unit 5: alive! from algae to zooplankton alive lesson 2blog.hawaii.edu › hcri › files › 2016...

U5.L2

Alive and EATING

Unit 5: Alive! From Algae to ZooplanktonLE

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All living things have various eating structures to help them find and consume their food. students learn some of the many different ways that consumers eat.

Alive and EATING

Unit 5: Alive! From Algae to ZooplanktonLE

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Table of Contents 4 Launch!

Eating. All living things eat to get energy.

6 Growing Goodness A1: Producers. Producers use sunlight, water, and carbon dioxide to produce sugar (food).

14 Capturing the Sun A2: Chlorophyll. Chlorophyll captures sunlight to make food.

22 Let’s Eat! A3: Consumers. Consumers consume (eat) their food.

30 Munchin’ Machines A4: Fish Eat. Fish scrape, crunch, nibble, rip, and gulp with their mouth.

38 Take No Prisoners A5: Corals Eat. Corals get energy from algae living inside of them and from eating plankton.

46 I’ve Got You Covered! A6: Octopuses Eat. Octopuses capture food with a blanket-like web.

54 Crabby’s Chopsticks A7: Crabs Eat. Crabs use their pinchers to eat both consumers and producers.

60 Chompin’ Limu A8: Sea Turtles Eat. Adult green sea turtles tear and chew algae with their beak.

68 Nosing Around for Grinds A9: Monk Seals Eat. Monk seals use their snout to turn over rocks.

74 Bag and Buzz A10: Sea Stars and Sea Urchins Eat. Sea Stars use their mouth and stomach juices to eat. Sea Urchins use their mouth and teeth to eat.

Hawaii Coral Reef Initiative * U5.L3.Launch! * www.reefpulsehawaii.com Hawaii Coral Reef Initiative * U5.L3.Launch! * www.reefpulsehawaii.com 4

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Ready?Nothing to prepare.

Set?Unit 5-Lesson 2-Activity 1: • Growing Goodness (Producers)Unit 5-Lesson 2-Activity 2: • Capturing the Sun (Chlyrophyll)Unit 5-Lesson 2-Activity 3: • Let’s Eat! (Consumers Eat)Unit 5-Lesson 2-Activity 4: • Munchin’ Machines (Fish Eat)Unit 5-Lesson 2-Activity 5: • Take No Prisoners (Corals Eat)Unit 5-Lesson 2-Activity 6: • I’ve Got You Covered (Octopuses Eat)Unit 5-Lesson 2-Activity 7: • Crab’s Chopsticks (Crabs Eat)Unit 5-Lesson 2-Activity 8: • Chompin’ Limu (Sea Turtles Eat)Unit 5-Lesson 2-Activity 9: • Nosing Around for Grinds (Monk Seals Eat)Unit 5-Lesson 2-Activity 10: • Bag and Buzz (Sea Urchins and Sea Stars Eat)

Go!Develop Know-Wonder-Learn chart with students.

MaterialsWhiteboardMarkers

Hawaii StandardsSC.1.3.1

Launch!(Eating)

EatING!

All living things eat to get energy.

How do living things get

energy?

Hawaii Coral Reef Initiative * U5.L3.Launch! * www.reefpulsehawaii.com

Launch!Act out eating motions as a class.

Write a list of eating action words on the board.•Examples: Scrape, bite, nibble, chew, devour, graze, munch, gnaw, chomp, crush, peck

Choose an action word •Act it out for class to guess! Student who guesses correctly goes next.•

How it worksScraping, biting, nibbling, chomping, and more! Aunty says all living things eat. Consumers (and producers) eat in different ways.

Think about it...How do consumers eat?

Hawaii NeiAdmire pictures of Hawaii’s oceanlife!Canyoufindtheir eating structures?

marinelifephotography.com

Name that ScientistBiologists study living producers and consumers. Bio came to English from the Greek word bios (life) via German.

NOAA LinkHowdoscientistsfigureoutwhat marine mammals eat? Visit the National Marine Mammal Laboratory’s websitetofindout!

www.afsc.noaa.gov Search “How do we Study Marine Mammals?” >> What Do They Eat?

Reef Pulse - U5 L2 Launch!

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Hawaii Coral Reef Initiative * U5.L3.A1 * www.reefpulsehawaii.com Hawaii Coral Reef Initiative * U5.L3.A1 * www.reefpulsehawaii.com 6

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(Producers)

Ready?EngageBorrow Photosynthesis: Changing Sunlight into Food by Bobbie Kalman (J 572.46 Ka).

ExploreFamiliarize yourself with Many Stems, Leaves, and Roots lyrics (U5.L2.A1-page 8).

Photocopy Producer Parts worksheet (U5.L2.A1-page 12) (one per student).

ElaborateFamiliarize yourself with Algae Photosynthesis lyrics (U5.L2.A1-page 10).

Set?Unit 5-Lesson 2-Activity 1: • Growing Goodness (Producers)Unit 5-Lesson 3-Activity 1: • In-Out-In-Out (Producers Breathe)Unit 5-Lesson 4-Activity 1: • Won’t Eat THAT! (Producers Defend)Unit 6-Lesson 1-Activity 2: • Productive Primary Producers (Producers)Unit 6-Lesson 1-Activity 6:• Tropical Trophic Tiers (Energy Pyramid)


Hawaii StandardsSC.K.6.1

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MaterialsPhotosynthesis: Changing Sunlight into Food (J 572.46 Ka)Many Stems, Leaves, and Roots (mp3 and lyrics) Producer Parts worksheet (U5.L2.A1-p.12)Coloring materials Algae Photosynthesis (mp3 and lyrics)

producers use sunglight, water, and carbon dioxide to produce sugar (food).

What do producers

need to make their own

food?

SUnlight, water and Carbon Dioxide!

Hawaii Coral Reef Initiative * U5.L3.A1 * www.reefpulsehawaii.com

Scientists say......autotroph for a living thing that can make its own source of energy from photosynthesis.

What’s in a word?Autotroph consists of two Greek words: auto (self) and troph (nutrition).

did you know?Phytoplankton perform two-thirds of all Earth’s photosynthesis.

EngageRead Photosynthesis: Changing Sunlight into Food by Bobbie Kalman as a class.

Think about it...Why do producers depend on the sun?

Reef Pulse - U5 L2 A1

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Hawaii Coral Reef Initiative * U5.L3.A1 * www.reefpulsehawaii.com Hawaii Coral Reef Initiative * U5.L3.A1 * www.reefpulsehawaii.com

growinggoodness

Think about it...What structures do plants and algae use for photosynthesis?

ExploreSing Many Leaves, Stems, and Roots as a class.

Sing to the tune of Head, Shoulders, Knees, and Toes.

Many leaves, stems and roots. Stems and roots.Many leaves, stems and roots. Stems and roots.All are a part of plant’s anatomy.Many leaves, stems and roots. Stems and roots.

Blades, stipe, holdfast. Holdfast.Blades, stipe, holdfast. Holdfast.All are a part of algal’s anatomy.Blades, stipe, holdfast. Holdfast.

**Activity Extension**Color and label the Producer Parts worksheet individually. (U5.L2.A1-page 12).

Label the three algal parts on your worksheet.•Color the picture.

Label the three plant parts on your worksheet.•Color the picture.

