assess

SC.K.1.3 Collect data about living and non-living things. NOAA Link Read this story from volunteer Carl Gwinn SC.1.3.1 Identify the requirements of plants and animals to survive about his real life encounter with a giant (e.g., food, air, light, water). octopus! SC.1.4.1 Describe how living things have structures that help them to survive. www.noaa.gov Search “Octopus Tattoo” SC.1.5.2 Describe the physical characteristics of living things that enable them to live in their environment.

SC.2.1.1 Develop predictions based on observations.

Hawaii Coral Reef Initiative * U5.L3.A4 * www.reefpulsehawaii.com 37 SC.2.1.2 SC.2.1.1 SC.1.5.2 SC.1.4.1 SC.1.3.1 SC.1.1.1 SC.K.1.3 Standards Hawaii Container Water Bowl Dish soap Pipe cleaner Pencil Paper Marker Flexible straw Cubbie bin Water Plastic bottle Balloon Rubber band Punching balloon Precision knife Water bottle Materials 38 Alive! ~ Alive and Breathing (1 pergroup) (1 perpair) (1 pergroup) (small, 1perpair) (1 perstudent) (2-liter, 1pergroup) turtles have (2 perpair) structures do sealsand (1 perstudent) in Common? breathing (1 perpair) What Make bubblesolution. Evaluate Fill bucketsandbottleswithwater. Capbottles. Elaborate Cut off bottomsofsmallwaterbottles. Explore Ready? Develop Know-Wonder-Learn chartwithstudents. Go! Set? • • • • • • • Mix one-halfcupofdishsoapandfourcupswaterinbowl. Cut punchingballoonstofitoverbottomofbottle. Unit 5-Lesson4-Activity7: Unit 5-Lesson2-Activity9: Unit 5-Lesson2-Activity8: Unit 5-Lesson3-All Activites: Unit 5-Lesson4-Activity8: Unit 5-Lesson5-Activity4: Unit 5-Lesson5-Activity5: Seals andturtlesbreathe usinglungs. (Seals and Turtles(Seals and Breathe) Fanciful Filters Hawaii Coral ReefInitiative * U5.L3.A5www.reefpulsehawaii.com Shielding Shell Nosing Around forGrinds Chompin’ Limu(Sea Turtles Eat) Beware ofSeal! Seals theDeal Turtle Tales (Sea Turtle LifeCycle) Alive andBreathing

(MonkSealLifeCycle) (Turtles Defend) (MonkSealsDefend) (MonkSealsEat) nostrils and

lungs! Hawaii Coral ReefInitiative * U5.L3.A5www.reefpulsehawaii.com Reef Pulse: u5.l3.A5

Think about it... What structure allows seals and turtles to breathe? Interesting Fact Reptiles, such as sea turtles, have to squeeze Engage their ribs around their lungs to keep air moving Feel your lungs move individually. inward and outward.

• Take a deep breath. Let it out slowly.

• Put your hand on your chest and feel it rise and fall as you breathe. What’s in a Word? Lungs come from an old English word meaning light organ. Why might people have thought of lungs as lightweight?

Scientists Say...... inhale for taking air (oxygen) into the body and exhale for removing air (carbon dioxide ) from the body.

Hawaii Coral Reef Initiative * U5.L3.A5 * www.reefpulsehawaii.com 39 Fanciful Filters

Think about it... How do lungs work? Alive! ~ Alive and Breathing Explore

Model monk seal lungs with a partner.

• Make diaphram. Cover cut water bottle bottom with cut punching balloon. Pull it almost flat and secure with rubber band.

• Create lung. Insert regular balloon into top opening of bottle. Pull balloon neck over rim. Secure with rubber band.

• Pull downward on diaphram. Watch lung (smaller balloon) expand!

• Push inward on diaphram. Watch lung (smaller balloon) contract.

