Aquatic - University of Hawaii at Manoa

172 Pages·2013·16.43 MB·English

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Aquatic Education Activity Guide
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SC-MARSCI
BER

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11610
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Writers
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Hannah Bernard
David Hanaike
RandyHarr
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Pete Hendricks
Randy Honebrink
Wade Ishikawa
r Charlotte Izutsu
Karen Kimura
Marilyn Kubota
r Grace Kwon
Charlotte Okada
Annette Tagawa
r Brooks Tamaye
Kati Zimmerman
CURRICULUM RESunUDC (lENT
r ER
~ II tv
r WIST HALL R00tv1134 Editor
UNIVERSITY OF HAVVAII Randy Honebrink
PHONE: [phone]
Project Advisors
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Carol Hopper
Colleen Murakami
Stephen Marble
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Produced by the Education
Program, Hawaii Division of Original illustrations by Sharon Oetting. Other illus
Aquatic Resources trations as noted. Project WILD illustrations used with
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permission.
Photo page 89 by Scott Epperson, courtesy U.S. Coast
Guard, 14th District. Photo page 73 courtesy Aquacul
r Funded in part by the Federal
ture Development Program.
Aid in Sport Fish Restoration
Program, U.S. Fish and Wildlife
Appendices 1,2,3,5 from DOE's Limu: Learning About
Service
r Hawaii's Edible Seaweeds
Appendices 6, 7, 8 from DOE's Kaua'i: ~treams and
Estuaries
The Department of Land and Natural Resources receives fmancial sup
r port under the Federal Aid in Fish and Wildlife Restoration and other Appendix 9 from DOE's Coral: A Hawaiian Resource
federal programs. Under Title VI of the Ovil Rights Act of 1964,
Section S04 of the Rehabilitation Act of 1973, and the laws of the State
of Hawaii, the US. Deparbnent of the Interior and the State of Hawaii
prohibit discrimination on the basis of race, color, religion, sex, nation Project WILD material ©1992, 1987 Western Regional
al origin, age, and physical or mental handicap. H you believe that you
r have been discriminated against in any program, activity or facility, or Environmental Education Council, Inc. used with per
if you desire information, please write to the U.S. Fish and Wildlife mission. Original material ©1995 Hawaii Division of
Service, Office for Human Resources, 1849 C Street NW, Room 3058,
Washington, DC 20240. Aquatic Resources
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CONTENTS
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r USING THIS SUPPLEMENT iv
SECTION ONE SECTION SIX
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AWARENESS AND APPRECIATION TRENDS, ISSUES AND CONSEQUENCES
How Wet Is Our Planet 2 To Dam or Not to Dam 74
r Water Plant Art 4 Facts and Falsehoods 80
Are You Me? 6 Deadly Waters 84
Designing a Habitat 18
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SECTION SEVEN
SECTION TWO RESPONSIBLE HUMAN ACTIONS
DIVERSITY OF VALUES
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Waikahe (Dragonfly Pond) 90
Water Canaries 22 Turtle Hurdles 96
Leapin' Limu Luau (Kelp Help) 28 Plastic Jellyfish 98
Watershed 100
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Something's Fishy Here 106
SECTION THREE
ECOLOGICAL PRINCIPLES
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APPENDICES
The Edge Effect (The Edge of Home) 32 iii
Blue Ribbon Niche 38 1 Limu Background Information 113
r Wild Wanderings (Hooks and Ladders) 40 2 Limu Descriptive Information 118
Fashion a Fish 46 3 Field Sites Suitable for Limu Study 123
4 Limu Pressing Handout 126
r 5 Limu Recipes 127
SECTION FOUR 6 Identification of Native Stream Animals 128
MANAGEMENT AND CONSERVATION 7 Identification of Exotic Stream Animals 133
8 Identification of Estuarine Animals 137
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Migration Miracle (Migration Headache) 50 9 Guide to Marine Invertebrates 140
Aquatic Roots 56 10 Examples of Exotic Plants and Animals 147
Net Gain, Net Effect 60 11 Making an Egg-carton Turtle Puppet 150
r Where Have All the Reef Fish Gone? 64 12 Dangerous Marine Organisms 151
(Where Have All the Salmon Gone?) 13 Fish Identification 154
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SECTION FIVE
CULTURE AND WILDLIFE
r Water We Eating? 70
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USING THIS SU'PPLEMENT
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Both the original Project WILD and the subse used as is without reference to the original.
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quent Project WILD Aquatic were designed to pro However, you may still wish to refer to the box
vide teachers with activities that may be used to containing subject, skills, conceptual framework,
augment their existing curricula. These activities etc. found in the original activity. The page num
provide opportunities for variation to regular ber for the original activity is then located at the 1
classroom activities in a number of subject areas end of the Supplement activity.
and for different grade levels.
References to page numbers in the original activi 1
This Supplement was produced in order to make ty correspond to 1992 and later versions of Project
certain Project WILD Aquatic activities more rele WILD Aquatic. Recommended grade levels are
vant to the local environment, and more useful to noted at the end of Supplement activities; please
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Hawai/i/s teachers. The degree to which existing note that in some cases these differ slightly from
activities were modified varies from minimal the original.
changes to complete revisions.
A few activities in the Supplement have a section 1
Changes to activities are fairly self-explanatory. titled Correlations" , which directs teachers to
