Yr excursion activity pack. Upper Secondary: 10-12

Transcription

1 Yr excursion activity pack Upper Secondary: 10-12

2 1 great southern coast leafy seadragons pineapplefish old wives Sea Creature Science: there is a branch of science called biomimicry, where scientists investigate how nature performs impressive feats and then applies that knowledge to human technologies. Explore the great southern and describe how these marine species have inspired science: Mussels: Kelp: There are at least 3 distinct habitats on display in the great southern region. For each, investigate them and describe some unique features that animals have that help them survive in those habitats: Shadowy shallows (Busselton Jetty): Coral caves (Augusta and Albany): Seagrass (Esperance): What resource is in short supply in a jetty environment? Describe one way animals can gain or maintain this resource? Describe the unique ways each of following animals find and/or catch their food: Cobbler: Redlipped Morwong: Stripeys: Pineapplefish:

3 1 great southern coast leafy seadragons pineapplefish old wives Shark Model: label each fin and the key features that have been left blank on the shark diagram below to get a better understanding of shark anatomy. Then, describe the role of each feature below: Caudal Fin: Dorsal Fin: Pectoral Fin: Anal Fin: Pelvic Fin: Lateral Line: Electroreceptors:_ Seadragons have excellent camouflage. Describe two adaptations that contribute to this camouflage: What do seadragons have instead of scales and why do you think this is?

4 2 shipwreck coast open-ocean fish stingrays turtle sharks Sea Creature Science: sharks have become the inspiration for many modern designs. Working with a partner, be inspired by our sharks and brainstorm man-made products and technologies that have or could benefit from mimicking a shark s natural feats: Natural Feat: a shape that allows for incredible speed: Products that mimic: Natural Feat: balance and stability: Products that mimic: Natural Feat: completely non-stick skin (due to the dermal denticles): Products that mimic: Shipwreck Sharks Field Guide: Match each description and species name below with the correct shark diagram on the next page. By doing so, you will be creating a visual guide for identifying sharks in the field. Then use your field guide to find each shark in the shipwreck coast. Record the number of individuals of each species you find within 1 minute and record an observation about each species (e.g. found on the bottom): A. Distinct markings alike a harness over body = Port Jackson Shark Located in Shipwreck Coast Observation: B. Large, distinct first dorsal fin, rounded snout = Sandbar Whaler Located in Shipwreck Coast Observation: C. Dark margins found on caudal, dorsal and pectoral fins (not on anterior fins) = Nervous Whaler Located in Shipwreck Coast Observation: D. Faint, thick bands repeating along body = Bamboo Shark Located in Shipwreck Coast Observation: E. Pointed teeth that overhang jaw, mouth visibly open = Grey Nurse Shark Located in Shipwreck Coast Observation: F. Tassels that hang from the mouth, deeply flattened body = Wobbegong Shark Located in Shipwreck Coast Observation:

5 2 shipwreck coast Species: Species: Species: Species: Species: Species:

6 2 shipwreck coast AQWA s 6 shark species fall into 4 scientific families. Use your observations and field guide to compare each shark s features with the classification guides below and place each of AQWA s sharks in their correct Family: Kingdom: Phylum: Subphylum: Class: Sub Class: Order: Family: Animalia (multicellular, eukaryotic animals) Chordata (Latin characterised by chord ) Vertebrata (Latin backboned ) Chondricthyes (Greek Cartilage fish ) - Skeleton of cartilage - Teeth not fused to jaw - No swim bladder Elasmobranchii gill slits Carcharhiniformes - 2 dorsal fins - 5 gill slits - anal fin present - nictitating membrane over the eyes present Carcharhinidae (requium sharks) - pectoral fins sit behind the gill slits - first dorsal fin sits in front of pelvic fin - torpedo shaped body, widest in the middle and tapered at head and tail - head rounded and smooth - first dorsal fin is larger than second - has precaudal pits (small indentation on the top and below the tail fin) - relatively large, bulbous eyes Shark/s in this family: Kingdom: Phylum: Subphylum: Class: Sub Class: Order: Family: Animalia (multicellular, eukaryotic animals) Chordata (Latin characterised by chord ) Vertebrata (Latin backboned ) Chondricthyes (Greek Cartilage fish ) - Skeleton of cartilage - Teeth not fused to jaw - No swim bladder Elasmobranchii gill slits Lamniformes - 2 dorsal fins - 5 long gill slits - anal fin present - no nictitating membrane over the eyes - wide mouth that extends behind the eyes Odontaspididae (ragged-tooth sharks) - pectoral fins sit behind the gill slits - first dorsal fin sits closely in front of pelvic fin - wide body with a short snout/head that comes to a point - needle-like teeth that over-hang jaw, jaw remains slightly open - two medium equal-sized dorsal fins - relatively small eyes Shark/s in this family:

