GRADE

5

Author: J. Haase Lesson #: 5

Unit Title: Hawaiʻi as an ESS Lab Time Frames: Two 50­Minute Periods

Sharing the Hydrosphere in Hawaiʻi

ABSTRACT This unit looks at the biosphere, hydrosphere, geosphere and atmosphere of Hawai‘i as a laboratory to study Earth system science. As we look at Hawai‘i as an Earth system science laboratory, we must consider the marine species that share the hydrosphere with us. This lesson is an introduction to three species that inhabit the Hawaiian hydrosphere; the Hawaiian monk seal, the hawksbill sea turtle, and the tiger shark. Students will research at least one species and complete a “Species Fact Sheet” with biological information and a picture as an inquiry directed activity. Computers will be required for internet based research using selected web­based resources. Working in teams of two, each student will have an opportunity to investigate at least one of the selected species.

PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES

BACKGROUND INFORMATION FOR TEACHERS Located in the middle of the Pacific Ocean, Hawai‘i is home to islands, seamounts, atolls, coral reefs, migrating marine species, and a diverse array of fishes and other marine organisms. In Hawai‘i the hydrosphere, and the biosphere interact in many ways including human impacts to the hydrosphere such as overfishing, marine debris, and chemical pollution. In Grade 5 Unit 1, we explored the implications of increased CO2 for the ocean resulting in ocean acidification. In this lesson, students will take the helm to research three familiar species, two listed on the U.S. Fish and Wildlife Endangered Species list and one listed as a threatened species. Endemic species are defined as those that are unique to a given place and found in no other place in the world. Hawaiʻi is home to many endemic species including many tree, plants, birds, insects, fish, invertebrates and mammals. Scientists estimate 94% of native, Hawaiian insects are endemic! Even in the ocean Hawai‘i has endemic species, more than 20% on Hawaiian reef fishes are considered endemic. As we learned in the lesson “An Isolated Archipelago”, the Hawaiian Islands are the most isolated islands in the world. Because of this, original terrestrial species arrived only by wind, by water or waves, and with birds. An easy and accurate way for students to remember and understand this is with the Three W’s: Wind

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(atmosphere), Waves (water, hydrosphere) and Wings (birds/bats, biosphere). David L. Eyre in his book, By Wind, By Wave, gives concrete examples of how the islands were colonized in these three ways. In the hydrosphere, the oceans are connected allowing for more integration of species. We will be looking specifically at three marine species that scientists consider native indigenous species to Hawai‘i. These species are native to Hawaiʻi, but are also found in other places in the world. This includes migratory species that call Hawaiʻi home only part of the year. The Hawaiian monk seal, the tiger shark and the hawksbill sea turtle have been selected for this lesson. The species have been selected to elicit student interest and to emphasize threatened and endangered status of these animals as well as the scientific study being pursued using satellite data. A complete list of the endangered species in the Pacific Islands is included on this U.S. Fish and Wildlife website: http://www.fws.gov/pacificislands/teslist.html The Hawaiian monk seal (Monachus schauinslandi) is one of two mammals endemic to Hawai‘i, the other is the Hoary Bat. A Hawaiian name for the monk seal is "ʻīlio holo i ka uaua," meaning "dog that runs in rough water." The monk seal is critically endangered with a population of 1,200 and is the most endangered pinniped in the U.S.A. monk seals have relatives, the Caribbean monk seal, now extinct and the Mediterranean monk seal, critically endangered. The species is known to be 15,000 years old occurring the Hawaiian islands habitat. The monk seal’s main population occurs in the Northwestern Hawaiian islands (NWHI) and a smaller population inhabits the main Hawaiian islands (MHI). Seals are seen to haul out onto beaches to rest during the day and are known to return to their own birth beach (natal beach) to pup. A pup has a 1 in 5 chance of survival until breeding maturity. Monk seals are protected by the both the Endangered Species Act and the Marine Mammal Act. There is much to know about this playful inhabitant of the biosphere and in this lesson students will become the teachers as they research and share their findings on Hawaiian monk seals. Hawksbill sea turtles (Eretmochelys imbricata) are critically endangered. The Hawaiian population is around 60 breeding adults and the distribution is in the main Hawaiian islands. The hawksbill is a medium sized sea turtle with scales on its head, two claws on its flippers and a beak­like mouth giving the species its name. The hawksbill sea turtle mainly feeds on sponges and other invertebrates in coral reefs and the “hawksbill” mouth is an adaptation that helps the turtle feed in crevices and caves on the reef. The habitat for the turtle is pelagic (open ocean) for juveniles, coral reefs for adults and sandy natal beaches for laying and hatching eggs. The hawksbill is not unique to just Hawai‘i and is connected to other sea turtle populations in equatorial waters. Protecting nesting areas is extremely critical to the survival of the hawksbill sea turtle. Students may need help differentiating the more common green sea turtle from the hawksbill sea turtle. The distribution for tiger sharks (Galeocerdo cuvier) is global in an equatorial band around the Earth. These species demonstrate that habitat specifications may have to do with temperature, latitude, relationship to coral reefs, food sources, breeding grounds and other ocean criteria rather than their connection to the land of Hawai‘i and the uniqueness of the Hawaiian geosphere. Reluctant learners may be interested in learning more about tiger sharks, the apex predators are considered a threatened species. The solitary hunters have stripes on their bodies and an ability to detect the electric fields of their prey. Tiger sharks will eat almost anything including garbage. Females breed only every three years and at that time can birth 10­80 pups. Threats to tiger shark survival include commercial fishing, entanglement in nets, loss of quality habitat and marine pollution. Countershading is a camouflage adaptation that many marine species exhibit. Encourage students to make observations about the purpose of countershading where the underside on the species is lighter than the topside. This is helpful for protection from predators both from above and below.

