Deep-sea anglerfish (Bufoceratias wedli) Photo by Larry Madin © Woods Hole Oceanographic Institution

Extreme Habitats: Into the Deep Sea April 5, 2014 to November 9, 2014

The Bruce Museum Education Department develops Educator’s Guides to provide detailed information on field trip

planning, alignment with national, state, and local standards, as well as suggested hands-on classroom activities to do

before, during, and after your visit to the Museum.

The Bruce Museum Education Department Presents: Educator’s Guide

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Educator’s Notes

This educator’s guide is separated into the following parts:

Pre-Visit Activity

Overview of Educational Program

Focus on Deep-sea Animals

Learning Objectives

Post-Visit Activity

Alignment with National, State, and Local Standards

Resources and References

How to Schedule Your Museum Visit

Education Department Staff List

Explore the vast and extraordinary deep sea and learn about the extreme biological and physical

factors that make this ecosystem unique. This exhibition focuses on both the highly adapted survival

strategies utilized by creatures of the deep and the technology that enables researchers to record

ground-breaking observations of what is often called the last frontier on this planet.

Consider the Bruce Museum an annex to your classroom. Our collections and inquiry-based STEAM

programs are the perfect way to complement and enrich your day-to-day practice. The hands-on

interaction of “touching” objects and “exploring” collections can enhance a child’s understanding of

scientific phenomena and artistic creation while also allowing them to make important connections

between the sciences and humanities. Our workshops are thematic and designed to give children

maximum exposure to both scientific and artistic concepts and processes.

A visit to Extreme Habitats: Into the Deep Sea is an exciting way to invite students into an

interdisciplinary study of biology, ecology, taxonomy and classification, food chains and webs,

engineering, and technology applications.

For school program information, contact Kathleen Holko, Manager School and Tour Services, at

kholko@brucemuseum.org or (203) 413-6741.

For reservations contact Julie Harrington at jharrington@brucemuseum.org or (203) 413-6744.

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Pre-Visit Activity

Before a visit to Extreme Habitats: Into the Deep Sea, have students complete this activity about

classification so they better understand how scientists learn about newly discovered deep-sea

animals. This activity is modified from a version found on the National Geographic Education website

at http://education.nationalgeographic.com/education/activity/classifying-information/?ar_a=1.

1. List the following sports on the board: baseball, basketball, soccer, and volleyball. Show students

images of people playing these sports and prompt them to think about similarities and differences.

Ask questions such as:

How many of these use a ball?

How many of these use a net?

How many of these are played on a court?

How many of these use a hoop?

Tell students that identifying similarities and differences is one way to begin classifying information.

2. Explain to students that they can group many things based on characteristics and that something

with unique characteristics can be grouped into its own category. Show students images of different

insects and one arachnid. Ask: Which of these is not an insect? How do you know? Inform students

that scientists collect, study, and observe specimens. They record every detail and then compare

their observations to existing records. New species are classified according to their similarities and

differences to known species. This is called relatedness. New species are then given a unique

scientific name.

3. Next, collect a shoe from each person in the class and place the shoes on a table that everyone can

see. Ask students to classify the shoes based on shared characteristics, such as type, color, markings,

kind of closure, or materials. Ask:

How many different ways can you classify the shoes?

What characteristic is the most common?

What is the least common?

4. Ask students to share what they’ve learned about classifying information. Ask: Why do you think

scientists use a classification system to better understand life on Earth? Encourage students to answer

the question based on their experience with the activity.

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Overview of Educational Program

During a tour of Extreme Habitats: Into the Deep Sea, docents will guide students through the

following discussions and activities:

Review the conditions that make the deep sea a challenging and unique environment.

Compare and contrast the deep-sea animal examples in the exhibition and the live animals

from the Museum’s marine tank in order to learn about deep-sea animal adaptations, food

webs, vertebrates & invertebrates, and predator & prey relationships.

