Sea Turtle. Discovery. Teacher Resource Guide Grades K-2. Contents: Educational Objectives: Hello! Field Trip Information. Orlando.

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1 Hello! Sea Turtle Teacher Resource Guide Grades K-2 In this Resource Guide you will find an assortment of activities that correspond with Sea Turtle, our FREE education workshop, appropriate for Grades K-2. These supplementary materials are divided into activities for the classroom, as well as self-guided activities for students as they walk through the aquarium. All of the content in this guide and the Sea Turtle workshop are carefully aligned with Florida Sunshine State Standards, as is designated on the bottom of each page. I hope you find this Guide to be a useful and engaging tool to inspire tomorrow s marine conservation leaders! Contents: Introduction 1 Student Activities 2-7 (In the Classroom) Student Activities 8-9 (During your Trip) Sample Responses 10 State Standards 11 Best, Colleen Shytle Education Specialist SEA LIFE Field Trip Information Please allow ample time for parking and ticketing. To book a FREE on-site educational workshop, please contact our Call Center at Workshops must be booked at least 2 weeks in advance. 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! Educational Objectives: Learn the differences between real sea turtles and cartoon ones Decide whether things are living or non-living Use senses to 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! 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 was rescued after being hit by a boat. You can see him swimming in our Atlantic Ocean habitat! Can you draw Chely s flippers? Then color him in! Chely Relevant Standards: SC.K.L.14.2; SC.K.L.14.3; SC.K.N.1.4 2

3 Moving Along! 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! The ocean is full of many different things! Some are alive and some are not alive. Circle the objects below that are alive. Sand Jellyfish Sea Star Plastic Bag Scuba Diver Clownfish Shark Wave Rocks One of these objects does not belong in the ocean. Can you figure out which one it is? Write its name below: a t c B g Relevant Standards: SC.1.L.14.3; SC.1.E.6.1 4

5 Where s My Home? A habitat is a place where plants and animals live and grow. Draw an arrow to match each animal to its habitat. Draw a picture of your own habitat, and write one sentence to describe it. Relevant Standards: SC.1.L.17.1; SC.1.E.6.1; SC.2.L.17.1; SC.2.L

6 Linked Together Plants and animals in a habitat all rely on each other to live. A simple way to show this relationship is by using a food chain. Fill in the blanks to complete the food chain. Draw me! S Plankton Jellyfish Sea Turtle Use the food chain to answer the questions: 1) What does a jellyfish eat? a t n 2) What eats jellyfish? a T r l 3) What does plankton use to make energy? u Did you know? In the water, a plastic bag can look like a floating jellyfish. Sea turtles sometimes eat the bags by mistake, and it can make them very sick. You can help by using a reusable bag when you go to the grocery store! Relevant Standards: SC.K.N.1.4; SC.1.L.17.; SC.1.E.5.4; SC.2.L

7 The Cycle of Life All living things, including you, have a life cycle. We are born, grow up, and eventually die. Draw an arrow from each stage in a sea turtle s life cycle that best matches part of a bean s life cycle. Relevant Standards: SC.4.L

8 That Makes Sense At the SEA LIFE Rockpool, you will be able to meet amazing creatures that live in rocky areas near the shore! Wash before & after Do not poke anemones in Use two finger touch the center Instructions: Look at and gently touch and two creatures at the Rockpool. Then, record your observations in the chart below. Animal Name How does it feel? How does it behave? Draw a picture! 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 8

9 SEA LIFE Scavenger Hunt! Entrance: 1. Did the sharks in the video want to eat people or fish? Jellies: 2. Which came first: a T-Rex or a jellyfish? Shark Shipwreck: 3. What color is the octopus? Ocean Tunnel: 4. How does a shark swim? Indian Ocean: 5. What is the biggest fish in the ocean? (Hint: Watch the video) Stingray Cove: 6. How many stingrays can you count in the Ray Pool? Everglades: 7. What kind of habitat do the freshwater turtles live in? Bonus! 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 may include Tyler s shorts, smile, flat feet, or wavy shell Page 3: Students should color in the sea star, seahorse, and octopus (sea turtle is acceptable) Page 4: Students should circle the jellyfish, sea star, Scuba diver, clownfish, and shark. Plastic Bag Page 5: Page 6: Sun 1) Plankton 2) Sea Turtle 3) Sun Page 7: Page 8: Answers will vary Page 9: 1) Fish 6) Around 6 (we do sometimes move animals) 2) Jellyfish 7) Answers will vary, but could be swamp, lake, etc. 3) Answer will vary (usually red) 8) Answers will vary 4) Description will vary 5) Whale shark 10

11 State Standards: Kindergarten Relevant standards include: (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. 1st Grade Relevant standards include: (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. 2nd Grade Relevant standards include: (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. 11