Compare algal structures to plant structures.•

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ExplainAll living things (producers and consumers) need energy to live. They get energy from food. Producers (plants, algae, and phytoplankton) produce their own food! They take in light energy, water, and carbon dioxide and transform them into sugar (food) and oxygen through a chemical reaction called photosynthesis.

Why do producers depend on the sun?Energy! Sunlight powers photosynthesis in plants and algae. Tutu says without sunlight, photosynthesis cannot happen. Without photosynthesis, producers could not make their food. Without food, they cannot live!

What structures do plants and algae use for photosynthesis?Roots-stems-leaves or holdfast-stipe-blades! Plants use roots to take in water and nutrients, stem to carry these things through itself, and leaves to capture sunlight and carbon dioxide. Algae use their blade to take in the sunlight, water, nutrients, and carbon dioxide. They use their holdfast to secure themselves to something. And they use their stipes to bend in the currents.

Just for funWhat runs but never gets tired?

Answer: Water!

Invention CenterChemists make ethanol (alternative fuel) from plant sugar!

Did You Know?Sugar includes fructose, glucose, sucrose, and lactose! Look on a food label for these ingredients.

Hawaii NeiSugar cane needs lots of sun to thrive. No wonder Hawaii used to grow a lot of it!

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growinggoodness

Think about it...How do consumers depend on producers?

ElaborateSing Algae Photosynthesis as a class.

Algae photosynthesis takes sunlight in like thisturns it into sugarto feed themselves and people.

Algae photosynthesis takes water in like thisturns it into oxygen that animals and people breathe.

Algae photosynthesis takes carbon dioxide turns it into oxygen that animals and people breathe

How it worksFood and oxygen! Producers create sugar through photosynthesis. They store the sugar in their different parts. Consumers eat these parts to get energy! Producers also make oxygen, which consumers need to breathe to stay alive. During photosynthesis, plants and algae also release oxygen into the air or water where consumers inhale it. Uncle says without producers, we could not eat or breathe!

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EvaluateWhat do producers need to make their own food?

Create motions individually.

Create movements to go along with the song Many Leaves, Stems, and Roots.

Would you find producers in a dark cave? Why or why not?

AssessSC.K.6.1 Classify objects by their attributes (e.g., physical properties,

materials of which they are made).

SC.1.2.2 Describe a variety of changes that occur in nature.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.1.5.1 Identify ways in which the same kinds of plants and the same kinds

of animals differ.SC.1.5.2 Describe the physical characteristics of living things that enable

them to live in their environment.

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

Hawaii NeiIf you have eaten musubi or sushi, you have eaten algae!

Did you know?Scientists measure a habitat’s health through primary productivity, or the rate at which photsynthesis occurs.

noaa linkLook at Ocean Explorer’s curriculum, geared to grades 6 through 12, for a more advanced discussion of ocean producers.

oceanexplorer.noaa.gov Education >> Curriculum >> Section 6.

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12 Hawaii Coral Reef Initiative * U5.L3.A1 * www.reefpulsehawaii.com

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(Chlorophyll)

Ready?EngageFamiliarize yourself with Green, Brown, and Red Algae lyrics.

(U5.L2.A1-page 15)

ElaborateCutcoffeefilterintostrips(one per group).

Gather leaves. Find some leaves that are not all green. (Examples: red ti, crotan, bromeliad)

EvaluatePhotocopy Chlorophyll worksheet (U5.L2.A1-page 20) (one per student).

Set?Unit 5-Lesson 2-Activity 1: • Growing Goodness (Producers)Unit 5-Lesson 3-Activity 1: • In-Out-In-Out (Producers Breathe)Unit 5-Lesson 4-Activity 1: • Won’t Eat THAT! (Producers Defend)Unit 6-Lesson 1-Activity 2: • Productive Primary Producers (Producers)Unit 6-Lesson 1-Activity 6:• Tropical Trophic Tiers (Energy Pyramid)


MaterialsGreen, Brown, and Red Algae (mp3 and lyrics) Wooden boardPaperLeaves (green, red, varigated)(handful per student)Rubber malletWriting materialSmall jar (2 per group) Nail polish remover Hot water Coffeefilters(5-6)Scisosrs Chlorophyll worksheet (U5.L2.A2-page 20)

Hawaii StandardsSC.K.2.1SC.K.6.1

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Chlorophyll!What structure do producers use to make their

own food? chlorophyll captures sunlight to make food.


EngageSing and dance to Green, Brown, and Red Algae as a class.

What makes algae green?I would like to know.What makes algae green?I would like to know.

Chlorophyll A and Chlorophyll B,And a big long word called xanthophyll,Which reflects green light.That’s why algae are green.

What makes algae brown?I would like to know.What makes algae brown?I would like to know.

Chlorophyll A and Chlorophyll C,And a big long word called fucoxanthin,Which reflects orange and yellow light.That’s why algae are brown.

What makes algae red?I would like to know.What makes algae red?I would like to know.

Chlorophyll A and only one thing more,That’s a big long word called phycoerythrin,Whichreflectsredlight.That’s why algae are red...And that’s why algae are brown....And that’s why algae are green.

Think about it...What makes some algae (and most plants and phytoplankton) green?

Just for funSing It’s Not Easy Being Green by Joe Raposo

www.niehs.nih.gov/kids

What's in a word?Chlorophyll comes from two Greek words: chloros (green) and phyllon (leaf).

Just for funWhat two colors mixed together will create green?

Answer: Yellow and blue

Career CornerChefs use chlorophyll to color a variety of foods and beverages green, such as pasta.


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ExploreExtract chlorophyll individually.

Collect a green leaf.•Set between sheet of paper, folded in half.

Place paper on ground outside.•Place wooden board over paper. Pound with a rubber mallet. Work with adult supervision only.

Label green pigment extracted “Chlorophyll.”•

capturingthe Sun

Think about it...Why is chlorophyll important for photosynthesis?

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ExplainLeaf or blade structures have special cells called chloroplast. Only producers have these cells, not consumers. Aunty says these cells are the “food factory” of the plant where producers make their food. Chloroplasts contain a green pigment called chlorophyll.

What makes some algae (and most plants and phytoplankton) green?Chlorophyll! Producers have this pigment inside their bodies. Pigment gives them color. The most important pigment is green (chlorophyll). Other pigments include yellow, orange, or red.

Why is chlorophyll important for photosynthesis?Captures sunlight! Chlorophyll works in the chloroplast. We see chloroplasts in algal blades and plant leaves.

Invention CenterPlant stress detection glasses detect unhealthy producers early. They block the green light reflectedbychlorophyllSo unhealthy leaves look much brighter than healthy ones.

Just for FunIf you have a microscope, tear a leaf diagonally to reveal its cells. Set microscope to 75 power and view the chloroplast!

nOAA LinkNOAA’s Great Lakes Sea GrantOfficehasgreatphotos of green algae containing chlorophyll.

www.noaa.gov Search “chlorophyta desmids”

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ElaborateDo the Chromatography Experiment in small groups.

Ask a question.•Do non-green, living producers have chlorophyll?

Do background research.•

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

Make a prediction.•

Test with an experiment. •Create a control: Tear green, living leaves into small pieces. Place them into small jar.Create a variable: Tear red, living leaves into small pieces. Place them into a different jar. Pour nail polish remover into jars to cover leaves. Secure lid. Place jars in shallow panfilledwithhotwater.Hangcoffeefilterstripinjarswithendsjusttouchingtheliquid.Leavefortwohours.Liquidinjarsshouldbecomedark.Observefilters.