7 2 shipwreck coast Kingdom: Phylum: Subphylum: Class: Sub Class: Order: Family: Animalia (multicellular, eukaryotic animals) Chordata (Latin characterised by chord ) Vertebrata (Latin backboned ) Chondricthyes (Greek Cartilage fish ) - Skeleton of cartilage - Teeth not fused to jaw - No swim bladder Elasmobranchii gill slits Heterodontiformes - 2 dorsal fins, each with a spine - 5 gill slits - anal fin present - no nictitating membrane over the eyes - small spiracles present (holes behind the eyes) - nares (nostrils) connected to mouth by deep grooves - snout very short and bluntly rounded, mouth does not extend beyond the eyes Heterodontidae (horn sharks) - pectoral fins begin at front of gill slits - first dorsal fin sits nearer the pectoral fin, second dorsal fin sits nearer the anal fin - small, bull like body with intricate colouration - head box-like and topped with bony crests or ridges above the eyes - female lays spiral-shaped egg cases Shark/s in this family: Kingdom: Phylum: Subphylum: Class: Sub Class: Order: Family: Animalia (multicellular, eukaryotic animals) Chordata (Latin characterised by chord ) Vertebrata (Latin backboned ) Chondricthyes (Greek Cartilage fish ) - Skeleton of cartilage - Teeth not fused to jaw - No swim bladder Elasmobranchii gill slits Orectolobiformes (carpet sharks) - 2 dorsal fins - 5 long gill slits - anal fin present - no nictitating membrane over the eye - large spiracles present (holes near the eyes) - short, flat snout with mouth that does not extend beyond the eyes - nairs (nostrils) specialized with nasal grooves and barbels ( whiskers ) Hemiscylliidae (long-tailed carpet sharks) - fourth and fifth gill slits sit behind the pectoral fin - first and second dorsal fins sit between the pelvic and anal fins - pectoral fins are paddle-shaped - long, thin body with the tail making up 2/3 of the body length, banded patterns - female lays oval egg cases with tendrils that help it stick to the rocks Shark/s in this family:

8 2 shipwreck coast Kingdom: Phylum: Subphylum: Class: Sub Class: Order: Family: Animalia (multicellular, eukaryotic animals) Chordata (Latin characterised by chord ) Vertebrata (Latin backboned ) Chondricthyes (Greek Cartilage fish ) - Skeleton of cartilage - Teeth not fused to jaw - No swim bladder Elasmobranchii gill slits Orectolobiformes (carpet sharks) - 2 dorsal fins - 5 long gill slits - anal fin present - no nictitating membrane over the eye - large spiracles present (holes near the eyes) - short, flat snout with mouth that does not extend beyond the eyes - nairs (nostrils) specialized with nasoral grooves and barbels ( whiskers ) Orectolobidae (wobbegong sharks) - fourth and fifth gill slits sit behind the pectoral fin - first and second dorsal fins sit closely together between the pelvic and anal fins - extremily wide, flattened body and head with intricate patterning - whisker-like sensory organs around the mouth which add to its camouflage Shark/s in this family: Choose 1 of the 6 shark species above to complete the following questions and activities: If someone did not have a field guide and did not understand shark anatomy, what feature/s would you describe to them to help them identify your shark? Label the feature/s you just described onto your field guide. Draw in extra detail if required. Name one unique feature of your shark that helps it to survive and explain why: Fact: Sharks are fish! As you now know, sharks are classified as Chondrichthyes called cartilaginous fish as they have a skeleton of cartilage. Traditional fish are classified as Osteichthyes called bony fish. Sharks and fish have the same types of fins. Consider what you know about shark fins. Which fins would play a role in making a fish a fast swimmer? Find a fast fish in the Shipwreck coast. What shape and size are the fin/s you listed above? Bony fish use a swim bladder to assist in staying afloat. What two features help sharks float?

