Barnacles Lesson Plans - LessonCorner

1. Journey North Gray Whales
...o Decipher Unfamiliar Words Compare and Contrast Details Described in the Text Make Inferences and Draw Conclusions Make Text-to-the-World Connections Examine Author's Craft: How do authors make nonfiction texts "reader-friendly"? (About Reading Strategies) Vocabulary Cetacean, parasites, infested, barnacles, nutrient-rich, larvae, reproduction, nursery lagoons, host-specific, crustacean, plankton, colonies, tail flukes, whale lice, topsmelt, marine plants, school, miniscule, groom, groomers, protein-rich, drag, resistance Read Revisit Reflect Read Set the Stage for Reading Read aloud the title of the s...

2. Limpet Shell Exercise
...come in to feed in areas that were just recently high and dry. When the tide recedes, the most (but not all) fish swim back to the sub-tidal zone and intertidal animals hang out, either in tide pools (pools left in/between rocks), of they hang out on the rocks. Some animals (like anemones, mussels, barnacles) can't move and must deal where they are. Others, like limpets and snails can move, but tend not to. Common intertidal organisms: sea stars, mussels, barnacles, crabs, fish (even eels!-they hang out in the pools), chitons, snails, limpets, sea urchins, sea slugs, clams. Limpets are gastropod mollusk...

3. Treasures of the Ocean
Key Word Search DDNCurriculum Advanced SearchFull Unit of Study ListingSubmit a New Unit Home DDN Curriculum Components for Unit of Study 111 Unit of Study Title: Treasures of the Ocean Topic Area: Science Grade Level: 3-5 Time Frame: 3 weeks Key Words: oceans, estuary, tides, tidal pools, barnacles, Exxon Valdez Unit Designer: Michelle Devos (MD042) Unit Designer E-mail: Michelle.Devos@k12.sd.us School District: Dell Rapids Date Added: 6/20/2002 9:18:51 AM Date Last Revised: 6/20/2002 9:18:51 AM Peer Reviewer: Londa Wassink Peer Reviewer E-mail: Londa.Wassink@k12.sd.us SD Content Standard Goal...

4. COAST - Marine & Aquatic Habitats Activities - Benthic BINGO
...< go top Materials Bingo cards Transparency containing a list of terms Dry erase markers < < go top Activity 1. Give each student one bingo card. 2. Place the transparency containing a list of terms on the overhead projector. Sample terms may include benthic, wave shock, ahermatypic, red rock crab, barnacles, gulper eels, gas bladders, mangroves, red algae, kelp, kelp crab, tide pool gunnels, and giant kelp. 3. Students will construct their own bingo cards by randomly placing words in each block of the bingo cards. 4. The instructor will read the definition of each word, and the students will place an "...

5. Ocean Life
...e students will work cooperatively with other students. 3. The students will develop their oral communication skills by giving a short presentation for the other students. Resources: 1. The Internet is a valuable resource for this lesson. Students can discover some tasks pirates performed to remove barnacles from ships while at sea. 2. Students can find information from the Internet at http://oceanlink.island.net/ regarding marine animal life, marine world records and other facts. Also there is a directory of marine animal information at http://www.hshawaii.com/kvp/snuba/funpage.html 3. Poems from The S...

6. Seashore Treasures
...s. Pause after Lisa says, "...we're in low tide now, so that's why we can see them." Ask students, "What is meant by the word 'habitat'?" (A place inhabited by an animal or plant.) Write the word "habitat" on the chart. Ask the students, "What is the animal that is found in the roots of the tree?" (Barnacles.) Why are these animals exposed? (Low tide.) How do these animals protect themselves?" (By closing themselves up during low tide.) Ask students to estimate the number of barnacles on the root of the tree. Ask students to estimate the size of the barnacles in inches. Resume video. Lisa and LeVar will...

7. EconEdLink | EconomicsMinute | If You Hear a Hoot, Then This Site is Kaput
...ctions vertebrates and invertebrates. Some of the terms may be unfamiliar to the students, so here are some examples of kinds of animals listed: 1. Amphibians - frogs, toads, and salamanders 2. Arachnids - spiders, scorpions, mites, and ticks 3. Crustaceans - lobster, shrimp, crab, water fleas, and barnacles] YOU SHOULD DETERMINE HOW MUCH TIME TO ALLOW FOR RESEARCH Markets do not always do a good job of allocating resources, particularly when things like a walk in the park, clean air, and species preservation do not pass through markets. This is where benefit/cost analysis comes in handy. It helps to de...

8. Seashells of Galveston, Texas
...valves Hay's Rock Shell Lightning Whelk Lightning Whelk Eggcase Marsh Snail Shark's Eye or Moon Snail Zebra Periwinkle Bivalves Ark Shell Bay Scallop Bean Clam Common Rangia Disk Clam Dwarf Surf Clam Giant Atlantic Cockle Saw-Tooth Pen Shell Southern Quahog Stout Tagelus Encrusting Marine Organisms Barnacles Coral Worm Tubes Borers Oyster Piddock Borings in Rock Sponge Boring in Shell Toredo Clam Boring in Wood What is the best way to store seashells? Keep shells away from direct sunlight and extreme heat. Shell collectors can help scientists study the health of mollusks by recording the following infor...

9. Journey North Gray Whales
...Build vocabulary Ask questions to generate ideas for writing Use sensory details to create vivid pictures Draft ideas Revise text for meaning Edit text for accuracy. Publish writing in a creative way (About Reading Strategies) Vocabulary Peninsula, rugged, arid, parallel, biosphere, reserve, panga, barnacles, crustaceans, dunes, lagoon, humanity's heritage, ecotourism Read Revisit Reflect Read Lagoon Tour: Whale Watching Read about Jane Duden's visit to Baja California: Lagoon Tour: Whale Watching at Laguna Ojo de Liebre. Invite students to imagine embarking on a whale watching tour as they click on eac...

10. Who Gives a Hoot?
...en killed in this irruption? j. What information can be gathered from these dead owls? k. What is being done with the owls that have been injured in this irruption? 3. Divide students into groups of two to three students. Before class, write the following animal names onto separate pieces of paper: barnacles, octopi, owls, snappers, salmon, trout, crabs, bears, wasps, raccoons, chickens, snakes, frogs, spiders, beetles, lizards, rats, voles, or bats. Each group should pick a slip of paper. Using available resources, groups should then select one particular species of their animal on which to focus. For...