Analyze data.•

Communicate results. •

How it worksYes! Even if plants or algae do not look green, they have chlorophyll. They only need one drop of green (no matter how hidden) to produce their own food. You can see chlorophyll when you separate it from the leaves of plants, like in your experiment. Scientists call this chromatography.

Think about it...Do all producers have green chlorophyll?

capturing the Sun

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EvaluateWhat structure do producers use to make their own food?

Answer by completing Chorophyll worksheet (U5.L2.A2-page 20). individually.

Complete Chlorophyll worksheet.

Why is the sun important to producers?

AssessSC.K.2.1 Identify different types of technologies at home, in the classroom,

and/or in the world.SC.K.6.1 Classify objects by their attributes (e.g., physical properties,


SC.1.1.1 Collect, record, and organize data using simple tools, equipment, and techniques safely.

SC.1.2.2 Describe a variety of changes that occur in nature.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.1.5.1 Identify ways in which the same kinds of plants and the same

kinds of animals differ.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.

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did you know?Mainland autumns have less sun than the spring and summer. Less sun means less food. So chlorophyll breaks down and leaves lose their green color. This allows red, yellow, and orange colors hidden underneath to show.

on a related noteGreen bananas are full of chlorophyll. As bananas ripen, chlorophyll breaks down and disappears. This reveals the yellow color, which has been there all along.

career CornerPoliceofficersusechromatographytofindillegal drugs in urine and blood samples.

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_________________ is the pig


Chlorophyll worksheetU5.L2.A2 Capturing the Sun (evaluate)

Word Bank

BladeChlorophyll Chloroplast

___________________ is the pigment that captures sunlight.

___________________ is the cell where photosynthesis takes place.

___________________ is the part of the algae where special cells are stored to make sugar (food).


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Ready?EngageGather pictures of different marine consumers.

Go to www.marinelifephotography.com. Make sure you can see their mouths. Gather different craft materials, such as paper towel rolls, tissue paper, newspaper, tape, pipe cleaners, craft sticks, straws.

ElaboratePhotocopy Crime Scene and Suspect cards (U5.L2.A3-pages 28-29) (one set per pair).

Answer Key: (1,B), (2,D). (3,C), (4,E), (5,A)

Set?Unit 5-Lesson 2-Activity 4: • Munchin’ Machines (Fish Eat)Unit 5-Lesson 2-Activity 5: • Take No Prisoners (Corals Eat)Unit 5-Lesson 2-Activity 6: • I’ve Got You Covered (Octopuses Eat)Unit 5-Lesson 2-Activity 7: • Crab’s Chopsticks (Crabs Eat)Unit 5-Lesson 2-Activity 8: • Chompin’ Limu (Sea Turtles Eat)Unit 5-Lesson 2-Activity 9: • Nosing Around for Grinds (Monk Seals Eat)Unit 5-Lesson 2-Activity 10: • Bag and Buzz (Sea Stars and Sea Urchins Eat)Unit 6-Lesson 1-Activities 3-5: Chemical Energy and• Food chains


MaterialsPictures of marine consumersCraft materialsScissors PaperDrawing materialsCrime scene and Suspect cards (U5.L2.A3-pp. 28-29)Pencil

Hawaii StandardsSC.K.1.3SC.K.3.1SC.K.6.1

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let’s Eat!(Consumers) What

structure do consumers use to eat?

Mouth!

Consumers consume (eat) their food.


EngageCreate a mouth individually.

Look at pictures of different consumer mouths.•Compare the shapes, size, teeth, etcetera of different mouths.

Invent a mouth for a consumer!•Use a variety of materials to create a mouth. Be creative!

Think about it...What structure do consumers use to consume their food?


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Reading ResourceAnimal Mouths by David M. Schwartz (J 573.35 Sc)

Did You Know?The mouth of a sea jelly is located under its “bell.” It takes up food and passes it out through the same opening!

Career CenterAquarium staff prepare meals for their consumers in their commissary.

Name that ScientistZoologists study consumers.

Mouth!


ExploreCreate some food for the mouth you created individually.

Decide what creature your • Engage mouth would eat (U5.L2.A3-page 23).Think about how the size, shape, teeth, and other features of a mouth determines what it consumes.

Draw the prey for your consumer’s mouth.•

Share your created mouth and prey with class. •

let’s Eat!

Think about it...How does a mouth’s structure indicate its function?

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ExplainConsumers need energy to live. Food gives them that energy. Think back to the food web lesson (U6.L1). How do consumers get their name? They consume (eat) food!

What structure do consumers use to consume their food?Mouth! Mouths come in all shapes and sizes. Some have teeth and some do not. Some are hidden and some are obvious. But all consumers have some kind of eating structure.

How does a mouth’s structure indicate its function?Size, shape, and teeth! The shape and size of the mouth tell us if the consumer nibbles, takes big bites, or just swallows its prey whole. The type and size of the teeth give us more clues about what the consumer eats.

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Just for FunPartially bite (not chew) into a jumbo marshmallow. Take it out of your mouth and look at the teeth marks you left!

Interesting FactA ray’s mouth has electrical sensors around it to locate its food.

did you know?Uhu have teeth in their throats to grind coral.


ElaborateDo the Crime Scene Detective Investigation in pairs.

Cut • Crime Scene and Suspect cards (U5.L2.A3-pages 28-29).

Look at crime scene cards showing nibbled coral.•Which consumer made which bite mark?

Layallconsumersuspectcards(fish,slugs,andseastars)face-uponatable.•Readcluesundereachsuspecttohelpmatchthespecificbitemarks.

How it worksYes! Different consumers have different kinds of mouths and different ways of eating. Becauseofthat,theyleavebehindspecificmarkingsthattellus“whodunnit.”Wecanmatch the markings on the coral with the mouth of the consumer that ate it.

let’s Eat!

Think about itCan bite marks on a coral tell us which consumer chomped on it?

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EvaluateWhat structure do consumers use to eat?

Answer by drawing different eating structures individually.

Write “CONSUMERS” in capital letters.•Space out each letter.

Turn each of those letters into an eating structure of a consumer. •

Do plants have mouths? Why not?

AssessSC.K.1.3 Collect data about living and non-living things.SC.K.3.1 Identify similarities and differences between plants and animals.SC.K.6.1 Classify objects by their attributes (e.g., physical properties,


SC.1.4.1 Describe how living things have structures that help them to survive.

SC.1.5.1 Identify ways in which the same kinds of plants and the same kinds of animals differ.

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.

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Field Trip IdeaVisit the Hawaii Children’s Discovery Center. Look at their Fantastic You! exhibit to learn about your teeth.

Interesting FactHawaii’s lemon shark replaces all of its teeth every eight to ten days.

NOAA LinkRead about coral predators on the National Marine Sanctuaries website.

www.sanctuaries.noaa.gov /missions >> Northwestern Hawaiian Islands >> July 16

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Crime Scene cards

U5.L2.A3 let’s Eat! (elabrorate)

Finger Coral

Lobe Coral

Orange Tube Coral

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Lobe Coral

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Cauliflower Coral

suspect cards

U5.L2.a3 let’s Eat! (elaborate)


Multiband ButterflyfishPicks polyps out of coral.

