Unit Seven SSWIMS presents Squid The Project Oceanography staff would like to thank the following people for their help in creating, editing, and presenting the Squid program materials. William Hamner, Ph.D. Doctor Hamner is the Director of the SSWIMS program and a Professor at UCLA in Los Angeles. He received a Bachelor of Arts degree in Zoology from Yale University and his Ph.D. in Zoology from the University of California, Los Angeles. Peggy Hamner, M.S. Peggy is the Project Coordinator for the SSWIMS program and a Staff Research Associate at UCLA in Los Angeles. She received a B. A. degree in Zoology and a Master of Science degree in Marine Ecology, both from the University of California, Davis. William and Peggy have been a research team since 1972. Their research approach emphasizes the use of SCUBA or research submersibles to study individual animals in their own environment and collect undamaged live animals. Stacy Sinclair Stacy is a Marine Science Specialist at the UCLA Marine Science Center. She received a M.S. degree in Educational Leadership from Pepperdine University. Stacy taught K-12 education in the Los Angeles Unified School district for eight years. She is certified as a teacher of excellence in the Early Adolescent/ Generalist area from the National Board for Professional Teaching Standards. Louis Zeidberg Louis received a Bachelor of Science degree in Animal Science from U. C. Berkley in 1994. He studied the effects of pollution on stomatopods in Indonesia, and the ability of the Atlantic bottle-nosed dolphin to acquire artificial language. He is currently a doctoral student at UCLA studying squid. Special Thanks to: Bill Tarr: California State Dept. of Education Scott Sperber: Sherman Oaks Center for Enriched Studies Kristine Nogawa-Ross: Carnegie Middle School Marcia Matz: Madrona Middle School Project Oceanography 105 Spring 2001 Unit Seven SSWIMS presents Squid Unit VII Science Standards with Integrative Marine Science-SSWIMS On the cutting edge… This program is brought to you by SSWIMS, a thematic, interdisciplinary teacher training program based on the California State Science Content Standards. SSWIMS is a program provided by the University of California at Los Angeles in collaboration with Los Angeles County school districts including the Los Angeles Unified School District. This program is funded by a major grant from the National Science Foundation. Squid Lesson Objectives: Teachers will provide students access to an integrated physics/biology unit on squid aligned with the National and California State Content Standards. SSWIMS Overview The SSWIMS program at the UCLA mathematics, and earth and space Marine Science Center is designed sciences are inter-related. These to help educators increase their disciplines can be understood and effectiveness by presenting appreciated more when taught in an interesting, relevant, content-based integrative standards-based materials to students. The SSWIMS curriculum. This curriculum uses the program is based on the premise marine environment as its unifying that the science disciplines of theme. physics, chemistry, biology, Squid as an Appropriate Standards Topic The materials for the following Through this approach, students program have been provided by the learn in a variety of situations, having SSWIMS staff and participants. This fun at the same time. is not a complete set of activities but rather excerpts from a larger unit Squid were used in designed to give educators an idea this program for of what can be accomplished using several reasons. squid. By using the materials in this First, students packet teachers can provided know little about students access to numerous squid. Students content standards (national or state). are excited about Project Oceanography 106 Spring 2001 Unit Seven SSWIMS presents Squid learning that involves living that promotes cooperative learning organisms and this allows teachers while meeting the different learning to cover material more quickly and levels of students within a given effectively. Second, animals like classroom. Third, squid have squid provide opportunities for become a major food fishery. teachers to introduce students to Understanding the human impact various content strands along a and uses of squid helps students common theme. These activities respect the bounty the ocean offers. involve students in active discovery Standards Alignment The power of standards- some cases should be introduced, based instruction is that at earlier grade levels. teachers ask themselves, before beginning this Classroom activities should be instruction, “What can the student designed to address content called produce that demonstrates meeting for in the standards. These activities a standard, and how will that product should engage the learner and or performance be assessed?” illustrate the relevance of the Teachers plan units by selecting the standard. standard(s), designing a student product or performance, establishing The following table illustrates the the assessment for that product or number of national science content performance, sharing the standards that can be met using a assessment with the students, minimum of resources. The table planning and implementing shows that the materials contained in instruction, assessing and analyzing this packet represent six of the eight the results, and using those results categories and address most of the to plan further instruction. content areas. The question most teachers ask These activities can also be easily about standards-based instruction is, aligned with math standards. For “Do we change everything we have example, the squid race activity been doing, and start over?” The allows students to use math in a real answer in most cases is no. Instead, life situation, by measuring rates and we focus the delivery of content making comparisons. They use toward the standards established for mathematical terminology to express a particular grade level because their results and then to inquire into students are responsible for the reasons for their results. The mastering the content listed for a squid recipes also provide real life particular standard at their grade applications of mathematics. level. However, concepts supporting Students can use the information a particular standard or set of available to calculate meal costs. standards, can be introduced, and in Project Oceanography 107 Spring 2001 Unit Seven SSWIMS presents Squid Category Middle School Content Relevant Activity Standard Unifying concepts and Systems, order, and Use background information to processes in science organization study classification system and how it applies to squid. Evidence, models, and Squid races experiment explanation Constancy, change, and Squid races experiment measurement Evolution and equilibrium Form and function Squid races experiment Gyotaku activity Science as inquiry Abilities necessary to do Squid races experiment scientific inquiry Understandings about Squid races experiment scientific inquiry Physical science Properties and changes of properties in matter Motions and forces Squid races experiment Transfer of energy Squid races experiment Life science Structure and function in living Background information systems Gyotaku activity Squid races experiment Reproduction and heredity Baclground information Regulation and behavior Background information Squid races experiment Populations and ecosystems Background information Diversity and adaptations of Background information organisms Gyotaku activity Squid races experiment Science in personal and social Personal health Squid recipes perspective Populations, resources, and Squid recipes environments Natural hazards Risks and benefits History and nature of science Science as a human endeavor The Squid unit Nature of science The Squid unit History of science Project Oceanography 108 Spring 2001 Unit Seven SSWIMS presents Squid Squid written by Louis Zeidberg Squid are a group of mollusks that direction to push the squid forward, swim in all of the oceans and are backward, and sideways. Squid also eaten by people in many countries. have fins that provide lift like the Chinese and Japanese people have wings of a bird, and occasionally, dried squid into jerky for centuries; through hard flapping, can be used Italian fishermen prepare it fresh and for fine scale adjustment of position have popularized it as calamari in or slow movements. America. We often eat the California market squid, Loligo opalescens, Anterior to the mantle is the head. batter fried with tartar sauce or lightly Cephalopods have the largest brains fried in oil in a salad. If cooked for of all of the invertebrates. The brain more than a minute it gets quite is dominated by the optic lobe that rubbery. receives information from the eyes. The eyes of squid are similar to Squid belong mammalian eyes. Both have a lens, to the class retina, and iris, and the eyes of Cephalopoda near-shore species of squid also and are have a cornea. Squid vision is very related to good in low light, and although they octopuses, cuttle-fish, and do not see in color, they can see nautilus. Squid are more distant polarized light. relatives of snails (gastropods), which are also mollusks. The mantle At the bottom of of the squid has transformed through the head is the evolution from the shell-producing mouth. Like organ of the snail into a cone shaped snails, squid are muscle. This is the part of the squid’s equipped with a body that is sliced into the rings that radula –a you eat in a calamari