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Explain

Sea turtles and monk seals live in Hawaii’s coastal waters. But, they do not breathe underwater. Instead, they breathe the air above water. Did You Know? Mammals, like whales, dolphins and seals, use What structures allow sea turtles and monk seals to breathe? lungs too! Nostrils and lungs! They breathe in oxygen through nostrils. The oxygen fills their lungs and moves to other parts of their body. Carbon dioxide from the body exits through the same structures.

How do lungs work? Muscles! Think of the activity. Aunty says the big balloon is like a scientists diaphragm (muscle separating the lungs, heart, and ribs from the say... stomach). When you pulled it down, the smaller balloon (lungs) filled with air (oxygen)! Push in on the diaphragm and air (carbon dioxide) ...mammalian diving reflex to describe a mammals pushes out of the lungs. ability to stay underwater for a long time.

NOAA Link Try this great craft from the Hawaiian Island Humpback Whale National Marine Sanctuary!

hawaiihumpbackwhale. noaa.gov >>Education and Outreach>>Kids Corner>> Ulana Launiu

Hawaii Coral Reef Initiative * U5.L3.A5 * www.reefpulsehawaii.com 41 Fanciful Filters

Think about it... How do animals with lungs stay underwater for so long? Elaborate

Test lung capacity in pairs.

• Pour water into bin. Add about four inches.

• Fill two-liter bottle with water. Leave one inch of air. Cap bottle. Place bottle into bucket with the mouth of the bottle resting on the bottom of the bucket. Remove cap while keeping it underwater.

• Place flexible straw into bottle’s mouth. Let rest of straw stick out of water. Have partner hold the bottle and straw in place.

Alive! ~ Alive and Breathing • Exhale normally into straw. Mark water level with a piece of masking tape. Refill the bottle. Repeat.

• Take in a deep breath (pretend you are smelling a flower). Blow into straw. Mark second water level with masking tape.

• Record and share your results

How it works Holding their breath! They take very big breaths of air. Compare the lines of your two breaths. You normally inhale a lot less oxygen than your lungs can actually hold. A marine mammal inhales more oxygen and exhales more carbon dioxide in each breath. The more water you forced out of the bottle, the bigger your lung capacity. Aunty says lung capacity means how much air your lungs can hold.

**Activity Extension** Convert into an experiment!

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Evaluate

What breathing structures do seals and turtles have in common? Did You Know? Answer by making a bubble wand individually. Monk seals can hold their breath for 20 minutes, humpback whales for 60 • Twist a pipe cleaner into a turtle shell (circle). minutes, and sea turtles Leave enough room for a handle! for 120 minutes!

• Twist the shape end around the handle end to secure.

• Dip wand into bubble solution. Blow and make bubbles with your breath. On a Related Note... • Say an animal that breathes using lungs and then pop a bubble. Baby sea turtles have not learned how to hold their breath for long periods of What other marine animals breathe with nostrils and lung time. Therefore, they sleep structures? on the water’s surface.

Web Resource Test your lung capacity online! You will need either a microphone or Assess earphones. Search “Lungtester.” SC.K.1.3 Collect data about living and non-living things.

SC.1.1.1 Collect, record, and organize data using simple tools, equipment, and techniques safely. SC.1.3.1 Identify the requirements of plants and animals to survive (e.g., food, air, light, water). SC.1.4.1 Describe how living things have structures that help them to survive. SC.1.5.2 Describe the physical characteristics of living things that enable them to live in their environment.

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.

Hawaii Coral Reef Initiative * U5.L3.A5 * www.reefpulsehawaii.com 43 SC.2.3.1 SC.1.5.2 SC.1.4.1 SC.1.3.1 SC.K.3.1 SC.K.1.3 Standards Hawaii Coloring materials Construction paper Finger paint Bubble wands Bubble solutions Paper plate Ribbon orstreamers Fan Cups ofwater Paper towels Books oncoralpolyps Materials 44 Alive! ~ Alive and Breathing (1 perstudent) (1 perstudent) to breathe? structures polyps use do coral What Corals absorboxygen andrelease carbondioxide Develop Know-Wonder-Learn chartwithstudents. Go! Set? Gather picturesofanighttimereef. Elaborate Tie streamers/ribbontofan. Explore Borrow abookwithphotosofcoralpolyps. Engage Ready? • • • Unit 5-Lesson5-Activity3: Unit 5-Lesson4-Activity4 Unit 5-Lesson2-Activity5: Cover workareawithnewspaper. Search >>“Coralreefatnight”. Make suretounplugfanfirst. Hold Your Breath! through theirouterlayer. (Coral Breathe) Hawaii Coral ReefInitiative * U5.L3.A6www.reefpulsehawaii.com : I’ll Sting You (CoralDefend) Corals, ofCourse Take No Prisoners (Coral LifeCycle) (CoralEat) zooxanthellAe! outer layer

