{"id":34,"date":"2019-03-12T23:10:31","date_gmt":"2019-03-12T23:10:31","guid":{"rendered":"http:\/\/www.forsea.org\/liwtoc\/"},"modified":"2023-04-02T02:25:51","modified_gmt":"2023-04-02T02:25:51","slug":"liwtoc","status":"publish","type":"page","link":"http:\/\/www.forsea.org\/liwtoc\/","title":{"rendered":"\u201cLiving In Water\u201d Grades 4-6"},"content":{"rendered":"\r\n\r\n\r\n\r\n
Back to
“Living In Water” Guide Page<\/a><\/font><\/td>\r\n		“Living In Water” Table of Contents<\/font><\/b><\/font><\/td>\r\nReturn to Main Menu<\/a><\/font><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n
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“Living In Water”  Grades 4-6<\/h1>\r\n<\/font>

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Table of Contents<\/a><\/font><\/u><\/h2>\r\n

Click on a lesson title to view the complete lesson as a pdf.<\/b><\/p>\r\n

Want to customize the lesson? Click on the “” icon that follows the
lesson overview to download the lesson as an editable Word document<\/i><\/p>\r\n

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Introduction<\/a><\/font>

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Process-Orientated Science in the Classroom<\/a><\/font><\/dt>\r\n
The Hands-on Approach<\/b><\/a>: What Research Says<\/dd>\r\n
Science process skills used in theis curriculum<\/dd>\r\n
Teaching hands-on science\r\n

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Section I: Substances That Dissolve in Water<\/a><\/u><\/font>
Do substances dissolve in water? If so, how do they affect the plants and animals in aquatic habitiats?<\/font>\r\n<\/p>

   SALTS<\/font><\/b><\/p>\r\n

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Activity 1 – The Disappearing act<\/i><\/a><\/b><\/dt>\r\n
What happens when different substances are added to water? Experiments that test the conditions that affect rates at which salts and other substances dissolve.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 2 – Water, water everywhere<\/i><\/a><\/b><\/dt>\r\n
Classifying different kinds of aquatic habitats.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 3 – Salty or fresh?<\/i><\/a><\/b><\/dt>\r\n
Which is heavier, fresh water or salt water?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 4 – The layered look<\/i><\/a><\/b><\/dt>\r\n
A demonstration of the distribution of fresh and salt water in areas where fresh and salt water meet in estuaries.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 5 – Some like it salty-some do not!<\/i><\/a><\/b><\/dt>\r\n
A teacher-led demonstration that shows how salinity may affect the distribution of some aquatic animals.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 6 – The great salinity contest!<\/i><\/a><\/b><\/dt>\r\n
Or who has the saltiest and the freshiest water?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   OXYGEN<\/font><\/b><\/p>\r\n

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Activity 7 – Oxygen for life<\/i><\/a><\/b><\/dt>\r\n
What is the source of the oxygen that is dissolved in water?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   MINERALS<\/font><\/b><\/p>\r\n

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Activity 8 – Soil in water<\/i><\/a><\/b><\/dt>\r\n
What happens when soil erodes from the land and enters aquatic habitats? A long-term experiment.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   POLLUTANTS<\/font><\/b><\/p>\r\n

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Activity 9 – What’s in the water?<\/i><\/a><\/b><\/dt>\r\n
What is water pollution? What are the effects of several kinds of\r\npollution on aquatic habitats? A long-term experiment.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

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Section II: Temperature Changes in Aquatic Habitats<\/a><\/u><\/font>
What are the characteristics of water with regard to temperature changes? What are the consequences of temperature changes for the plants and animals living in aquatic habitats?<\/font>\r\n<\/p>

\r\n   RATES OF CHANGE<\/font><\/b><\/p>\r\n

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Activity 10 – A change in the weather?<\/i><\/a><\/b><\/dt>\r\n
Which changes temperature faster: water or air? Does the volume of water make a difference in how fast the temperature changes?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   TEMPERATURE AND RESPIRATION<\/font><\/b><\/p>\r\n