9 3 Perth coast octopus lobsters jellyfish seahorses stripeys footballer sweeps Sandy shores: Sand is made up of ancient corals, old shells, eroded rocks, and much more! On your journey through the sandy beaches of Perth, search for how animals interact with sand and describe them below: Sea Squirt: Feather Duster Worm: Tube Anemone: Moon Wrasse: Striped Catfish and Sea Mullet: Many traditions of the Nyoongar people show great interaction between the coast, ocean and its marine life. Journey through the Perth coast and look out for our indigenous information to answer the below: Describe one traditional fishing technique used by Indigenous Australians: What is a traditional method for cooking fish, such as salmon? How did Birak affect the lives of Nyoongar people? How would Nyoongar people soothe stings from marine life, such as catfish? Ocean Lights: light acts differently in water to in air. Investigate the following: What colours are difficult to see in water and why? Why does the ocean look blue? How do corals glow? What is a benefit of having fluorescent or glowing scales for a fish?

10 3 Perth coast octopus lobsters jellyfish seahorses stripeys footballer sweeps Simple Cells: Jellyfish are very simple animals. They have no brain, heart, eyes, central nervous system or bones, but are still living animals made up of cells and cell structures. Because they are see-through, we can observe many of the unique cellular structures that work together to keep the jellyfish alive. Looking at our moon jellyfish, draw a diagram of a jellyfish in the box below. Include all of the features that you can see: Label your diagram with the organs and specialised cells listed below: 1. Outer tentacles with stinging cells: stores the nematocyst cells used for catching food and defence 2. Oral arms with stinging cells: hangs from the centre of the bell and transfers caught food to the mouth. Also has nematocysts cells. 3. Stomachs: jellyfish have 4 stomach sacs to digest food 4. Reproductive organs (within stomachs): crescent -moon shaped gonads found within or below stomachs 5. Mesoglea: the jelly part of the jellyfish that gives it form and strength 6. Canals: the water vascular system that pumps nutrients through the jellyfish Jellyfish are closely related to corals and to anemones, both of which you can also find in the Perth coast. Investigate them closely and identify features that all 3 animals share in common: Describe the motility (ability and style of movement) each animal has: Anemone: Coral: Jellyfish

11 4 far north coast baby crocodiles tropical fish & corals clownfish (Nemo) blue tang (Dory) Creatures Up Close exhibit What kind of animals are corals? What do they build together to make themselves strong? What affects the shape and style of their building? What lives inside corals and why is it important to them? Why do they (usually) need to live in sunlight? What is the key difference between Pocillopora and Leather coral? Species VS Morphology: it is difficult to identify coral species just by looking at them. So instead corals are often referred to based on their morphology, which means the shape they grow in. The shape tells us about the conditions the coral faces; such as the amount of light, wave motion and clarity of the water. Investigate our Coral Lagoon (in the middle of the Far North). Tally the number of occurrences of each morphology: Mound: Branching: Plate or Vase: Encrusting: Column: Which morphology was the most common? Which morphology seemed to grow the largest?_ Were some more common near the top? The bottom?

12 4 far north coast baby crocodiles tropical fish & corals clownfish (Nemo) blue tang (Dory) Creatures Up Close exhibit Plants and animals have features and develop behaviours that help them to survive in their own habitat. These behaviours and structures are called adaptations. There are two main adaptations that you will be able to observe: 1. Structural: those things about the animals body that help it to survive. 2. Behavioural: those things about an animal s behaviour that help it to survive. A third type of adaptation may also be occurring, although this may not be visible. 3. Physiological: the functions of structures within the animal which help it survive, like a venom. As you journey through AQWA s Far North Region look at all the marine life on display. Based upon our signage and your observations, write down an adaptation which helps the following animals defend themselves. Then classify these adaptations as structural, physiological or behavioural. Clownfish: This adaptation is: Dartfish: This adaptation is: Crocodiles: This adaptation is: Tube Anemone: This adaptation is: Blue spotted stingray: This adaptation is: Butterfly fish: This adaptation is:

13 5 DANGERzone sea snake stonefish lionfish Theatrette blue ringed octopus (seasonal) Enter AQWA s DANGERzone to discover more adaptations sea creatures have to survive: some of which are deadly to us! Why are venomous sea snakes not found around Perth? Is a sea snake s venom used for defence? What structural adaptation is shared by sea snakes and eels? Lionfish have a unique kind of camouflage. They do not necessarily blend in to their environment like their cousins the stonefish. Suggest how their camouflage might work: The lionfish has the structural adaptation of very large side fins. What behavioural adaptation has it developed to utilise these fins? Are pufferfish always dangerous to eat, why or why not? Is pufferfish toxin a structural, behavioural or physiological adaptation? Describe another adaptation of pufferfish:

14 5 DANGERzone sea snake stonefish lionfish Theatrette blue ringed octopus (seasonal) Sea Creature Science: animals posses a vast variety of venoms that effect the human body differently. What are some benefits of studying the venoms of animals? What have scientists discovered about cone shell venom? What are some differences between the poison found in pufferfish and the poison in cone shells? The venomous bite of the blue ringed octopus is strong enough to kill 10 people. However they rarely bite to defend, preferring to avoid danger or warn other animals to stay away. What do they use as a warning signal? Is this defence mechanism structural, behavioural, physiological or a combination? Why do you think that? List a structural, behavioural and physiological adaptation of the stonefish. Structural : Behavioural : Physiological : Which of these adaptations makes them dangerous to humans? What is the survival advantage of ambushing prey rather than chasing it?

