|
Grade |
Topic |
Overview |
Keywords |
| K-12 | Nearshore Community Sampling | Using a sampling technique called seining; students can study the ecology of shallow water habitats and draw inferences of how an ecosystem works. | sampling, seining, ecology of shallow water habitats and draw inferences of how an ecosystem works |
| K-4 | Homes for Hermit Crabs | During this interdisciplinary lesson, students listen to a story about hermit crabs, discuss hermit crabs to gain scientific understanding and participate in a visual arts activity that reinforces the concept that hermit crabs do not make their own shell and must borrow shells made by mollusks to use for shelter and protection. | mollusks, anatomy |
| K-8 | Build A Fish | Students learn about fish anatomy and morphology and discover how the shapes of a fish's parts are related to how the fish functions. | anatomy, morphology |
| 3-12 | Marsh Munchies | Food is essential for survival. Animals use calories and nutrients from the food they consume for energy and to build body tissues. However marine debris can affect the ability of animals to feed, and is a threat to our marine environment. This is a game to show how much energy a marsh animal needs to carry out daily activities and how marine debris can affect their lives | marine environment, debris, calories, nutrients, energy |
| 3-12 | Web of Life | A myriad of species, including people, utilize and inhabit the marine environment. During this activity, students will discover the interrelationships these species share by examining feeding habits and assembling typical marine food chains | food chain, predator, producer, plankton, consumer |
| 4-12 | Classification and Identification |
During this set of activities, students explore diagrammatic and taxonomic keys and their application in the marine sciences |
Taxonomy/taxonomic key, classify, systematics, |
| 4-12 | Oxygen in the Water | By sampling and testing a water sample, students will gain an understanding of dissolved oxygen and its importance to life in an aquatic ecosystem. | Photosynthesis, run-off |
| 4-12 | Salinity | Salinity is the concentration of dissolved salts in water, usually expressed in "parts per thousand" (ppt). Objects float higher in salt water than fresh water because salt water is denser (heavier per unit of volume). | Density, hydrometer, meniscus, refractometer, specific gravity |
| 5-12 | pH | During this activity, students learn to use a Colorimetric test to measure pH and gain an understanding of pH and its importance to life in an aquatic ecosystem | Submerged Aquatic Vegetation, buffer, reagent, |
| 5-6 | Is there sewage in my sample? |
Sediment sampling and ocean pollution |
core sample, grid, sediment, sewage |
| 6-12 | Plankton | During this activity, students will learn how to collect plankton and use microscopes to observe and identify it. | plankton, consumer, food chain, producer, estuarine, eutrophication, |
| 6-12 | Water Quality Monitoring | This lesson describes testing methods for four important parameters of water quality, dissolved oxygen, pH, salinity and clarity/turbidity. | clarity, hydrometer, dissolved oxygen, pH, salinity, turbidity |
| 9-12 | Counting FishStix | Population Biology | population sample, census, variability |
| 8-12 | NC-Estuary Net Curriculum | Estuary-Net is an exciting technology-based water quality monitoring project developed and supported by the National Estuarine Research Reserve System (NERRS) and adapted to the state level. | The project utilizes curriculum, field sampling, and telecommunications to teach middle school, high school, and adult learners about watersheds, water quality monitoring, and the role of science and research in problem-solving and managing our state estuarine resources. |
| Marsh Mystery Water |
To develop skills in observing. To develop skills in classifying solutions by density. To develop skills in making inferences. To develop understanding of estuaries and mixing of salt and fresh water. |
estuary, density, liquid, salinity, saltiness, sample, solution, tidal creek, sound | |
| Eco-logical: A Coastal Logic Problem |
To be able to describe coastal communities. To be able to order communities from the sound to the ocean. To be able to explain how marsh differs from the beach. |
barrier island, beach, communities, dune, logic, maritime forest, marsh, salty, sound, windy | |
| Bird Study |
To be able to identify common birds found in the marsh. To develop observation skills. To be able to describe adaptations that birds possess that enable them to live in aquatic environments. |
Adaptations, aquatic, Avain, beak, feathers, feet, wing |