and Hawaii Coral ReefInitiative * U5.L3.A6www.reefpulsehawaii.com Reef Pulse: u5.l3.A6

Think about it... What structure allows coral polyps to breathe?

Reading Engage Resource Coral Reefs by Gail Gibbons (J 577.789 Gi) Imitate how coral breathe individually.

• Look at images of coral polyps. Try to find their breathing structure.

• Put a paper towel (outer layer of coral polyp) on your desk. Scientists Say... • Sprinkle water (ocean habitat) on the paper towel. ...epithelium to describe Observe interaction of paper towel and water. coral’s outermost layer.

• Discuss what absorb means. How does it relate to coral polyp’s outer layer?

What’s in a word? Polyp comes from Greek words polys (many) and pous (foot). Do polyps have many feet? Answer: No!

Hawaii Coral Reef Initiative * U5.L3.A6 * www.reefpulsehawaii.com 45 Hold Your Breath!

Think about it... Alive! ~ Alive and Breathing How does water flow help corals breathe? Explore

Create good water flow and poor water flow as a class.

• Make a coral colony with your paper towels. Crumple, twist, and tape paper towels onto plate.

• Watch water flow. Turn on fan and watch water flow (ribbon move in wind).

• Simulate good water flow. Place your coral in front of fan.Turn on fan and watch water flow over coral.

• Simulate poor water flow. Place your coral in front of fan, but do not turn on fan. Instead, cover coral completely with streamers to show water not moving around the coral.

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Explain

Corals exchange oxygen and carbon dioxide through their outer layer. Water flow keeps a fresh supply of oxygen moving over corals. Hawaii Nei Hawaiians say koa for What structure allows coral polyps to breathe? coral. Outer layer! Corals take in oxygen kind of like the way water absorbed through the paper towel. Uncle says oxygen can move through the outer layer, just like the water started out on one side of the paper towel (coral skin) and moved all the way across it to the other side. Carbon dioxide moves outward the same way. Roman How does water flow help coral breathe? Mythology Moves oxygen and carbon dioxide! Water flow push oxygen toward Once upon a time, the coral and pulls carbon dioxide away. If the water does not move, Perseus killed the monster coral could suffocate. Aunty says the movement and stillness of the Medusa, who could turn anything to stone with a streamers in the activity mimics the water around corals. look. He placed her head on some seaweed, which turned instantly into coral.

Did You Know? Sea jellies also breathe through their skin.

Hawaii Coral Reef Initiative * U5.L3.A6 * www.reefpulsehawaii.com 47 Hold Your Breath!

Think about it... Alive! ~ Alive and Breathing From where else does some of a polyp’s oxygen come? Elaborate

Cycle oxygen and carbon dioxide in pairs.

• Stand a few feet from your partner. Face each other.

• Partner one (zooxanthellae): Blow oxygen bubble toward partner two. Partner two catch bubble with bubble wand.

• Partner two (coral polyp): Blow carbon dioxide bubble toward partner one. Partner one catch bubble with bubble wand.

• Repeat.

How it works Zooxanthellae! Remember them from the Eating lesson in this unit (U5.L2.A5-pages 38-43)? They are tiny producers that live inside coral polyps. Tutu kane says, all producers release oxygen. The coral polyp inhales that oxygen while enclosed inside their exoskeletons during the day. In exchange, polyps exhale carbon dioxide for zooxanthellae, which like all producers, use it to breathe!