Does not break the coral’s skeleton. Leaves no holes.

Parrotfish (Uhu)Scrapes coral skeleton to eat algae growing on top.

Leaves behind random scrape marks that may look like Xs.

1.

2.

3.

Spotted PufferfishEats coral polyps.

Leaves behind wide parallel marks.

Slug (Phestilla melanobrachia)Looks like the orange tube coral it eats.

4.

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Barred FilefishChomps at coral skeleton to remove polyps.

Removes big chunks at the tips of coral.


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Ready?ExploreGatherphotosofparrotfish.

Go to www.marinelifephotography.com>>Fish>>Parrotfish.Familiarize yourself with the origami uhu mouth (U5.L2.A4-page 36).Cut paper into square shape (one per student).

ElaborateGatherphotosoftheLongnosebutterflyfish.

Go to www.marinelifephotography.com>>Fish>>Butterflyfish.Spread cereal O’s on each napkin (ten per student).

Set?Unit 5-Lesson 3-Activity 3: • Gulp! Gasp! Gills! (Fish Breathe)Unit 5-Lesson 4-Activity 3: • Peek-A-Boo (Fish Defend)Unit 5-Lesson 5-Activity 9:• Ebb and Flow (Adults and Death)Unit 6-Lesson 1-Activity 5: • Web of Life (Food Chains and Webs)


MaterialsPhotosofparrotfishSaltine cracker (1 per student)Cup of water (1 per student)Origami Uhu mouth(U5.L2.A4-p.36)PaperScissors Napkins Colorful cereal O’s (10 per student)Pencil


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Munchin’ Machines

(Fish Eat)

Mouth!

Fish scrape, crunch, nibble, rip, and gulp with their mouth.

What structure does fish use to eat?


EngageEat like different kinds of fish.

Scrape saltine cracker with upper front teeth.•

Nibble on edge of cracker.•

Chomp a big piece of cracker.•

Gulp water from a cup.•

Think about it...Howdofishusetheirmouths?

CRUNCH!!!


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Name that ScientistIchthyologists [ ik-thee-ol-uh-jist]studyfish.Ichthys meansfishinGreek.

Did you know?Mostcarniverousfishdevour their prey whole in one big gulp.

On a Related NoteFrogfishcanopentheirmouth up to twelve-times its normal size. It sucks prey into its mouth along with water. The water exits through the gills, but the prey remains trapped.


ExploreMake a Parrotfish Mouth individually.

Follow origami directions • (U5.L2.A4-page 36).

Placefingersinsidefourpockets.•

Openandclosefingerstomovethemouth.•

Pretendtoscrapealgaeoffcoralwithyourparrotfishmouth.•

Munchin’ Machines

Think about it...Howdouhu(parrotfish)usetheirmouthstoeat?

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ExplainAllfishusetheirmouthtoeat,justlikeallotherconsumers.

Howdofishusetheirmouths?Eating! Fish mouths are formed to eat their favorite foods. Some gulp food, others slowly nibble, some scrape, and others crunch.

Howdoparrotfish(uhu)usetheirmouthstoeat?Scraping! Tutu says having a mouth shaped like a beak makes it easier to grab on to and scrape algae off of coral.

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What’s in a Word?Fish comes from Latin (piscis)viaGerman(fisch).

Did you know?The whale shark is the biggestfish,butiteatsthetiniest prey, zooplankton!

NOAA LinkVisit NOAA’s National Marine Fisheries Service to see the huge mouth of themonkfish.

www.noaa.govSearch“monkfish”


ElaborateEat like a lauwiliwilinukunukuoioi individually.

Observe many colored cereal O’s in front of you.•

Imagineyourthumbandforefingerasitslongsnout.•Usethumbandforefingertopinchyourfavoritecolorofcereal.Eat!

How it worksPicking! Lauwiliwilinukunukuoioi use their mouth to pick tiny animals from the reef, including coral polyps. Its mouth lies on the end of its long snout and can reach into tiny cracks in the reef.

Munchin’ Machines

Think about it...How do lauwiliwilinukunukuoioi eat?

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EvaluateWhat structure does fish use to eat?

Answer by making a game out of your origami uhu mouth (U5.L2.A4-page 36).

Write a number on outside of each corner.•There should be eight numbers.

Openeachflap.•

Writefollowingquestions(oneperflap).•Foryoungerstudents:Printlabelstostickonflaps.

What do uhu eat?How do uhu eat?What do lauwiliwili eat?How do lauwiliwili eat?

Play game with a partner. •Pick a number. Have your partner open and close the uhu mouth that many times. Answer the question upon which you land!

Yellow tang have a short snout with a tiny mouth and forage during the day. What do you think they eat?

AssessSC.K.1.3 Collect data about living and non-living things.SC.K.6.1 Classify objects by their attributes (e.g. , physical properties,






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Web ResourceMatchfishwiththeireatingstyles.

www.mbayaq.org Fun & Learning >> Games & Activities >> Crunch, Nibble, Gulp, Bite

Hawaii NeiThe Hawaiian name of thelongnosebutterflyfish(lauwiliwilinukunukuoioi)means leaf (lau) of the wiliwili tree with a nukunuku (nose) like a oioi (thorn).

Did you know?Yellow tangs use their short snout to pick and eat algae off of rocks, coral and turtle shells.

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Origami Uhu MouthU5.L2.A4 let’s Eat! (Explore)

1. 2. 3.

4. 5.

6. 7.


Fold paper diagonally. Open. Repeat so your paper has four triangles. Open

Fold each corner to center, making a smaller square.

Turn paper over.

Fold corners again to center, making a smaller square.

Fold paper in half making sure triangles are on inside.

Pinch the top two corners of paper and push in towards the center.

Placefingersinsideflaps.


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Ready?EngageCut white paper into approximately two by eight inch strips (one per student).

ExploreDesignatefinishlineandgameboundaries.

EvaluatePhotocopy Corals Eat diagram (U5.L2.A5-page 44) (one per student).Answer Key: (1,E), (2,F), (3,A), (4,B), (5,G), (6,D), (7,I), (8,H), (9,C)

Set?Unit 5-Lesson 3-Activity 6: • Oxygen Snatchers (Corals Breathe)Unit 5-Lesson 4-Activity 4: • I’ll Sting You! (Corals Defend)Unit 5-Lesson 5-Activity 3: • Corals, of Course (Coral Life Cycle)Unit 6-Lesson 1-Activity 2: • Productive Primary Producers (Producers)


MaterialsLabels (1 per student) Pencil White paperTape Dot stickers (green) (4 per student)Corals Eat diagram (U5.L2.A5-p.44)


SC.1.4.1SC.1.5.1SC.1.5.2

SC.2.3.1

take noprisoners

(Corals Eat)

Corals get energy from algae living inside of them and from eating plankton.

Nematocysts, mouth, and

zooxanthellae!

What structureS do corals use to

eat?


EngagePretend to be a coral polyp during the day and night in pairs.

Write “mouth” on label.•Stick onto palm of partner’s hand.

Write “exoskeleton” on strip of paper. •Wrapstriplooselyaroundknuckle’sofpartner’slightlyclosedfist.Tape closed so it forms a cuff.

Call, “Nighttime!” •Move cuff (exoskeleton) to wrist. Open palm (mouth) upward. Wriggle fingers(tentacles)upright.

