Independent
Site Visits 7th Grade:
Marine Animal Adaptations
Site: New England Aquarium,
Boston, MA
Grade Level(s): 7th grade
life science
Learning Standard:
Time Requirements:
Approximately 2 hours Preparation
time and 2-3 hours Class time.
Approximately 2.5 hours at the site
Topics covered by this lesson:
Form adapts based on function and environment
Basic fish and marine mammal anatomy and physiology
Pre-Visit:
Purpose: To introduce
them to adaptation and the NE Aquarium’s central tank
Objective: To know how
the shape of an animal is related to it’s diet and environment
To know the parts of fish and the names of those parts
To have read the Fish Facts hand out (excerpts)
Materials Required: Fish
facts handout (http://odysseyexpeditions.org/fish.htm),
overhead projector, markers,
other materials as mentioned in Science Explorer activity, camera and/or
drawing materials for site visit
Student Learning Prerequisites:
Students must be familiar with observation and description skills in life
science.
Anatomical vocabulary for marine animals
Visit:
Upon arrival at the NE Aquarium
students take their materials and congregate in the main entrance area.
They are told that the purpose for the visit is to use the large central
tank (there is a large central tank around which a spiral walkway winds
from bottom to top) to answer the following questions: What are the physical
features of the animals on the bottom of the tank, in the middle and at
the top? How do their features help them to move, get food or avoid predators?
Post Visit:
Assessment: Upon returning
to the classroom, students will have time to prepare a poster and short
presentation about one of the animals in the tank and how it is specifically
adapted to its role in the marine community.
Extensions and Suggested Homework Assignments: To work on the poster and presentation using observations
and sketches/photos made at the site. Select a specific fish and do research
on that species. This information (observations, research and conclusions)
will be combined to form the poster and presentation.
Possible questions that may be brought up:
Student reflections:
What things did you find interesting, confusing or surprising while you
observed the fish?
Which aspects of which fishes’ bodies would to like to change in order
for them to be better adapted to their environment?
Teacher reflections (include what to change next time):
Are the prep activities the most engaging ones?
What (if any) training should the students receive in drawing before the
trip? [The fish will be moving and therefore difficult to draw]
MSTEP
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