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Students may want to know what it means to be listed as a threatened or endangered species of the U.S. Fish and Wildlife Service. The Endangered Species Act “was signed in 1973 and provides for the conservation of species that are endangered or threatened throughout all or a significant portion of their range, and the conservation of the ecosystems on which they depend.” This act provides money for conservation measures and awareness around the survival that has sometimes resulted in recovery of the species. Envigorate student interest by reminding them they will be planning a satellite research mission to study one of the species featured in lessons “Sharing the Biosphere in Hawaii”. Help students think of information that would be helpful to know for the survival of the species. Encourage students to think of the ethics of the research and to design solutions that result in the humane treatment and study of these delicate species.

PLANNING Essential Questions

What are the key issues that face marine species? How can Earth system scientists help protect marine species in Hawai‘i?

Instructional Objectives

Students will: Evaluate what they know about three marine species of Hawai‘i through watching a slide

show. Complete a knowledge chart to track their own learning. Conduct internet based research using selected websites to learn about the biology and

history of the Hawaiian monk seal, the hawksbill sea turtle and the tiger shark. Produce a fact sheet about at least one of the selected species.

Key Vocabulary

Native Indigenous Threatened Endangered Species Juvenile

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INSTRUCTION Materials

“Sharing the Hydrosphere in Hawaiʻi” PowerPoint presentation “Sharing the Hydrosphere in Hawaiʻi Knowledge Chart” “Fact Sheet Blank” Student Internet Research Sites page “Cornell Notes Format” Colored pencils for a small drawing Folder per student for organizing species papers

Preparation

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Review the student worksheets and make copies for each student (three pages total). Though they are working in teams of two, each student must complete their own worksheet.

Briefly browse the Research Links provided for the marine species research. Find additional links as needed.

Reserve computer access for the research portion of the lesson. If possible, bookmark the provided links ahead of time to streamline the process.

Resources

Bishop Museum: Hawai‘i Biological Survey’s Good Guys & Bad Guys Trading Card List:

http://hbs.bishopmuseum.org/good­bad/list.html

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ENGAGE

Session One:

1. Begin the lesson by showing the slideshow called “Sharing the Hydrosphere in Hawai‘i Slideshow.”

2. Allow students to think about what they already know about these species. Refrain from telling the students any details about the species they are looking at. Later in the lesson the students will have a chance to research at least one of the species.

3. After the slideshow is complete, distribute the “Sharing the Hydrosphere in Hawai‘i Knowledge

Chart” and have students explain how the chart is organized. Explain that students will be able to look at their learning progression using this chart. Each species will have a row going across horizontally. Students should now fill in the K, W, and H for each of the three species from the slideshow.

Image courtesy of J. Haase.

4. Give the students ten minutes to fill in what they know about the three species shown. Explain that

all knowledge is useful here, for example that one is a mammal.

5. Share out: Have students share some of the information they have written in their knowledge chart so far. Especially encourage sharing of questions. Ask students:

What type of scientists might study these native species and why? Do these species live together in one habitat, or different habitats in Hawaiʻi? What kinds of satellite data could be useful for studying these species?

