Unit One Introduction to Marine Invertebrates - the National Sea ...
Unit One Introduction to Marine Invertebrates - the National Sea ...
Unit One Introduction to Marine Invertebrates - the National Sea ...
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utcher paper<br />
pencils, crayons, or felt-tip<br />
markers<br />
masking tape<br />
mollusk shapes<br />
worksheets<br />
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Procedure:<br />
Snails (2-V)<br />
Clams, Cockles,<br />
Mussels, and Scallops<br />
(2-W)<br />
Mollusk Count (2-X)<br />
Mollusk Math (2-Y)<br />
Oc<strong>to</strong>pus Cu<strong>to</strong>ut (2-Z)<br />
Mystery Mollusk ’ .<br />
(2-AA)<br />
1. Put samples of <strong>the</strong> different<br />
mollusks on a table for <strong>the</strong><br />
children <strong>to</strong> see and <strong>to</strong>uch.<br />
Cut out <strong>the</strong> shapes of <strong>the</strong><br />
mollusks for which you lack<br />
examples (e.g., oc<strong>to</strong>pus,<br />
squid, sea slug). Discuss <strong>the</strong><br />
different types and show <strong>the</strong><br />
children pictures of mollusks<br />
from books and magazines.<br />
2. Have <strong>the</strong> class complete <strong>the</strong><br />
worksheets : Snails ; Clams,<br />
Cockles, Mussels, and Scallops;<br />
Mollusk Count : Mollusk<br />
Math; Oc<strong>to</strong>pus Cu<strong>to</strong>ut; and<br />
Mystery Mollusk. (Mollusk<br />
Math was contributed by Kathy<br />
Amerman , Maureen Coon.<br />
Kathy Dill, Mae Dunsing, and<br />
Larry Trani, Baranof Elementary,<br />
Sitka.)<br />
3.<br />
32<br />
Make mollusk matching puzzles.<br />
Divide students in<strong>to</strong> groups of<br />
two or three and give each<br />
group a piece of butcher<br />
paper; crayons, pencils or<br />
felt-tip markers; masking tape<br />
and 15 different mollusks-cardboard<br />
cu<strong>to</strong>uts or shells.<br />
Have students trace <strong>the</strong> mollusk<br />
shapes and write arithmetic<br />
problems (e.g. 3+4, 5-2)<br />
on <strong>the</strong> butcher paper. Then<br />
have <strong>the</strong>m write <strong>the</strong> answers<br />
on masking tape and stick<br />
<strong>the</strong>se <strong>to</strong> <strong>the</strong> undersides of <strong>the</strong><br />
mollusk cu<strong>to</strong>uts. After <strong>the</strong><br />
members of each group are<br />
finished, have <strong>the</strong>m exchange<br />
<strong>the</strong>ir puzzle with ano<strong>the</strong>r<br />
group--and see how fast <strong>the</strong>y<br />
can match <strong>the</strong> tracings with<br />
<strong>the</strong> shells or cu<strong>to</strong>uts. They<br />
can check <strong>the</strong>ir answers by<br />
doing <strong>the</strong> math problems!<br />
Additional activities:<br />
1. Math, Science : Have students<br />
measure <strong>the</strong>ir shells and<br />
cu<strong>to</strong>uts and make bar graphs<br />
using <strong>the</strong>se measurements.<br />
2. Science, Language Arts :<br />
Bring live univalves or bivalves<br />
in<strong>to</strong> <strong>the</strong> classroom for a<br />
brief showing. Have <strong>the</strong> class<br />
write a s<strong>to</strong>ry about how fast<br />
<strong>the</strong>y move, how <strong>the</strong>y bury<br />
<strong>the</strong>mselves, how <strong>the</strong>y feed.<br />
Keep <strong>the</strong> animals cold (in <strong>the</strong><br />
refrigera<strong>to</strong>r) and take <strong>the</strong>m<br />
back <strong>to</strong> <strong>the</strong>ir beach habitat as<br />
soon as possible, so that <strong>the</strong>y<br />
can continue <strong>to</strong> fascinate<br />
future beach visi<strong>to</strong>rs.