Call, “Daytime!”•Movecuff(exoskeleton)aroundclosedfist.

Think about it...When can you see a coral polyp’s mouth?

“Daytime!” “nighttime!”


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Did You Know?Polyps poop and eat with their mouths!

What’s in a Word?Coral comes from Hebrew goral (small pebble).

NOAA LinkNOAA’s photo gallery has many beautiful pictures of coral polyps.

www.photolib.noaa.govSearch “coral polyps”


ExplorePlay Mr. Polyp as a class.

Select one person to be a polyp that does not move. •Select two people to be tentacles with stingers (nematocysts). Hold hands with polyp. Remaining students are plankton.

Plankton: Call out “Mr. Polyp, Mr. Polyp, what time is it?”•

Polyp: Reply. •Sayeitheratime(suchas,fiveo’clock)orshout,“Dinnertime!”

Plankton:Ifpolypsaysatime,movethatmanystepstowardfinishline(past•the polyp).Example:Takefivestepsforfiveo’clock.Makesuretostaywithinboundaries.

Plankton:Ifpolypsays“dinnertime”,skiptowardfinishline.•Avoid being eaten (tagged by nematocysts).

Nematocysts: Without letting go of the polyp’s hands, tag plankton. •The hand that connects with the polyp is your tentacle. The hand that reaches out and tags the plankton is your nematocyst. Bring them one by one to Mr. Polyp. These plankton have been eaten. Consumed plankton sit down until rest of plankton cross the finishlineorarealsoeaten.

Repeat with new polyp and nematocysts.•

take no prisoners

Think about it...What structures do coral use to capture prey (zooplankton)?

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ExplainCoral polyps use their tentacles to pull prey into their mouths.

When can you see a coral polyp’s mouth?Nighttime! Coral feed on plankton at night. Uncle says that means they use their mouths to feed when it gets dark. During the day, they curl up their tentacles so you cannot see their mouths because they get energy in a different way.

What structures do coral use to capture prey (zooplankton)?Nemotocysts! Nematocysts are stingers found on polyp tentacles that zap prey with a nasty sting that stuns them. Aunty says when they get stunned, they cannot move. That way, the tentacles can grab the prey and draw them right to the mouth!

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Scientists Say......planktivore for consumers who eat plankton.

On a Related NoteThere are two types of plankton. Zooplankton are tiny living animals drifting in the water. Phytoplankton are tiny living plants drifting in the water.

Did You Know?Nematocysts are inside cnidoblasts (silent “c” and long “i”). They pop out like a jack-in-the-box when something touches them.

Interesting FactFire coral has a very painful sting. That is how it got its name!


ElaborateGet energy like a coral during the day in pairs.

Place cuff (exoskeleton) back onto your left wrist • (U5.L2.A5-page 39).

Stickgreendots(zooxanthellae)onthetopoffistwithcuff.•Thisisbetweenfirstandsecondknucklesonthebackofyourhand.

Call, “Nighttime!” •Movecuff(exoskeleton)towrist.Openpalm(mouth)upward.Wrigglefingers(tentacles)upright.

Call, “Daytime!”•Movecuff(exoskeleton)aroundclosedfist.Raiseotherhandintoair.Pretenditissunlight shining toward zooxanthellae.

How it worksAlgae! Microscopic zooxanthellae (zo-zan-THEL-ee) live inside coral polyp tissue. Do you remember producers make their food? Zooxanthellae are producers. In fact, they make food for themselves and their coral host! They provide up about ninety percent of the polyp’s food. (Obviously, polyps are not very good hunters.)

take noprisoners

Think about it...What other way does coral get food energy?

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EvaluateWhat structures do corals use to eat?

AnswerbyfillinginaCorals Eat Diagram (U5.L2.A5-page 44)individually.

Fill out the Corals Eat Diagram.Usethewordsfromthewordbanktofillintheblankspaces.

What would happen to coral without zooxanthellae?

AssessSC.K.1.3 Collect data about living and non-living thingsSC.K.6.1 Classify objects by their attributes (e.g. , physical properties,






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What’s in a Word?Zooxanthellae comes from Greek words zoion (living being) and xanthos (yellow).

Scientists say......symbiosis when two living creatures depend on and help each other.

Did you know?Zooxanthellae provide coral with 90% of its energy In turn, coral provide zooxanthellae with shelter, protection, nutrients (from coral poop), and carbon dioxide (for photosynthesis). Now that’s symbiosis!


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Ready?EngageLink four baseball caps together with large rubber bands.

Link caps to form a circle; brims facing outward. Blow up balloons (one per group minus one). Placeballoonsonfloorthroughoutclassroom.

ExploreCut paper into squares (one per group).Borrow books on octopuses.

EvaluatePhotocopy Octopus Puppet template (U5.L2.A6-page 52) (one per student).

Set?Unit 5-Lesson 3-Activity 4: • Fanciful Filters (Octopuses and Crabs Breathe)Unit 5-Lesson 4-Activity 5: • Vanished! (Octopuses Defend)Unit 5-Lesson 5-Activity 6: • Egg-cellent Start (Eggs)


MaterialsBaseball caps (4 per group)Large rubber bands(4 per group)Balloon (1 per group)Large towel (1 per group)PaperBook on octopusesCracker (1 per student)Octopus puppet template (U5.L2.A6-p.52)Scissors


SC.1.4.1SC.1.5.1SC.1.5.2

SC.2.3.1

I’ve got you covered!

(Octopuses Eat)

Octpuses capture food with a blanket-like web.

Arms, beak, and tongue!

What structures do octupuses use

to eat?


EngageCapture prey like an octopus in groups of four.

Form an octopus in groups of four.•Stand in a circle, facing each other. Place linked caps backwards onto heads.

Count how many arms you have. •You should have eight, just like an octopus!

Everyone hold onto edge of towel to form octopus’ web.•Towel should be in center of circle.

Search for food (balloon).•Walk as a group.

Cover your food (balloon) with your web (towel).•Work together to pick food up with your web.

Think about it...What structure do octopuses use to capture prey?


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Reading ResourceAn Octopus is Amazing by Patricia Lauber (J 594.56 L)

Interesting factAn octopus may gather a dozen or more prey animals before returning to its den to eat them.

Did You Know?There are 250 known species of octopuses. Two species are common to Hawaii, the day octopus (hee) and the night octopus (hee makoko).

NOAA LinkLearn more about the day octopus from NOAA’s National Marine Sanctuaries Underwater World.

marinelife.noaa.gov >> Facts, Figures & Info >> Search “Day Octopus”


i’ve got you covered!

ExplorePosition an octopus beak in groups.

Fold an octopus beak in your groups.•Fold square paper diagonally several times. You should have a small, thick triangle.

Form your octopus team again.•Place connected caps on.

Decide where you think your beak should be. •Come up with an answer for your group.

Read a book about octopus.•Reposition beak if needed.

Think about it...What structure do octopuses use to eat food?

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ExplainOctopuses trap and eat their prey. They mainly eat crabs and other shelled animals, so their eating structures need to be able to get through protective shells.

What structure do octopuses use to capture prey?Web! Octopuses have eight arms connected at the top. Together, the arms create a blanket-like web. It traps prey so they cannot escape!