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Activity 11 – Plants use oxygen?<\/i><\/a><\/b><\/dt>\r\n
Do the plants and animals that live in water use oxygen?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 12 – When the heat’s on<\/i><\/a><\/b><\/dt>\r\n
What is the effect of temperature on the rate at which “cold-blooded” organisms that live in water use oxygen?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   TEMPERATURE AND DISSOLVED OXYGEN<\/font><\/b><\/p>\r\n

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Activity 13 – When the oxygen goes<\/i><\/a><\/b><\/dt>\r\n
What happens to the dissolved oxygen when water temperature increases?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 14 – When the oxygen is gone<\/i><\/a><\/b><\/dt>\r\n
How do animals respond to low oxygen environments?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   TEMPERATURE AND SEASONAL CHANGES<\/font><\/b><\/p>\r\n

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Activity 15 – In hot water?<\/i><\/a><\/b><\/dt>\r\n
Which weighs more: hot or cold water?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 16 – The great anadromous fish game<\/i><\/a><\/b><\/dt>\r\n
What are some of the factors that determine the reproductive success of fish during the seasonal migrations of river-spawning, ocean-living species? A life cycle game.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 17 – A change in the weather<\/i><\/a><\/b><\/dt>\r\n
Predicting on seasonal changes in aquatic habitats.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

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Section III: Moving or Staying Put: Maintaining Position Within Aquatic Habitats<\/a><\/u><\/font>
What are the physical characteristics of water that determine the kinds of places that aquatic plants and animals live?<\/font>\r\n<\/p>

\r\n   PLACES TO LIVE<\/font><\/b><\/p>\r\n

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Activity 18 – To each its home<\/i><\/a><\/b><\/dt>\r\n
Where do animals and plants live and what makes them suited to their homes? A classification activity that introduces different parts of aquatic habitats.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   SINKING OR FLOATING<\/font><\/b><\/p>\r\n

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Activity 19 – Keeping your head above water<\/i><\/a><\/b><\/dt>\r\n
Do things that float or sink behave differently in salt and fresh water? What lets them float? Why do they sink?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 20 – Sinking slowly<\/i><\/a><\/b><\/dt>\r\n
How do plants, which need light, maintain their position in the water column if they are heavier than water? How do tiny drifting animals keep from sinking to the bottom? A contest to design an organism that sinks slowest.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 21 – Sink or swim<\/i><\/a><\/b><\/dt>\r\n
What are some of the special structures that allow fish to stay up in and move through the water? A fish dissection.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 22 – Grace under pressure<\/i><\/a><\/b><\/dt>\r\n
Does water pressure vary with depth?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   LIVING ON SURFACE TENSION<\/font><\/b><\/p>\r\n

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Activity 23 – Life at the surface<\/i><\/a><\/b><\/dt>\r\n
What is the surface of the water like? How can animals take advantage of the water surface as a place to live? A contest to design a model organism that rides on surface tension.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   MOVING THROUGH THE WATER<\/font><\/b><\/p>\r\n

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Activity 24 – At the races!<\/i><\/a><\/b><\/dt>\r\n
How do fish swim? What are the correlations between body shape, swimming technique and speed? To be done on a trip to a public aquarium or science center which displays fish.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

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Section IV: Light and Water<\/a><\/u><\/font>
What happens to light in water, and what are the consequences for plants and animals that live there?<\/font>\r\n<\/p>

\r\n   LIGHT AND WATER<\/font><\/b><\/p>\r\n

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Activity 25 – Light to sea by<\/i><\/a><\/b><\/dt>\r\n
What happens to light when it shines through water?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 26 – Hide and seek<\/i><\/a><\/b><\/dt>\r\n
What does it look like under water? What do animals see? Is camouflage the same below water as above?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   LIGHT AND PLANTS<\/font><\/b><\/p>\r\n

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Activity 27 – A light snack<\/i><\/a><\/b><\/dt>\r\n
What is the relationship between light availability and photosynthesis in aquatic plants?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   AQUATIC FOOD CHAINS<\/font><\/b><\/p>\r\n

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Activity 28 – Competing for food<\/i><\/a><\/b><\/dt>\r\n
What is the relationship of food availability to the number of herbivores an area can support? A simulation game.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 29 – Eating and being eaten<\/i><\/a><\/b><\/dt>\r\n
What are the feeding relationships among the plants and animals that live in a pond? A simulation of carrying capacity and predator-prey relationships.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 30 – Getting caught<\/i><\/a><\/b><\/dt>\r\n
Do some human activities change the feeding relationships, and thus, the ecological balance, of a food web? A simulation.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

