Grades K-2. Turtle Discovery Teacher Resource Guide. Contents: Welcome to SEA LIFE Orlando Aquarium! Educational Objectives:

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1 1 Turtle Discovery Teacher Resource Guide Grades K-2 Welcome to SEA LIFE Orlando Aquarium! Arrival and Entry Please allow ample time for parking and obtaining tickets. To book a FREE on-site educational workshop to correspond with your visit, please contact our call center at Workshops must be booked at least 2 weeks in advance. Safety To have the best adventure possible, please abide by all safety precautions posted and given by our staff. If you have any questions during your experience, please speak to any member of our team. Additional Info For information on SEA LIFE Orlando and our other education programs, please visit Directions We are conveniently located on International Drive at the I-Drive 360 complex. Buses should use the east entrance off of Universal Boulevard. Parking is free! 8337 International Drive, Orlando, FL Contents: Introduction 1 Student Activities 2-8 Scavenger Hunt 9 Sample Responses State Standards Educational Objectives: Learn the differences between real sea turtles and cartoon ones Decide whether things are living or non-living Using senses, describe how animals look, feel, and move Determine what types of habitats different animals need to survive Analyze how energy is transferred through a simple food chain Compare the life cycles of animals and plants Use observation and collaboration to make amazing discoveries! 1

2 Meet Tyler and Chely! Determine how real sea turtles are different from a cartoon one. Hello! My name is Tyler the Turtle. You can find me around SEA LIFE Aquarium. Circle 2 things on Tyler that you wouldn t see on a real sea turtle. Chely is a real sea turtle that lives at SEA LIFE. He came here after he was rescued after being hit by a boat. You can see him swimming around in our Atlantic Ocean habitat! Draw a picture of Chely in the box below. Relevant Standards: SC.K.L.14.2; SC.K.L.14.3; SC.K.N.1.4 2

3 Moving Along! Distinguish between animals that move fast and animals that move slowly. Sea creatures move in many different ways. Color in the animals that move slowly! Relevant Standards: SC.K.P.12.1; SC.K.N.1.5; SC.1.P

4 Staying Alive! Decide whether objects are living or nonliving. While you are at SEA LIFE, you will see many amazing things. Some are alive, and some are not alive. Put an X over objects that are NOT ALIVE. Sand Sea Turtle Flip Flops Sea Urchin Fish Seaweed Waves Sea Star Rocks Now write the names of all of the LIVING things in the blanks below: 1.) Se T r tle 4.) ea W d 2.) S a St r 5.) e Ur in 3.) sh Relevant Standards: SC.1.L.14.3; SC.1.E.6.1 4

5 Where s My Home? Decide what kind of habitat different animals need to live. A habitat is a place where plants and animals live and grow. Draw a picture of your habitat and write one sentence to describe it. Now, draw an arrow to match each animal to its habitat. Sea Turtle Human Clownfish Bird Relevant Standards: SC.1.L.17.1; SC.1.E.6.1; SC.2.L.17.1; SC.2.L

6 That Makes Sense Use different senses to make observations about living creatures. At the SEA LIFE Rock Pool, you will be able to meet amazing creatures that live in rocky areas near the shore. Using your senses of sight and touch, describe the animals you meet in the Rock Pool. Animal Name: How does it feel? How does it move? Draw a picture! Sea Star Sculpin Sea Anemone Relevant Standards: SC.K.L.14.3; SC.K.N.1.2; SC.K.N.1.4; SC.K.P.12.1; SC.K.N.I.5; SC.1.N.1.2; SC.1.L.14.1 SC.1.P.12.1; SC.2.N.1.5 6

7 Linked Together Analyze a food chain to figure out what different creatures need to live What is a food chain? Plants and animals in a habitat all rely on each other to live. A simple way to show this relationship is using a food chain. Fill in the blanks to complete the food chain below: Draw here: S Plankton Jellyfish Sea Turtle Use the food chain above to answer the following questions: 1) What does a jellyfish eat? a t n 2) What eats jellyfish? a Tu e 3) What does plankton use to make food? u Relevant Standards: SC.K.N.1.4; SC.1.L.17.; SC.1.E.5.4; SC.2.L

8 The Cycle of Life Compare two different life cycles to determine how they are similar All living things, including you, have a life cycle. Draw a line from each stage in a sea turtle life cycle that best matches part of a bean s life cycle. Relevant Standards: SC.2.L.16.1; SC.K.L

9 SEA LIFE Scavenger Hunt! Have students work in groups or pairs to find the answers during their visit! Entrance: Jellies: 1. Did the sharks in the video want to eat people or fish? 2. Which came first: a T-Rex or a jellyfish? Shark Shipwreck: 3. What color is the octopus? Ocean Tunnel: 4. How do sharks swim? Indian Ocean: 5. What is the largest fish in the ocean? (Hint: Watch the video) Stingray Cove: 6. How many stingrays can you count in the Ray Pool? Everglades: Bonus! 7. What kind of habitat do the freshwater turtles live in? 8. What is one way that you can help our oceans? Relevant Standards: SC.K.L.14.3; SC.K.N.1.1; SC.K.N.1.2; SC.K.P.12.1; SC.1.L.14.1; SC.1.N.1.2; SC.1.E.6.1; SC.1.P.12.1; SC.2.L

10 Sample Responses: Page 2: Answers will vary students may circle objects like Tyler s shorts, flat feet, smiling face, etc. Page 3: Students should color in the sea star, seahorse, and octopus. Page 4: Students should put an X over sand, flip flops, waves, and rocks. 1) Sea Turtle 4) Sea Weed 2) Sea Star 5) Sea Urchin 3) Fish Page 5: Page 6: Answers will vary Page 7: Sun 1) Plankton 2) Sea Turtle 3) Sun 10

11 Sample Responses: Page 8: Page 9: Scavenger Hunt 1. Fish 2. T-Rex 3. Varies (octopus can change color) 4. Description will vary 5. Whale Shark 6. We do move animals, but the answer should be around 6 7. Answers will vary, but could be swamp, mangroves, lake, etc. 8. Answers will vary. Examples include using re-usable bags and water bottles, turning out lights, picking up litter, or eating only Sustainable Seafood. 11

12 Relevant Sunshine State Education Standards: KINDERGARTEN (SC.K.L.14.2) Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life. (SC.K.L.14.3) Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do. (SC.K.N.1.1) Collaborate with a partner to collect information. (SC.K.N.1.2) Make observations of the natural world and know that they are descriptors collected using the five senses. (SC.K.N.1.4) Observe and create a visual representation of an object which includes its major features. (SC.K.P.12.1) Investigate that things move in different ways, such as fast, slow, etc. (SC.K.N.1.5) Recognize that learning can come from careful observation. FIRST GRADE (SC.1.L.14.1) Make observations of living things and their environment using the five senses (SC.1.L.14.3) Differentiate between living and nonliving things. (SC.1.L.17.1) Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space. (SC.1.N.1.2) Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. (SC.1.N.1.4) Ask how do you know? in appropriate situations. (SC.1.E.5.4) Identify the beneficial and harmful properties of the Sun. (SC.1.E.6.1) Recognize that water, rocks, soil, and living organisms are found on Earth s surface. (SC.1.P.12.1) Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, round-and-round, fast, and slow. 12

13 Relevant Sunshine State Education Standards: SECOND GRADE (SC.2.L.17.1) Compare and contrast the basic needs that all living things, including humans, have for survival. (SC.2.L.17.2) Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. (SC.2.N.1.5) Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). (SC.2.L.16.1) Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. 13