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Evaluate

What structures do coral polyps use to breathe? Answer by making a coral polyp hand painting individually. Keiki Storytime • Cover palm with a thin layer of your favorite paint color. Corals by Lola M. Shaefer (J 593.65 S) • Press painted hand flat against a piece of paper. Your fingers are like polyp tentacles! Wash and dry hands.

• Draw the two ways coral polyps receive oxygen.

Scientists How do coral polyps depend on zooxanthellae? How do Say... zooxanthellae depend on coral polyps? ...symbiosis when two living creatures depend on and help each other. Coral polyps and zooxanthellae have a symbiotic relationship.

NOAA Link Learn more about zooxanthellae with the National Ocean Service.

www.oceanservice.noaa. gov Assess Search “zooxanthellae”

SC.K.1.3 Collect data about living and non-living things. SC.K.3.1 Identify similarities and differences between plants and animals.

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

HawaiiHawaii Coral Coral Reef Reef Initiative Initiative * * U5.L3.A6U5.L3.A6 * * www.reefpulsehawaii.com www.reefpulsehawaii.com 49 SC.1.5.2 SC.1.4.1 SC.1.1.2 SC.1.3.1 SC.K.3.1 SC.K.1.3 Standards Hawaii Water Rubber band Coffee filter Cups Spray bottle Glitter Glue Thick straws Hole puncher Scissors (U5.L3.A7-pp.56-57) Sea staroutlines Books onseastars Materials 50

(2 pergroup) Alive! ~ Alive and Breathing (1 perstudent) (1 pergroup) (filled withwater) (1 perstudent) (1 pergroup) structures do urchins useto sea starsand Your FeetSmell! exhale? What Sea urchinsandseastarsbreathe throughtubefeet. S Photocopy Explore Borrow booksonseastarsandurchins. Engage Ready? Develop Know-Wonder-Learn chartwithstudents Go! • • • • (Sea Urchins Sea Stars and Breathe) et? Unit 5-Lesson4-Activity9: Unit 5-Lesson3-All Activities: Unit 5-Lesson 2-Activity 10: Unit 5-Lesson5-Activity9: Cut thickstrawsinhalf-inchlengths.(fifteenperstudent). Seastaroutlines(U5.L3.A3-pages56-57) Hawaii Coral ReefInitiative *U5.L3.A7* www.reefpulsehawaii.com Hawaii Coral ReefInitiative * U5.L3.A7www.reefpulsehawaii.com Painful Prickly Ebb andFlow Bag and Buzz Alive andBreathing (AdultsandDeath) (SeaUrchinsandStarsDefend) (Sea Stars and Sea Urchins Eat)

(oneperstudent). feet! Hawaii Coral ReefInitiative * U5.L3.A7www.reefpulsehawaii.com Reef Pulse: u5.l3.A7

Think about it... What structures allow sea stars and sea urchins to exhale?

Reading Resource Engage Starfish, Urchins & Other Echinoderms by Daniel Imitate how sea stars exhale. Gilpin (J 593.9 Gi)

• Look at pictures of sea stars and sea urchins’ tube feet. Try to find their breathing structure.

• Try to exhale through your feet. Scientists Say...... respiration for the exchange of oxygen and carbon dioxide.

What’s in a Word? Respiration comes from the Latin words re (again) and spirare (to breathe).

HawaiiHawaii Coral Coral Reef Reef Initiative Initiative * * U5.L3.A7U5.L3.A7 * * www.reefpulsehawaii.com www.reefpulsehawaii.com 51 Your Feet Smell!

Think about it... How do sea stars take in oxygen? Explore Alive! ~ Alive and Breathing Make a sea star model to observe how sea stars breathe individually.

• Cut sea star outlines (U5.L3.A3-pages 56-57).

• Top: Fold each arm in half vertically to make a crease down each one. This gives your sea star a three dimensional shape. Punch a madreporite (circle) a little off center. Use a single hole puncher.