What structure do octopuses use to eat food?Beak! While the prey is trapped in the web, the octopus injects poison from its beak into the animal. The poison keeps the animal still. The octopus also uses digestive juices to soften crabs. Then its tough beak bites into the softened shell.

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Did You Know?The suckers on octopuses’ arms do not just grab things; they can taste too!

What’s in a Word?Octopus comes from the Greek words okto (eight) and pous (foot). Polyp also comes from the word pous.

Scientists Say......beaks to describe octopuses’ mouths, because of their shape. What other marine consumers have beak-shaped mouths?

Answer: Turtles and uhu!


i’ve got youcovered

Think about it...How do octopuses use their tongues to eat?

ElaborateDrill through a cracker individually.

Place a cracker on the desk in front of you.•

Use your tongue to try to drill a hole in the middle of the cracker.•Keep your hands behind your back.

Discuss results.•Think of what a tongue would need to be able to drill a hole.

How it worksDrill a hole! Octopuses use their radula (tongue-like structure) to drill through the shells of their prey. An octopus’ radula is like a long ribbon covered in sharp teeth. Do you thinkyoucoulddrillthroughashellwithyourtongue?Youprobablyhaddifficultyevendrilling through a cracker!

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EvaluateWhat structures do octupuses use to eat?

Answer by making octopus puppets individually.

Cut octopus from template • (U5.L2.A6-page 52). Color octopus.

Fold bottom strip at the line. •Cut out half circles. Open up to see full circles.

Stickfingersthroughttheholestomakeoctopusarms.•

Describe what structures octopuses use to eat.•Show where the beak and radula would be on your puppet.

How does an octopus’ eating structure differ from a fish’s?

AssessSC.K.1.3 Collect data about living and non-living things.SC.K.6.1 Classify objects by their attributes (e.g., physical properties,






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Keiki StorytimeOctopus Under the Sea by Connie and Peter Roop (E Ro)

Did You Know?Slugs and snails have a radula too.

Cultural NoteTako is the Japanese word for octopus. Takoyaki are tasty octopus dumplings that are very popular in Osaka, Japan.

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octopus puppet template

U5.L2.A6 let’s Eat! (evaluate)


FOLD

(Then Cut Circles)

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Ready?ElaborateFill bowls with water (one per student).

Cut pipe cleaners in half (one half per student).

Set?Unit 5-Lesson 3-Activity 4: • Fanciful Filters (Octopuses and Crabs Breathe)Unit 5-Lesson 4-Activity 6: • Painful Pinchers (Crabs Defend)Unit 5-Lesson 5-Activity 8: • Genuine Juveniles (Juveniles)


MaterialsGoldfish® crackersBowl (1 per student)WaterPipe cleaners (1 half per student)ScissorsGlitter (fine)


SC.1.4.1SC.1.5.1SC.1.5.2

SC.2.3.1

Crabs use its pinchers to eat both consumers and producers.

crabby’schopsticks

(Crabs Eat)

What structures do crabs use

to eat?

pinchers and mouth!


Ready?ElaborateFill bowls with water (one per student).

Cut pipe cleaners in half (one half per student).

Set?Unit 5-Lesson 3-Activity 4: • Fanciful Filters (Octopuses and Crabs Breathe)Unit 5-Lesson 4-Activity 6: • Painful Pinchers (Crabs Defend)Unit 5-Lesson 5-Activity 8: • Genuine Juveniles (Juveniles)


EngageMimic how a crab eats individually.

Squat down. Hunch your shoulders.•

Practice pinching your hands together.•Keepyourfourfingerstogether.Bringyourthumbtoyourfingerstopinchthings.Donotmoveyourfourfingersapart!

PushGoldfish• ® crackers (food) into your mouth without moving your wrists. No grabbing! Use the pinching motion you practiced above.

Think about it...What structures do crabs use to eat food?


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Keiki StorytimeClumsy Crab by Ruth Galloway (E Ga)

What’s in a Word?Crabs are decapods, which comes from Greek deca meaning “ten” and pod meaning “foot.”

Scientists Say......chelae (KEH-lee) for crab claws.

Hawaii NeiThe Hawaii State Division of Aquatic Resources lists the crabs and lobsters that you can catch and eat in Hawaii.

www.hawaii.gov/dlnr/dar>> Regulations >> Marine Invertebrates and Algae

pinchers and mouth!


ExploreCreate a name for a crab’s mouth as a class.

Listen as your teacher tells you about a crab’s mouth.•

A crab’s mouth is not an ordinary mouth. A crab’s mouth has arms. Ten of them, to be exact! But they are not arms like you and I use. There are five arms on each side. Each arm can bend. Each arm has tiny hairs that stick to things. The arms can grab onto food and push it into the crab’s mouth.

Pretendtohavefivetinyarmsoneachsideofyourmouth.•Wiggleyourfingersbyyourmouth.

Come up with a name for the structure about which your teacher read. •

crabby’schopsticks

Think about it...How do crab mouths work?

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ExplainCrabs pick up food with their claws and push it through their jaws with maxillipeds (mak-sil’-uh-pedz).

What structures do crabs use to eat food?Claws and mouth! They use their claws to grab on to food and hold it near their mouths. They will eat almost anything that washes up on the sand and starts to decompose.

How do crab’s mouths work?Maxillipeds! Crabs have tiny arm-like things around their mouths that help the crabs push food into their mouths. Aunty says the word means jaw feet!

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Keiki StorytimeGrasper: A Young Crab’s Discovery by Paul Owen Lewis (E Le)

Did you know?Largecrabseatfish,clams, sea stars, and even other crabs. Smaller crabs eat plankton or bits of left over plant and animal parts in the sand, called detritus.

Hawaii NeiHawaiians call Ghost crabs, ohiki. Go to the beach at night and try to catch some!

On a related noteThe left-handed hermit crab (unauna) is the most common type of hermit crab found in Hawaii’s tide pools.


ElaborateFeed with a filter individually.

Pour glitter in bowl of water.•

Stir pipe cleaners in water.•Stir in small circles.

Observe movement of glitter.•

Observe pipe cleaners carefully.•

How it worksSpecial maxillipeds! Filter-feeding crabs have maxillipeds that are more feathery than those ofothercrabs.Asfilter-feedingcrabsstirwater,they trap plankton in their maxillipeds, like you did with the pipe cleaner. Then they move the plankton into their mouth!

Crabby’schopsticks

Think about it...Howdofilter-feedingcrabseat?

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EvaluateWhat structures do crabs use to eat?

Answer by looking up the hand signs for crab, eat, mouth and pinch.

Go to • www.signingsavvy.com

Search “crab.”•Watch the video. Imitate the sign.

Search “eat.”•Watch the video. Imitate the sign.

Search “mouth.”•Watch the video. Imitate the sign.

Search “pinch.”•Watch the video. Imitate the sign.

Say “Crabs eat with their mouths and pinchers” in American Sign •Language.

How would crabs get food into their mouths without maxillipeds?







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Interesting FactThe Japanese spider crab (takaashigani) is the largest crustacean. Its legs can grow to almost 14 feet!

Historical NoteWhen someone is grumpy or grouchy, we say they are crabby. Thomas Paine wasthefirsttouseitinhisCommon Sense pamphlet (1776).

NOAA LinkThePacificIslandsFisheries Science Center publishes data from its research on Hawaii’s crab fisheries.

www.pifsc.noaa.govSearch“crabfisheries”


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Ready?ElaborateFamiliarize yourself with Turtle Chomp lyrics (U5.L2.A8-page 64).