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If reference is made at the beginning of the activi other existing local materials dealing with similar
ty to a Project WILD Aquatic activity, you should subject matter. 1
first become familiar with the original, then refer
to the Supplement for recommended changes. A number of original Project WILD Aquatic activi
Those sections within the activity which have no ties can be used without modification, and no ref
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iv changes are indicated. In most cases, changes to erence is made to them in this Supplement.
sections involve adding, replacing or deleting
background information or steps to the proce The Division of Aquatic Resources appreciates
dure. Unless noted, no change has been made to your interest in this Supplement. Hopefully, you 1
"Evaluation" sections. will find it a very worthwhile addition to your
classroom materials. We would be grateful for
If no reference is made to Project WILD Aquatic at any comments or suggestions on how to make 1
the beginning of an activity, the activity can be the Supplement more useful.
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Hawai'i Supplement
Aquatic Education Activity Guide
Project WILD is an interdisciplinary. supplementary environmental and conservation education
program for educators of kindergarten through high school age young people.
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HOW WET IS
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OUR PLANET?
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Ref: Project WILD Aquatic Page 8 EXTENSIONS
Add: 1
No change to: 5. Investigate the water cycle in the Hawaiian
OB/ECTWES islands (see illustration on following page).
METHOD Contact your local water supply department or
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MATERIALS board and report on sources of water for residen
PROCEDURE tial and agricultural uses. What makes your
island's water supply unique compared with
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other islands?
BACKGROUND 6. Visit a pumping station or tunnel. Contact
The following additional information may be your county water supply agency for information
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interesting. on tours.
About one meter of water evaporates each year
from the surface of the oceans. Roughly 910/0 of
that returns to the ocean as rain, and the rest falls CORRELATIONS 1
on land. Of the water which returns to the land, A number of educational materials are available
about 200/0 is temporarily stored as groundwater, from the Honolulu Board of Water Supply,
2 and about 60% evaporates from freewater sur including activities books, comic books, board 1
faces and from plants. games, posters and brochures. Contact the
Community Relations Section at 527-6120.
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Age: Grades 6-12
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OAHU'S WATER SOURCES
CLOUDS
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EVAPORATION
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Courtesy Honolulu Board 01 Waler Supply
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WATER PLANT ·ART
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Ref: Project WILD Aquatic Page 12 EXTENSIONS
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Add:
No change to: 6. Create models or stamps of limu and use them
OBJECTIVE to discuss parts and uses.
METHOD a) Make a IIfossil" of limu in day. Place a piece of l
modeling clay in a jar cover or similar object (the
size depends on the size of the piece of limu).
BACKGROUND Make an impression of the limu by firmly press l
Add: ing it into the day. Remove the limu and coat the
Additional background information on Hawaiian impression with a thin layer of cooking oil. Pour
limu (seaweeds), habitat and distribution can be in plaster of Paris or Fixal (Fixal is a bathroom tile l
found in Appendix 1. plaster that is harder and dries faster than plaster
of Paris; it is available at hardware stores).
Impress on students the importance of not re Remove the cast. l
moving the holdfast when limu is picked. A b) Pour rubber cement into the day mold and see
good comparison is mowing the lawn-if the if a stamp can be made from it. Mount the stamp
roots are left alone, the lawn keeps growing back. on a kamaboko board. It can be used to make
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stationary, wrapping paper, etc.
7. Graph by color the variety of limu found at a
MATERIALS site or that the teacher has collected. Check with
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Diagrams and descriptive information on a num an identification key.
ber of Hawaiian limu is given in Appendix 2. B. Collect several dried limu specimens from the
Additional sources are listed in "References". shoreline. Have students predict which species
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Coastal field sites suitable for limu collecting are each might be, then place it in a glass of saltwa
listed in Appendix 3. ter. Use identification key to see if prediction was
correct.
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9. Have students assist in an "Eat Your Home
PROCEDURE work" session, in which limu is prepared and
No change to steps 1 through 4. eaten. Several recipes are given in Appendix 5.
Replace steps 5 through 12 with the slightly mod l
ified procedure given in Appendix 4. This page
can be reproduced and distributed to students. CORRELATIONS
DOE's Limu: Learning About Hawaii's Edible l
Seaweeds contains additional information and
activities related to this topic.
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Age: Grades K-5
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thallus
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Carolyn X,.auanoefehua cfuzng From DOE Limu Unit
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