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EXPLORE

1. Write the essential questions on the board for easy reference. Have the students read the questions

aloud and remind them to reread the questions throughout the lesson.

What are the key issues that face marine species in Hawai‘i? How can Earth system scientists help protect marine species in Hawai‘i?

2. Organize the students into teams of two to introduce the research assignment. Pass out and review

the student worksheets with them. Have student teams select one of the three marine species for research, allow them to complete a second fact sheet if time permits.

3. Students are to create a “Fact Sheet” about one of the three marine species. Students will conduct

computer research using selected web­based resources to fill in the sections of their fact sheet. Students can also use the “Cornell Notes” format if it is helpful to them or take additional notes in their science notebook.

4. Provide students with the “Student Internet Research Sites” sheet also listed below. Encourage

them to use the links to locate the specific information to add to their “Fact Sheet.” Allow them to find one image of their species and draw it with a caption for their “Fact Sheet.” Students will need colored pencils for the illustration of their species.

EXPLAIN

Session Two:

1. Begin the second session of the lesson by having students revisit their “Sharing the Hydrosphere in Hawaiʻi Knowledge Chart” to fill in the P and the Q of the chart.

Image courtesy of J. Haase.

2. Continue the lesson with a quick discussion of the essential questions and use this time for a

formative assessment of the students’ understanding of the key issues facing Hawaiian marine species is at this time.

What are the key issues that face marine species? How can Earth system scientists help protect marine species in Hawai‘i?

3. Computer research second session: regroup the students in their teams of two from the previous

session and allow students to use the selected websites to continue their research or complete a

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second “Fact Sheet” on a second marine species. While students are working circulate around the room to answer questions and assist students in meaningful note taking. Students can either use the “Cornell Notes” format for taking notes or their science notebook. Ask questions as you circulate to stimulate students to think about how they might further study this marine species. Useful questions might be:

How are scientists studying this marine species now? How could you study this marine species? Could you make the satellite tracking device mounted to the animal more humane? What kind of satellite mission could you design to study this species?

4. Close the second computer research session by giving students time to collect their papers and

clean up. It will be helpful for the students to have a folder to keep their “Fact Sheets,” “Cornell Notes,” and “Knowledge Chart” together.

EXTEND

1. This part of the lesson is intended to demonstrate to the students how much they have learned

about the species featured in their lesson and that they learned the information with their own internet research.

2. Break the room into three parts and have all the students who studied seals sit together, all the

students who studied sharks sit together and all the students who studied turtles sit together. They will be asking and answering the questions from the “Sharing the Hydrosphere in Hawaiʻi Slideshow.”

3. Replay the slideshow from the beginning of the lesson and select students to read and answer the

questions. Encourage explanations instead of short answer to allow students to share the depth of the information they discovered. If students have not yet found the answers, there is still more to research on the subject.

4. Have students use the school library to find books that will have current information about the three

marine species featured in this lesson. Contact the school librarian for additional research resources for students to use.

EVALUATE

1. As a way to evaluate how the lesson met the instructional objectives have each student create a

reflective entry in their science notebook. Write the two essential questions on the whiteboard. Have students write quietly and independently in their science notebooks for ten minutes to answer at least one of the following questions:

What are the key issues that face marine species in Hawai‘i? How can Earth system scientists help protect marine species in Hawai‘i?

2. Students will share their writing with a neighbor and then select a few students to read their writing to

the class as time permits. Explain that teams will be designing a satellite research mission for the next lesson in the unit to study and address problems that threaten marine species in Hawai‘i.

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ASSESSMENT OPTIONS Formative Assessment

Use classroom discussions and team research time to make formative assessments of student progress towards the lesson’s objectives. The “Sharing the Biosphere in Hawai‘i Knowledge Chart” can be used by both teacher and student to track their learning about the three species featured in this lesson. Refer back to the “what do I know?” section of the knowledge chart to establish where the student started off the lesson and use the “Fact Sheet,” “Cornell Notes” or science notebook to establish growth in content knowledge.

Summative Assessment

Conduct a science notebook check to evaluate student responses to the essential questions for the lesson.

Use the “Fact Sheet” to assess student content knowledge of one of the three featured species from the lesson.

Make observations of students ability to answer the questions from the “Sharing the Hydrosphere in Hawaiʻi” slideshow and use this as a means to assess their growth in the lesson.