15 6 Playground Marmion Marine Park Discovery Pool Coral Reef Adventure Bay & Picnic Areas Not all sea creatures breathe through gills, eat with teeth or move using fins. Explore the animals in the Discovery Pool and the unique cell structures they use: Starfish don t have fins. What do they use to move and how does it work? Seacucumbers don t have gills. How do they breathe? Starfish have no teeth and a small mouth. How can they eat large food? Seacucumbers have no teeth and no bones. How do they stay strong and how do they grab food? Visit AQWA s Coral Reef Underwater Gallery and find a spot in front of the large windows. You are about to become a Reef Biologist. You have been provided with a field guide and a data sheet and are going to: 1. Choose a species of coral from the field guide to study. Become familiar with the features of your coral. 2. Choose a survey space within the coral reef that is approximately 1m 2. Everything in that 1x1m box is your survey space, from the sandy bottom right up to the water s surface. 3. Within your survey space, see if you can find your coral and mark on your data sheet any occurrences 4. Take notes on: how deep your coral is found, the amount of light, what shape and colour it is growing in, how abundant it is in your space and what percentage of the whole space is taken up by your coral. 5. Repeat steps 2-4 twice more, so that you end up with 3 survey spaces from which you have collected data. Once you have completed your 3 survey spaces, use your data to answer the following: Was the species of coral you selected found in each of the study areas? Were each of the coral colonies the same colour or shape? Do the variations correlate with any changes in depth or light?

16 Reef Biologist Field Guide: identifying common coral species from Perth Identification: Composed of thin plate-like layer/s. Corallites on upper side only. Corallites small (<2.5mm) and crowded together Identification: Composed of plate-like layer/s. Corallites tube shaped Corallites large (<6mm) Identification: Corallites 10mm in size. Coralites with a distinct shared wall. Often grows in a mound/dome shape. Corallites form an irregualr honeycomb pattern. Identification: Corallites share a distinct wall. Septa can be clearly seen. Contrasting colours between wall and valley s Walls meander Identification: Composed of thin plate-like layer/s. Corallites on upper side only. Corallites small (<2.5mm) and crowded together Page 1 of 3 cabbage coral pagoda coral honeycomb coral brain coral daisy coral

17 Coral species being studied: Name of researcher: Date: Survey Area: Example Notes: eg s. shaded, 2m deep, near surface, rock, reef, growing next to a brain coral, growing next to honeycomb coral, cabbage coral growing in flat shape, cabbage coral growing in very folded form, polyps out, green colour Abundance: 4 colonies, approximately 25% cover. Survey Area: No.1 Notes: 1m 2 Abundance: No. Colonies present: Percentage cover: % 1m 2 1m 2 Survey Area: No.2 Notes: Abundance: No. Colonies present: Percentage cover: % Survey Area: No.3 Notes: Abundance: No. Colonies present: Percentage cover: % Page 2 of 3

18 6 Playground Marmion Marine Park Discovery Pool Coral Reef Adventure Bay & Picnic Areas Food chains show the flow of food (energy) from one living thing to the next in a habitat or ecosystem. Below is a basic model of the groups of animals included in a food chain and what they eat: Producers Makes its own food EG: plants and phytoplankton Primary consumers eats producers Are herbivores and only eat plants EG: some small fish, zooplankton 1. Name two primary producers you might find in a coral reef: 2. Name two primary consumers you might find in a coral reef: 3. Name two secondary consumers you might find in a coral reef: 4. Name two tertiary consumers you might find in a coral reef: Secondary consumers Tertiary consumers eats primary consumers eats secondary Omnivore eats plants & consumers animals Usually carnivore but Carnivore eats animals can be an omnivore Detritivore eats dead matter Top of the food chain EG: medium fish, seals EG: sharks, orcas Can a secondary consumers also be a tertiary consumer? Can a tertiary consumer also be a primary consumer? Justify your answer: A food web shows a more complex view of the way energy flows through an ecosystem. Using the animals you mentioned in parts 1-4 above, create a food web by drawing lines to show energy flow between them: