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Posts Tagged ‘Field trip’

On the field trip you were given a New England Aquarium scavenger hunt booklet to complete. You were also encouraged to take photographs. Now it is time to share your learning with others, through your blog post.  Your post must answer all the components of your booklet, as illustrated and outlined below.

  • Extended observation of one organism

NEAQ1

  • Report on six exhibits

(You may have substituted the jelly exhibit for one of these.)

NEAQ2

  • Describe the mission of the New England Aquarium and how it is conveyed throughout the exhibits

NEAQ4

  • Share experiences from the touch tank and the giant ocean tank

NEAQ3

Normal criteria for a blog post apply:

  • 150 words
  • pictures (if they are not yours, provide a citation!)
  • links to additional information (at a minimum, provide a link to the New England Aquarium, but other links could take readers to additional information on particular animals, such as penguins)
  • provide appropriate keywords on your post
  • publish and share the link

 

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Floating Lab Field Trip

Oceanography students were blessed with a picture perfect day for their field trip with the UNH Marine Docents Floating Lab Program on October 4, 2013. This program took place on a fishing boat rented from Eastman’s Docks in Seabrook, NH and consisted of five separate lab activities, each about 25  minutes long. The five labs were:

  • Plankton sampling
  • Charting a position
  • Benthic organisms
  • Water sampling
  • Georges Bank Fish

Students were grouped into five groups and rotated through the stations. Each station had two marine science docents, so the student-to-teacher ratio was no more than 1:3! This was a wonderful opportunity to get some authentic learning for high school students. We also took advantage of a sandy beach lesson after lunch. Each station is briefly described below.

Trawling For Benthics

Before any of the activities got underway, we trawled for benthic organisms and the students helped pull up the catch.

Bottom trawling is a benthic sampling technique that uses a net dragged along the bottom of the water body to collect organisms living there, for further study. The device used in this program is shown in model form in the image below. If has floats on the top of the net and weights on the bottom of the net to keep the net as open as possible. For purposes of scientific study, it provides a “grab” sample of a small area and facilitate habitat mapping studies. Since trawls are destructive in nature, they are not to be used in fragile habitats.

A model of the trawling net is used to explain its operation

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The trawl line dragging behind the boat

Students line up and grab a piece of the trawl line rope to pu it up.

Many hands make light work.

Image

Plankton Catch

Students used a standard plankton net – and I forget the size mesh – for taking a plankton sample. The critters were then rinsed down the mesh and collected in a box, where students could take a sample for viewing. The viewing container, I believe this is a DiscoveryScope, is a little clear rectangular box that fits together. This viewing box then fits onto a frame with a magnifying glass to look through. I could not get any pictures through the view box but some of the students were able to.

Stunning students sampling plankton

Working a plankton sampling net

Viewing box to see the plankton collected

Charting Your Position

At this station students determined their location in Hampton Harbor using a portion of the marine chart and parallel rulers. We had tried a similar activity in class, but did not have any parallel rulers, and this – being on the water bobbing around and looking for water towers and high tide lines – gave a more honest representation of how to plot your location. The students also had real compasses, rather than their iPhone compass, which further improved the activity.

Docent showing the Georges Bank Chart

Learning how to use a parallel ruler

Benthic Organisms

The best way to describe what was pulled from the bottom is to show you the pictures.

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Tough guy crab

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Baby lobsters

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Sea squirt

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Red algae

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Baby mussels and tunicates

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Front box: barnacles feeding

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Sandollar, baby flounder, and red algae

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Adult female lobster with thousands of eggs on swimmeretes

The lobster in this picture was quite large with an impressive number of eggs on the swimmeretes.  I wish I had gotten a better picture

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Two baby lobsters with a Jonas crab

Water Sampling

Students setting up a Van Dorn bottle, horizontal water sampler, to take water sample.