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CULTURE CONNECTION

Image courtesy of D. Darom.

ʻŌlelo Noʻeau

A collection of Hawaiian proverbs, translated and annotated by Mary Kawena Pukui, offers a unique opportunity to savor the wisdom, poetic beauty, and earthy humor of finely crafted expressions.

E kuhikuhi pono i na au iki a me na au nui o ka ʻike. (Hawaiian proverb) Instruct well in both the little and great currents of knowledge. (English translation)

In this lesson, students study three marine species in order to learn more about the issues they face. In a sense, the knowledge of one native Hawaiian species is small, however, connecting this knowledge to looking at the commonalities that face the survival of several species is great. We know small things add up to a comprehensive understanding in the context of Earth system science and the sustainability for

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endangered species. Students learn to embrace the learning of the iki (little) and the nui (great) currents of knowledge.

DIFFERENTIATION Emerging Learners

Arrange student groups with different skill levels so student help is given by peers. Partner emerging learners with students who will support their success.

During the work with the “Hawai‘i Species Fact” sheet read with the student and adjust the workload to suit the learners needs. Read website materials with emerging learners to help with unfamiliar vocabulary.

Encourage use of science notebooks to take notes and draw pictures associated with the lesson. Advanced Learners

Encourage advanced students to complete “Fact Sheets” and “Cornell notes” on all of the featured species. Have advanced students give an oral presentation to their classmates as time permits.

English Language Learners

Allow students to verbally share their answers to the “Fact Sheet” sections with a peer prior to writing it down. Encourage use of diagrams along with written notes.

Arrange student groups with different skill levels so student help is given by peers. Partner ELL learners with students who will support their success.

During the work with the internet research read with the student and adjust the workload to suit the learners needs. Read web­based materials with ELL learners to help with unfamiliar vocabulary.

Encourage use of science notebooks to take notes and draw pictures associated with the lesson.

EXTENSIONS

Find a local marine biologist to visit your classroom as a guest speaker. Have the students share their fact sheets with the biologist and have the biologist share a topic on which they are an expert. Have the children prepare questions beforehand, for example:

­ What type of education and experience is required to become a marine biologist?

STANDARDS Next Generation Science Standards

Crosscutting Concepts: Cause and Effect ­ In grades 3­5, students routinely identify and test causal relationships and

use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship.

Science and Engineering Practices: Asking questions (for science) and defining problems (for engineering) Planning and carrying out investigations Analyzing and interpreting data Obtaining, evaluating, and communicating information

Disciplinary Core Idea:

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LS2.C Ecosystem dynamics, functioning, and resilience ­ When the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die.

ESS3.C Human impacts on Earth systems ­ Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth’s resources and environments.

Common Core

English Language Arts: 5.W.7 Conduct short research projects that use several sources to build knowledge through

investigation of different aspects of a topic. 5.W.8 Recall relevant information from experiences or gather relevant information from print

and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Hawaii Content & Performance Standards III

Science: Standard 3 Life and Environmental Sciences: Organisms and the environment: Understand

the unity, diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the environment

SC.5.3.1 Describe the interdependent relationships among producers, consumers, and decomposers in an ecosystem in terms of the cycles of matter

General Learner Outcomes

Community Contributor Complex Thinker Quality Producer Effective Communicator Effective and Ethical User of Technology

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REFERENCES

Animal Time: Monk Seal Information for Kids (n.d.). Retrieved June 22, 2015, from

http://animalstime.com/hawaiian­monk­seal­facts­hawaiian­monk­seal­habitat­diet/ Animal Time: Tiger Shark Information for Kids (n.d.). Retrieved June 22, 2015, from

http://animalstime.com/tiger­shark­facts­kids­tiger­shark­habitat­tiger­shark­habitat­diet/ Descloitres, Jacques (Photographer). (2003). Satellite view of Hawaii Archipelago [Photograph] Retrieved

March 24, 2015, from: http://en.wikipedia.org/wiki/Hawaiian_Islands#/media/File:Hawaje­NoRedLine.jpg

Eyre, D. (2000). By wind, by wave: An introduction to Hawaiʻi's natural history. Honolulu, Hawaiʻi: Bess

Press. Hawksbill Sea Turtles, Hawksbill Sea Turtle Pictures, Hawksbill Sea Turtle Facts ­ National Geographic.