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Section V: Exploration Research and Communication<\/a><\/u><\/font>\r\n<\/p>

\r\n   EXPLORATION AND RESEARCH<\/font><\/b><\/p>\r\n

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Activity 31 – Getting to the bottom of things<\/i><\/a><\/b><\/dt>\r\n
Can scientists map the bottom of a lake or ocean when they cannot see it? Mapping and sampling a model ocean.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 32 – Underwater exploration<\/i><\/a><\/b><\/dt>\r\n
How is modern technology being used to study the physical, geological, chemical and biological nature of the oceans? Research project on technology and its applications.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 33 – Getting wet!<\/i><\/a><\/b><\/dt>\r\n
An aquatic field investigation.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

   COMMUNICATION<\/font><\/b><\/p>\r\n

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Activity 34 – Aquatic language arts<\/i><\/a><\/b><\/dt>\r\n
Individual language arts projects with an aquatic theme.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 35 – Habitat detectives<\/i><\/a><\/b><\/dt>\r\n
A group project in library research and communication.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Activity 36 – Aquatic science symposium<\/i><\/a><\/b><\/dt>\r\n
An aquatic conference for parents or other students.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n<\/dl>\r\n<\/blockquote>\r\n

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Glossary<\/a><\/u><\/font><\/p>\r\n

<\/p>\r\n

Production Credits<\/b><\/u><\/a><\/font><\/dt>\r\n
\r\nBelow, you\u2019ll find helpful resources for use with the above activities.<\/i>\r\n

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Recipes and Resources<\/u><\/font><\/dt>\r\n
Master list for all materials used in this curriculum<\/a><\/dd>\r\n
Teacher’s outline: classroom note cards for each activity<\/a><\/dd>\r\n
Sample questions<\/a><\/dd>\r\n
Salts and solutions<\/a><\/dd>\r\n
Making water with low and high dissolved oxygen<\/a><\/dd>\r\n
Moving water and taking samples<\/a><\/dd>\r\n
Dissolved oxygen test kits<\/a><\/dd>\r\n
LaMotte dissolved oxygen test kit instructions<\/a><\/dd>\r\n
Thermometers<\/a><\/dd>\r\n
Balances<\/a><\/dd>\r\n
Spring scales<\/a><\/dd>\r\n
Measuring time<\/a><\/dd>\r\n
Measuring volume<\/a><\/dd>\r\n
Making graphs<\/a><\/dd>\r\n
Collecting and looking at zooplankton<\/a><\/dd>\r\n
Dissection<\/a><\/dd>\r\n
The classroom aquarium<\/a><\/dd>\r\n
Making water without chlorine or how to age tap water<\/a><\/dd>\r\n
Pond water<\/a><\/dd>\r\n
Elodea<\/a><\/dd>\r\n
Goldfish and guppies<\/a><\/dd>\r\n
Brine shrimp<\/a><\/dd>\r\n
Sources of equipment and animals<\/a><\/dd>\r\n
Sources for curriculum ideas and software<\/a><\/dd>\r\n<\/dl>\r\n
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Student Pages For Duplication<\/u><\/font><\/dt>\r\n
Graph paper<\/a><\/dd>\r\n
Activity 1<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 2<\/b> cards and keys<\/i><\/a><\/dd>\r\n
Activity 3<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 4<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 5<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 6<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 7<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 8<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 9<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 10<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 11<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 12<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 13<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 14<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 15<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 16<\/b> worksheet, game board, cards and rules<\/i><\/a><\/dd>\r\n
Activity 17<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 18<\/b> cards and keys<\/i><\/a><\/dd>\r\n
Activity 19<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 20<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 21<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 22<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 23<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 24<\/b> information pages<\/i><\/a><\/dd>\r\n
Activity 24<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 27<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 28<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 29 and 30<\/b> worksheet<\/i><\/a><\/dd>\r\n
Activity 31<\/b> worksheet<\/i><\/a><\/dd>\r\n
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<\/td>\r\n		“Living In Water” Guide Page<\/a><\/font><\/td>\r\n
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