Identify the technologies and equipment scientists employ to explore the deep sea.

Sea butterfly (Thecosomata) Photo by Larry Madin © Woods Hole Oceanographic Institution

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Focus on Deep-sea Animals Physical conditions in the deep sea are cold, low in dissolved oxygen, experience tremendous

pressures, and for the most part lack the sun’s light. Amazingly, animals are able to exist in these

harsh conditions due to unique adaptations.

Vampire squid

Vampyroteuthis infernalis

Credit: © 2004 MBARI

When disturbed, the vampire squid will

encase its body with its arms, exposing

rows of spiny projections. The squid can

also make a round shape with its arms,

likely to encapsulate food.

Extreme Habitats: Into the Deep Sea

Common fangtooth

Anoplogaster cornuta

Credit: © 2004 MBARI

Yes, size matters in the animal kingdom. The

common fangtooth relies on a formidable

set of fanglike teeth and rapid movements

to catch its prey. Relative to its body size of

six inches, this fish has the largest teeth of

any marine species.

Dumbo Octopus

Cf. Grimpoteuthis

Credit: © 1999 MBARI

Named for the “ears” that resemble Walt

Disney’s Dumbo, the “ears” attached to the

mantle of this cephalopod are fins, used to

effortlessly keep the squid steady in the

water column while it searches for prey.

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Learning Objectives

After a visit to Extreme Habitats: Into the Deep Sea, students will be able to:

Describe the adaptations, such as bioluminescence, that allow deep-sea animals to survive in

their environment.

Explain deep-sea food webs in ecosystems such as the hydrothermal vent.

Define symbiosis and distinguish between different types of symbiotic relationships.

Differentiate between vertebrates and invertebrates and give examples of vertebrates and

invertebrates that live in the deep sea.

Review the predator-prey relationship and identify different examples of the predator-prey

relationship in the deep sea.

Summarize the various technologies scientists have developed to explore the deep sea.

A bloodbelly comb jelly (Lampocteis cruentiventer) almost 2000 meters below the surface in Monterey Canyon. Photo by MBARI ©2002 MBARI

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Post-Visit Activity

After a visit to Extreme Habitats: Into the Deep Sea, students can compare and contrast the deep

sea with another extreme environment, outer space. This activity is based on a lesson plan from

National Geographic Education, which can be found in its entirety at

http://education.nationalgeographic.com/education/activity/exploring-extremes/?ar_a=1.

1. Introduce the video clips by explaining that students will see an astronaut (Mike Mullane) and

a deep-ocean explorer (James Cameron) describe what it is like to enter extreme

environments. Show the following videos "Descending into the Depths" and “Former

Astronaut Mike Mullane Describes His Countdown to Teamwork,” which can be found on the

following website: http://education.nationalgeographic.com/education/activity/exploring-

extremes/?ar_a=1.

2. After viewing the videos, project a T-chart or Venn-diagram or draw one on the board. Label

one area “Deep Ocean” and the other “Space.” Discuss as a class how the experiences of the

two individuals in the videos were similar and different. Model how to use a T-chart or Venn-

diagram by noting students’ responses in the appropriate spaces as you compare and contrast

the experiences.

3. Afterwards, break the students into small groups and assign each group an outer space

exploration topic for them to research. Suggested topics include:

Exploration technology and equipment used by astronauts

Characteristics of the outer space environment

Effect of outer space on human bodies

History of space exploration

4. Utilizing their previous knowledge of the deep sea and newly discovered information about

outer space, students should then create a T-chart or Venn-diagram outlining the similarities

and differences between their topic in the deep sea and outer space. For example, students

who researched the technology and equipment used by astronauts should compare these

items with the equipment used by deep-sea explorers.

5. Conclude the activity by having each group share their comparisons with the rest of the class.

Ask each group to share what they were surprised to learn about outer space in comparison

to the deep sea.

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Alignment with National, State, & Local Science Standards

The complete Next Generation Science Standards with the full text for all grade levels and subjects

can be found at: http://www.nextgenscience.org/next-generation-science-standards.

- ESS2.B: Plate Tetonics and Large-Scale System Interactions (4)

- ESS3.A: Natural Resources (K)

- LS1.A: Structure and Function (1, 4)

- LS1.B: Growth and Development of Organisms (1,3)

- LS1.C: Organization for Matter and Energy Flow in Organisms (K, 5, MS)

- LS1.D: Information Processing (1)

- LS2.A: Interdependent Relationships in Ecosystems (5, MS, HS)

- LS2.B: Cycles of Matter and Energy Transfer in Ecosystems (5, MS)

- LS2.D: Social Interactions and Group Behavior (3)

- LS3.B: Variation of Traits (3)

- LS4.C: Adaptation (3, MS, HS)

- LS4.D: Biodiversity and Humans (2, 3)

The complete State of Connecticut Core Science Curriculum Framework with the text for grades K-8

can be found at:

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/science/pk8_science_curriculumstandards201

1.pdf

- PK.2 — Many different kinds of living things inhabit the earth.

- K.2 — Many different kinds of living things inhabit the earth.

- 1.2 — Living things have different structures and behaviors that allow them to meet their

basic needs.

- 3.2 — Organisms can survive and reproduce only in environments that meet their basic needs.

- 4.2 — All organisms depend on the living and nonliving features of the environment for

survival.

- 5.2 – Perceiving and responding to information about the environment is critical to the

survival of organisms.

- 6.2 — An ecosystem is composed of all the populations that are living in a certain space and

the physical factors with which they interact.

- 8.2—Reproduction is a characteristic of living systems and it is essential for the continuation

of every species.

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The complete New York State Elementary Science Core Curriculum with the text for grades K-4 can

be found at: http://www.p12.nysed.gov/ciai/mst/pub/elecoresci.pdf

- Standard 4: The Living Environment

o Key Idea 1: Living things are both similar to and different from each other and from

nonliving things.

Performance Indicator 1.2: Describe the life processes common to all living

things.

o Key Idea 3: Individual organisms and species change over time.

Performance Indicator 3.1: Describe how the structures of plants and animals

complement the environment of the plant or animal.

o Key Idea 4: The continuity of life is sustained through reproduction and development.

o Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

Performance Indicator 5.1: Describe basic life functions of common living

specimens (e.g., guppies, mealworms, gerbils).

Performance Indicator 5.2: Describe some survival behaviors of common living

specimens.

o Key Idea 6: Plants and animals depend on each other and their physical environment.

Performance Indicator 6.1: Describe how plants and animals, including humans,

depend upon each other and the nonliving environment.

Performance Indicator 6.2: Describe the relationship of the Sun as an energy

source for living and nonliving cycles.

The complete Greenwich Public School Science curriculum with the text and for grades K-8 and

subjects can be found at: http://www.greenwichschools.org/page.cfm?p=828

- K.2- Zoology

- 1.2- Survival

- 3.2- Plant and Animal Adaptations

- 4.2- Ecosystems

- 6.2- Matter and Energy in Ecosystems

- 7.3- Energy in Earth’s Systems

Deep sea coral (Paragorgia sp.) and sea stars

Alvin Dive 3806 © Woods Hole Oceanographic

Institution

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Resources and References

Resources for Educators:

Claire Nouvian’s book The Deep: Extraordinary Creatures of the Abyss includes over 200 color photos of deep-sea creatures.