EvaluatePhotocopy Honu Puppet template (U5.L2.A8-page 66) (one per student).

Set?Unit 5-Lesson 2-Activity 1: • Growing Goodness (Producers)Unit 5-Lesson 3-Activity 5: • Hold Your Breath! (Seals and Turtles Breathe)Unit 5-Lesson 4-Activity 7: • Shielding Shell (Turtles Defend)Unit 5-Lesson 5-Activity 5: • Turtle Tales (Turtle Life Cycle)


MaterialsLettuce (one leaf per pair)Turtle Chomp (mp3 and lyrics)Honu Puppet (U5.L2.A8-p.66)Old sock (1 side per student) ScissorsGoogly eyes (2 per student)Hot glue gun


SC.1.4.1SC.1.5.1SC.1.5.2

SC.2.3.1

beak with ridges!

What structure do sea turtles

use for eating?

Chompin’ limu(Sea Turtles eat)

Adult green Sea turtles tear and chew algae with their beak.


Think about it...What structure do green sea turtles use to eat?


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Keiki StorytimeHonu: The Green Sea Turtle by Barbara Berg (Easy Hawaiian: EH Berg)

Did You Know?Young green sea turtles are carnivores (eat other animals,likejellyfish).Adult green sea turtles are herbivores (eat only plants).

On a Related NoteAdult green sea turtles eat so much seagrass and algae, it turns their body fat greenish. That is why they are called green sea turtles.

ExploreEat like a honu with a partner.

Honu:Curveyourtwopointerfingerslikeagreenseaturtle’s•beak.

Holdfast: Hold lettuce leaf to the table.•

Honu: Try to tear a chunk out of the lettuce with your beak.•Presslettuceagainstdeskatoneend.Pokefingersofotherhandintolettuce. Draw them back.

Honu:Makefiststochompliketheinsideofagreenseaturtle’s•mouth.


Chompin’ limu

Think about it...What other structure do green sea turtles use to eat?

EngageFeel the roof of your mouth individually.

Press your tongue against the roof of your mouth.•Feel for the ridges.

Imagine if you had no teeth and had to grind your food with just the ridges in •your mouth.Could you eat meat?

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ExplainAdult green sea turtles (honu) are the only herbivorous (plant eating) sea turtles. They feed mostly on algae.

What structure do green sea turtles use to eat?Beaks! Green sea turtles do not need sharp teeth. Aunty says they can tearthealgaewiththeirbeak.Whenyoucurvedyourfingersandtorethe lettuce you were imitating how honu tear apart algae.

What other structure do green sea turtles use to eat?Ridges! They act as teeth to grind down food. Feel the roof of your mouth with your tongue. Feel ridges? Green sea turtles have hard ridges in their mouth that work to grind up seagrass and algae.

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Interesting FactHonu can only eat and swallow underwater.

Did You Know?Turtles use up energy from their food very slowly. This means they can go for a long time without eating.

hawaii neiPlay the old Hawaii game Honuhonu. Sit facing each other in pairs, cross legged. Try to unseat the other.


ElaborateSing the Turtle Chomp song as a class.

Sing to the tune of The Ants Go Marching.

Chomp like a turtle with hands when you say the word “chomp.” Makefists.Placetogether.Openandclosetochomplikeaturtle.

The turtles chomp one by one hurrah, hurrah. The turtles chomp one by one hurrah, hurrah. The turtles chomp one by one just like how you chomp on gum, And they all go swimming up, to eat algae, cause that’s their food, you see. Chomp chomp chomp chomp chomp chomp chomp chomp.

How it worksTearing and mashing! Honus eat in two parts, each with a different structure. First they tear algae with their beaks. Then they mash with their ridges.

Chompin’ limu

Think about it...How do green sea turtles eat algae and seagrass?

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EvaluateWhat structure does sea turtles use for eating?

Answer by making a turtle sock puppet individually.

Cut out • Honu Puppet template (U5.L2.A8-page 66).

Draw turtle shell design on top shell•

Glueflippersandtailtobottomshell.•Dry.

Put sock onto your hand.•Placefingersintothetoeandthumbbelow to create turtle’s beak.

Mark locations of eyes and shell.•Take sock off hand.•

Teacher: Put hot glue onto sock for •eyes and shells.Push googly eyes, top shell, and bottom shell into glue. Dry.

Discuss how turtles use their beak •and ridges to eat.

If turtles do not have teeth, could their bite hurt you? Why or why not?







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Hawaii NeiAlii (Hawaiian royalty) feastedonhonuflesh.

On a Related NoteHawaiians used honu shell to treat several infectious diseases, as well as for combs and fans.

NOAA LinkVisit NOAA’s Kid’s Times Newsletter to learn more about the green sea turtle.

www.noaa.gov Search “Kid’s Times: Green Sea Turtle”


(Rear Flippers)

(Tail)

(Top Shell) (Bottom Shell)

(Front Flippers)

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Hawaii Coral Reef Initiative * U5.L3.A8 * www.reefpulsehawaii.com 67



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Ready?EngagePhotocopy monk seal drawing instructions or copy steps onto white board.

(U5.L2.A9-page.69)

Set?Unit 5-Lesson 3-Activity 5: • Hold Your Breath! (Monk Seals Breathe)Unit 5-Lesson 4-Activtiy 8: • Beware of Seal! (Monk Seals Defend)Unit 5-Lesson 5-Activtiy 4: • Seals the Deal (Monk Seal Life Cycle)


MaterialsPaper PencilCrackers (or similar snack)Plastic cup (1 per student)


SC.1.4.1SC.1.5.1SC.1.5.2

SC.2.3.1

What structures

do monk seals use to eat?

Snout and mouth!

nosing aroundfor grinds

(Monk Seals Eat)

Monk seals use their snout to turn over rocks.


EngageDraw a monk seal individually.

Draw seal using instructions.•

Label mouth.•

Think about it...What structure do monk seals use to eat food?

1.

2.

3.

4.


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Reading ResourceMonk Seal Hideaway by Diane Ackerman (J H 599.748)

Scientists Say......monachus schauinslandi becausethefirstskullknown to science of the Hawaiian monk seal was collected by Dr. H. Schauinsland.

NOAA LinkNational Marine Fisheries Service and National Geographichavefilmedmonk seals hunting using critter cams.

www.nationalgeographic.com/crittercam >>Threatened Seals Forage

mouth


ExploreEat like a seal individually.

Put snack (spiny lobster) on your desk.•

Cover with a cup (rock).•

Pretend to be a monk seal.•Hold your hands behind your back as you sit in your chair.

Fliprockoverwithyournosetofindandeatthelobster.•Do not use your hands!

nosing around for

grinds

Think about it...Why do monk seals use their snouts to look for food?

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ExplainMonksealsusetheirsnoutstofindfoodandtheirteethtocrushanimalshells.

What structure do monk seals use to eat food?Mouth! It is right on the end of their snout. Monk seals, like many carnivores, have sharp teeth to bite into their meal.

Why do monk seals use their snouts to look for food?Flip rocks! Their favorite food, spiny lobster, often hides under rocks for safety.Unclesaystheirflippershelpmonksealsswim,butaretooshorttoliftthings.So,theyusetheirsnoutstofliprocksoverandfindprey.