<img class=" wp-image " id="i-2158" title="Students take water samples at 5m depth" alt=""

Students take water samples at 5m depth

1003131018Georges Bank Fish

Thinking about what fish use Georges Bank, what they eat, where they live, and their abundance.

Afternoon Sandy Beach Program

We had a 45 min break for lunch (yay! beach pizza from Tripoli’s!) and then one last activity on the beach: How do beaches form? Students examined and compared high, mid, and low-tide sands as well as the wrack line, and made nifty little booklets about what they uncovered.

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Student Assignment

Students who went on this field trip are to blog their learning, choosing from one of the questions below or creating their own:

  • How was your ocean literacy changed?
  • What is one thing you learned today?
  • Choosing just one of the floating lab stations, what value did you get from the station?
  • How did this field trip help you understand marine science?
  • How did the field trip illustrate methods used by scientists in the real marine science investigations?
  • What do you understand better now, as a result of the learning stations?

All statements must be supported with evidence (examples), and have follow-up from additional sources (links). The usual two paragraph minimum with a related picture applies. The pictures Ms. Goodrich took are here.

Kudos

It was a good day. The weather was spectacular. The students were engaged in real, honest-to-goodness science practices. And the staff of both Eastman’s and the UNH team were great.

Thanks goes out to Dari Ward at UNH for organizing this wonderful ocean literacy program. The docents on this field trip were extremely professional, knowledgeable, friendly and experienced. They enhanced the program considerably with these qualities.  The program itself is funded through a New Hampshire Sea Grant.

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Several weeks ago I was invited to the Connecticut Mystic River Aquarium with my class. I knew this would be really fun and exciting because I love the ocean and what it offers. The most interesting part of the field trip was the Beluga whales. Not only did we get to see these magnificent creatures, but we learned about their habitats and their ways of life. I was chosen to explore more on sea squirts, but unfortunately they did not have any at this aquarium.

Another interesting part of this field trip was being able to touch and handle some of the creatures of the ocean. First I had caught my eye on the tent that held the stingrays and skates. As I entered I knew this would be a great chance to learn more about these interesting creatures. They felt really smooth and underneath there smooth body is where they feed and see. The weird part that happened to these animals was they knew exactly when they were going to be fed.

The penguins I was extremely disappointed because of there lack of doing anything. They sat in the sun and maybe got up to stand every ten minutes. In my disappointment I had made my way to the gift shop to purchase look at some of the items they had. I came across the keychain section and realized that I do not have anything for the car keys. I came across a penguin keychain and a jellyfish keychain. I chose the penguin one because I was upset about the penguins that were there, but at least I got a keychain that makes my car keys look awesome! I hope that next year kids can enjoy the field trip just as much as I did.

— Alex H

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Recently we went to the Mystic Aquarium on a field trip. My favorite parts of the field trip were when we saw the sea lion show and looking at the beluga whales. I liked the sea lion show because they were really cute and they did cool tricks. I also liked the beluga whales because they were cute and i want to swim with them.
I also liked looking at all the fish in the indoor exhibits. The fish were all different colors and really pretty. I liked seeing all the different animals. I also liked the exhibit where you can touch the sting rays. I did not touch any because i am scared of them, but it looked like fun.

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Our field trip, as assessed by Emily: Mystic Adventure.

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Another student blogging about our Mystic Aquarium Field Trip. Follow the link!

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PhotobucketThe exhibit i spent the most time at was the beluga whales. I had never seen a Beluga whale before. i was surprised by their size because i thought they would be much bigger. All the different views of the whale you were able to get made the exhibit much more incredible.

 
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There were a few things about the aquarium i that could have been improved. The aquarium seemed like it was meant more for younger children. I was also expecting to see giant whales and sharks but i didn’t which was a disappointment. But the outside exhibits were the best part of the aquarium and made up for what it lacked.

 http://sealion-world.com/

http://www.enchantedlearning.com/subjects/whales/species/Beluga.shtml

— Jesse Y.

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