National Geographic Education has a number of activities and lesson plans related to the deep sea, including:

- Animal Adaptations in the Ocean: http://education.nationalgeographic.com/education/activity/animal-adaptations-ocean/?ar_a=1

- Bioluminescence: Living Light: http://education.nationalgeographic.com/education/activity/bioluminescence-living-light/?ar_a=1

- Deep Sea Decisions: http://education.nationalgeographic.com/education/activity/deep-sea-decisions/?ar_a=1

- Deep Sea Ecosystems: Extreme Living: http://education.nationalgeographic.com/education/activity/deep-sea-ecosystems-extreme-living/?ar_a=1

- Resources in the Deep Sea http://education.nationalgeographic.com/education/activity/resources-in-the-deep-sea/?ar_a=1

Visit this page from NOAA and the Smithsonian National Museum of Natural History on Deep-Sea Corals: http://ocean.si.edu/ocean-news/deep-sea-corals-noaa-education-plans-activities

The Woods Hole Oceanographic Institute’s website provides information, news, and resources related to different aspects of the ocean, including:

- Hydrothermal Vents: http://www.whoi.edu/main/topic/hydrothermal-vents - Life at Vents & Seeps: http://www.whoi.edu/page.do?pid=83517 - Underwater Vehicles: http://www.whoi.edu/page.do?pid=83502

Resources for Students:

A Day in the Deep by Kevin Kurtz Deep-Sea Anglerfish and Other Fearsome Fish (Creatures of the Deep) by Rachel Lynette Down, Down, Down: A Journey to the Bottom of the Sea by Steve Jenkins Journey into the Deep: Discovering New Ocean Creatures by Rebecca L. Johnson

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How to Schedule a Museum Visit

Adult and school groups of 8 or more require advance reservations and are subject to a special group fee.

Museum-Based School programs are available Tuesday through Friday, 10:00 am to 5:00 pm.

After-School Museum-Based programs are available Tuesday through Friday, last one hour, and start no later than 4:00 pm.

The Bruce Museum is accessible to individuals with disabilities.

Call Bruce Museum Reservations Manager, Julia Harrington, at (203) 413-6744. You may leave a voicemail message at this number at any time. Please leave a choice of times to return your call.

Fees A confirmation/invoice will be e-mailed four weeks prior to the program. Pre-payment is preferred, however, Museum programs may be paid on day of visit. Payment is by cash or check, payable to Bruce Museum, Inc. Museum-Based School Programs: $45 per program for each class. Adult tour groups: $6 per person with a minimum fee of $54.

Scholarships Thanks to the generosity of our corporate members and sponsors, scholarships are available under special circumstances. Please contact the Museum for more information.

Cancellations There is a $15 charge if cancellation is less than two weeks in advance of the scheduled program.

No Eating Facilities are available at the Museum In case of bad weather, classes will be permitted to eat in the Education Workshop if they reserve the room in advance.

Class Size In order to maintain quality education, classes are limited to 25 students. Pre-school class size is limited to 20 students.

Supervision: REQUIRED for all programs Museum visit: 1 adult for every 5 children, to accompany the children at all times. Self-guided tours: If you would like your class to tour the rest of the Museum before or after the scheduled program, you must tell us when you make your reservation to avoid conflict with other groups. Nametags: Help to personalize program and enhance student behavior.

Conduct In order to enhance everyone's enjoyment of the Museum, please go over these rules with your students in advance:

o Please do not run in the Museum o Please talk in quiet voices o Please do not touch paintings or objects

Special requests or curriculum needs All of the programs are flexible and can be adapted to audiences with special needs or to your curriculum objectives. Please discuss with the Museum Education staff in advance.

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Education Department Staff List

Robin Garr Director of Education and Public Programs

(203) 413-6740 rgarr@brucemuseum.org

Kathleen Holko

Manager of School and Tour Services (203) 413-6741

kholko@brucemuseum.org

Peter Linderoth Manager of Outreach Education

(203) 413-6742 plinderoth@brucemuseum.org

Julie Harrington

Museum Educator and Reservations Manager (203) 413-6744

jharrington@brucemuseum.org

Mary Ann Lendenmann Manager of Volunteers and New Media Developer

(203) 413-6746 mlendenmann@brucemuseum.org

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