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Hawaii NeiThe Hawaiian word for monk seal (ilioholoikauaua) literally means dog (ilio) running (holo) in the (i ka) rough [seas] (uaua).

Interesting FactMonk seals can stay at sea up to a month at a time!

Did you know?Monk seals hold their breath while swimming underwater for twenty minutes in order to hunt for food!


Think about it...Whatsensesdomonksealsusetofindfood?

nosing around for

grinds

ElaborateSearch for food like a monk seal in groups of six.

Chooseonestudentineachgrouptobeasealandfivetobespinylobsters.•

Lobsters: Hide from the seal. •

Seal: Take a deep breath and dive underwater. •Bark underwater and listen for echoes.

Lobsters:Echobacktheseal’sbarkuntilthesealfindsyouorrunsoutof•breath.

Seal:Followthesoundtofindfood.•Hold your breath for as long as you can and search for food by looking around the room with your eyes.

How it worksSight and hearing! Monk seals hold their breath underwater so they cannot use their senseofsmell.Scientiststhinktheyusetheirsightandhearingtofindfood.Bymakingsounds and listening for the echo they can tell if the sound bouncing back is a food possibility. It then quickly swims to grab the food.

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EvaluateWhat structures do monk seals use to eat?

Create a rap, song, or rhyme to answer.

How does the shape of monk seals’ teeth (pointy) allow them to eat their food?







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Did You Know?Monk seals can dive 500 feet to capture prey. That is really deep!

Just for FunListen to a Hawaiian monk seal and spiny lobster.

www.dosits.org/gallery

Historical NoteThefirstwrittenreportsabout Hawaiian monk seals come from Russian explorer Lisianski in 1805.

On a Related NoteLisianski Island in the Northwestern Hawaiian Islands is named after this explorer.


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MaterialsSugar cubes (2 per pair)Sea Star Puppet template(U5.L2.A10-p.80)CrayonsScissorsResealable bag (1 per student)StaplerGlueEating structure imagesPoster materialFlour (3 cups)Salt (1 1/2 cups)Cream of tartar (1/2 Tbsp)Boiling water (3 cups)Oil (1/2 Tbsp)BowlSpoonPencil


SC.1.4.1SC.1.5.1SC.1.5.2

SC.2.3.1

Ready?ExplorePhotocopy Sea Star Puppet template (U5.L2.A9-page 80) (two per student).

ElaborateGather pictures of sea urchins that display their eating structures.

EvaluateMake salt dough.

Putflour,salt,andcreamoftartarinlargebowl.Pourboilingwaterintobowlallatonce.Carefullystirforfiveminutes.Letcoolfortenminutes.Knead by hand until thoroughly mixed. Add oil and knead again.

Set?Unit 5-Lesson 3-Activity 7:• Your Feet Smell! (Sea Stars/Urchins Breathe)Unit 5-Lesson 4-Activtiy 9: • Painfully Prickly (Sea Stars/Urchins Defend)


Bag and Buzz(Sea Stars and Sea Urchins Eat)

Stomach Juices and teeth!

sea stars use their mouth and stomach juices to eat. Sea Urchins use their Mouth and teeth to eat.

What structures do sea stars and sea urchins

use to eat?


Think about it...What structures do sea stars use to get around their prey’s defenses?

EngageEat a clam like a sea star in pairs.

Partnerone(clam):Maketwofistsandholdoneontopofthe•other with a few sugar cubes inside.Knuckles should touch.

Partner two (sea star): Pry open clam to get sugar cubes.•Useyourfingerslikeseastararms.Wedgefingersinbetweenpartner’sfistsandstretchopen,grabbingthecubeswithyourfingers.


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Reading ResourceSea Stars by Kris Hirschmann (J 593.93 Hi)

Scientists Say......sea star instead of starfish.Seastarsarenotfish.Theyareechinoderms!

Interesting FactSea stars’ mouth lies in the middle of their underside. They poop from the middle of their upperside.


Bag and Buzz

Think about it...What structures do sea stars use to eat?

ExploreMake a Sea Star Puppet individually.

Place two sea star outlines on cement outside • (U5-L2-A10-page 80).Use long side of unwrapped crayon to color.

Cut outlines and circles in center.•

Staple opening of resealable bag (stomach) around one hole (mouth). •Pull bag out of hole so it sticks outward on the colored side of star.

Placesecondseastaroverthefirst,withthe•colored sides facing outwards.Match stars colored side outwards. Glue together.

**Activity Extention**Repeat Eat a Clam activity (U5.L2.A10-page 75).

Student two (sea star): Put hand into your puppet.•Slip the sea star’s stomach inside partner’s hand (clam) to grab sugar cube (meat from clam).

Drip water down (stomach juices ) onto sugar •cubes (meat from clam).

Watch it dissolve.•

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ExplainSea stars and sea urchins eat using mouths on their undersides.

What structures does sea stars use to get around their prey’s defenses?Arms! Sea stars will eat anything they can catch. They wrap their arms around clams (for example) and pry them open just enough to slip their stomachs inside it. As the clam dissolves, its muscles no longer hold its shell together.

What structures do sea stars use to eat?Mouthandstomach!Auntysaysyoufinditsmouthonitsunderside,rightin the center. Juices from the stomach come out of the mouth to soften the food it wants to eat. When gooey, the sea star sucks the food and stomach back into its mouth.

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Scientists Say......eversion, for the way sea stars push their stomachs out through their mouth.

Did you Know?Most consumers avoid eating sea stars because of their tough skin.

NOAA LinkRead how the Crown-of-Thorns sea star eats coral on this mission log by a NOAA Teacher at Sea on a trip to the Northwestern Hawaiian Islands.

www.sanctuaries.noaa.govSearch “Crown of Thorns”


Bag and Buzz

Think about it...What structures do sea urchins use to eat?

ElaborateTalk about weed wackers in small groups.

Interview each other about times you have seen a weed wacker. •

Look at the pictures of sea urchin eating structures (mouth with teeth) and •compare them to how a weed whacker works. Are they similar? Different?

Make a group poster to share your conversation with the class!•Write words, draw pictures, or cut out and paste pictures to show while you share.

How it worksMouthwithfivesharpteeth!Seaurchinshavefivesharpteeththatencircleitsmouthin the middle of their underside. They use these teeth to pull algae off of rocks. It might seem kind of strange to have a mouth on the bottom of your body. But it lets sea urchins eat algae as they move along the reef! Just like a lawn mower or a weed whacker!

**Activity Extension**Use a lemon zester to scrape some peel off of a lemon.

How is a zester like a sea urchin?

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EvaluateWhat structures do sea stars and sea urchins use to eat?

Mold the two consumers with salt dough individually.

Form a sea star and an urchin out of salt dough. •

Use a pencil to draw the eating structures in the dough.•

Compare and contrast how they eat.•

What would happen if a sea urchin lost all of its teeth?

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Did You Know?Sea urchins’ teeth continue to grow throughout their life.

What’s in a Word?Urchin comes from the Latin word ericius, meaning “hedgehog.” Do youthinkitfitstheseaurchin?

Historical NoteScientists call a sea urchin’s mouth “Aristotle’s lantern” because Aristotle (384-322 BC) described it asbeingsimilartoafive-panel lantern in his writing.

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Sea Star PuppetU5.L2.A10 Bag and Buzz (engage)


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