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(n.d.). Retrieved June 22, 2015, from http://animals.nationalgeographic.com/animals/reptiles/hawksbill­turtle/

Hawaiʻi Tiger Shark Tracking. (n.d.). Retrieved June 22, 2015, from

http://oos.soest.hawaii.edu/pacioos/projects/sharks/ Hawksbill Turtle (Eretmochelys imbricata). (n.d.). Retrieved June 22, 2015, from

http://www.nmfs.noaa.gov/pr/species/turtles/hawksbill.htm Hawaii Wildlife Fund ­ Turtle Satellite Tracking Maps. (n.d.). Retrieved June 22, 2015, from

http://wildhawaii.org/marinelife/turtle_maps.html Network for Endangered Sea Turtles. (n.d.). Retrieved June 22, 2015, from

http://www.nestonline.org/HawksbillSeaTurtle.htm NOAA PIFSC Quarterly Research Bulletin ­ Quarterly Research Bulletin. (n.d.). Retrieved June 22, 2015,

from http://www.pifsc.noaa.gov/qrb/2010_10/article_08.php NOAA PIFSC Quarterly Research Bulletin ­ Quarterly Research Bulletin. (n.d.). Retrieved June 22, 2015,

from http://www.pifsc.noaa.gov/qrb/2010_10/article_08.php The Kid’s Times: Hawksbill Sea Turtles (n.d.). Retrieved June 22, 2015, from

http://www.nmfs.noaa.gov/pr/pdfs/education/kids_times_turtle_hawksbill.pdf Tiger Sharks ­ Tiger Shark Pictures ­ Tiger Shark Facts ­ National Geographic. (n.d.). Retrieved June 22,

2015, from http://animals.nationalgeographic.com/animals/fish/tiger­shark/

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Hawaiian Species Fact Sheet

Name:_______________________________________Date:________________

Name: ________________________________________ Scientific Name: ________________________________________ Hawaiian Name: ________________________________________ Physical Description: ________________________________________ ________________________________________

Status: (endangered, threatened, native to Hawaiʻi, other) ________________________________________ History: ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

Picture: Caption: ________________________________________ ________________________________________ ________________________________________

Habitat and Behavior: ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

Key Issues and Problems: ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

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Name:_______________________________________Date:________________

Cornell Notes

Place species picture here!

Questions/Main Ideas:

Conduct internet research and take notes on this form.

Notes:

Summary:

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Name:_______________________________________Date:________________

Student Internet Research Sites

Hawaiian Monk Seal National Marine Sanctuaries:

http://www8.nos.noaa.gov/onms/park/parks/SpeciesCard.aspx?pID=12&refID=1&CreatureID=1078#

Animal Time: Monk Seal Information for Kids: http://animalstime.com/hawaiian­monk­seal­facts­hawaiian­monk­seal­habitat­diet/

The Marine Mammal Center:

http://www.marinemammalcenter.org/what­we­do/ke­kai­ola/about­hawaiian­monk­seals.html

National Geographic: http://animals.nationalgeographic.com/animals/mammals/hawaiian­monk­seal/

NOAA Satellite Tracking: http://www.pifsc.noaa.gov/qrb/2010_10/article_08.php Tiger Sharks

National Marine Sanctuaries: http://www8.nos.noaa.gov/onms/park/parks/SpeciesCard.aspx?pID=12&refID=2&CreatureID=1101

Animal Time: Tiger Shark Information for Kids:

http://animalstime.com/tiger­shark­facts­kids­tiger­shark­habitat­tiger­shark­habitat­diet/

National Geographic: http://animals.nationalgeographic.com/animals/fish/tiger­shark/

*Pacific Islands Ocean Observing System ­ Tiger Shark Tracking: http://oos.soest.hawaii.edu/pacioos/projects/sharks/

Hawksbill Sea Turtle

National Marine Sanctuaries: http://www8.nos.noaa.gov/onms/park/parks/SpeciesCard.aspx?pID=12&refID=6&CreatureID=1092

Network for Endangered Sea Turtles: http://www.nestonline.org/HawksbillSeaTurtle.htm

National Geographic: http://animals.nationalgeographic.com/animals/reptiles/hawksbill­turtle/

The Kid’s Times: Hawksbill Sea Turtles:

http://www.nmfs.noaa.gov/pr/pdfs/education/kids_times_turtle_hawksbill.pdf

Hawaii Wildlife fund (Hawksbill Satellite Tracking Maps): http://wildhawaii.org/marinelife/turtle_maps.html

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