• Bottom: Make three holes on each arm with hole puncher.

• Glue edge of top star to bottom star.

• Botton: Insert straw piece (tube feet) into each hole. Pinch and twist to fit inside.

• Watch water with oxygen molecules (glitter) pass through madreporite. Sprinkle glitter through top hole (madreporite).

• Watch water with carbon dioxide molecules (glitter) leave through the tube feet (bottom holes).

• Discuss location, name, and function of sea star breathing structures.

**Activity Extension** Spray your sea star with water. Watch as water is absorbed through the papulae (tiny bumps on the skin).

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Explain

Like corals, sea stars and sea urchins do not have gills nor lungs. Unlike coral polyps, the hard skin of sea stars and sea urchins block the passage of oxygen and carbon dioxide. Did You Know? Sea stars also use a structure called papulae What structure allows sea stars and sea urchins to exhale? to breathe. They are tiny Tube feet! Sea stars and some sea urchins release carbon dioxide and bumps all over the body, water through their tube feet. Isn’t that cool?! just underneath the skin.

How do sea stars take in oxygen? Madreporite! The madreporite (muh-dre-puh-rahyt) is a small, white, spot on top of a sea star, slightly off center from the middle. Water and oxygen flow through it like a sieve. Just like your model, water and oxygen go into the madreporite. Oxygen stays inside the sea star. Then the water and carbon What’s in a dioxide filter out through the tube feet. Word? Papula is the Latin word for pimple.

Scientists Say...... porous for something through which water or air can flow.

Interesting Fact Most sea urchins breathe through gills around their mouth. Urchins without gills breathe through their tube feet.

HawaiiHawaii Coral Coral Reef Reef Initiative Initiative * * U5.L3.A7U5.L3.A7 * * www.reefpulsehawaii.com www.reefpulsehawaii.com 53 Your Feet Smell!

Alive! ~ Alive and Breathing Think about it... How do sea stars prevent contaminants from getting into their body? Elaborate

Watch the madreporite stop rubbish in small groups.

• Place madreporite (coffee filter) over a sea star opening (cup). Secure rubber band over filter to secure in place.

• Mix cup of water with rubbish (glitter).

• Slowly pour water mixture over coffee filter.

• Observe water in cup.

• Discuss function of madreporite (coffee filter).

How it works Madreporite! Sea stars use their madreporites to prevent unwanted things, like plankton, from entering their bodies and plugging up their tubes. The madreporite acts like a filter! The madreporite in your model was big enought to let the water with oxygen in, but not the rubbish (glitter).

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Evaluate Scientists Say... What structures do sea stars and urchins use to exhale? ...echinoderms for sea Answer pointing out the breathing structures in your sea star model. stars and sea urchins.

Use your sea star model and identify the structures involved with breathing.

What would happen if plankton blocked the madreporite? what’s in a word? Echinoderm comes from the Greek echinos (spiny) and derma (skin).

Don’t Get Confused! Tube feet are not the same thing as a sea star’s arms nor a sea urchin’s spines. Assess

SC.K.1.3 Collect data about living and non-living things. SC.K.3.1 Identify similarities and differences between plants and animals. NOAA Link Learn more about SC.1.1.2 Explain the results of an investigation to an audience using simple echinoderms with NOAA’s data organizers (e.g., charts, graphs, pictures). Ocean Explorer. SC.1.3.1 Identify the requirements of plants and animals to survive (e.g., oceanexplorer.noaa.gov food, air, light, water). >>Explorations >> 2003 SC.1.4.1 Describe how living things have structures that help them to >> Life on the Edge >> August 27 Log. survive. SC.1.5.2 Describe the physical characteristics of living things that enable them to live in their environment.

HawaiiHawaii Coral Coral Reef Reef Initiative Initiative * * U5.L3.A7U5.L3.A7 * * www.reefpulsehawaii.com www.reefpulsehawaii.com 55 Star Fish Templates:Sea Star Model U5 L3 a7: Your Feet Smell! (Explore)

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