Eureka Apprentice Week 3 - Feb 17

 Eureka Apprentice - Week 3- Feb. 17, 2022

Don't forget to study "The Living Christ."  You can come pass it off any time in the next few weeks to any mentor to earn BIG VANGUARD BUCKS!

Study/Learn:

--Brain Work--

"Nothing has such a power to broaden the mind as the ability to investigate systematically."

--Marcus Aurelius

This week the topic for brain work is: STUDY.

This week, while studying, choose at least 2 of the following to help you study better.

1. Active Recall

• Review the material you're studying
• Then close the book, turn off the video, etc, and write down or recite everything your remember from what you just reviewed.
• Now, look at the material again.  How much did you remember?
• Repeat this process multiple times in a row.  Studies show that 4 times is when "optimal learning" occurs.

2. Spaced Repetition

• You should plan to review the material you are trying to learn many times.  It's most effective if you can space out your review times.  Choose 2 times each day to review your material.  For example, once in the morning, then once right before dinner.
• Do this for 2 or 3 days in a row if possible.

3. Sense of Smell

• Smell is an enormously important, yet underused, memory tool.  
• While studying, put a bit of a particular essential oil on your wrist (or just smell it if you want), then do the same thing, with the same oil, right before your test. (In this case kahoot quiz in class!)   Just a small amount is enough to heighten your recall.
• Rosemary is a great one to use, because it improves memory. Peppermint and lemon help concentration.  So you can use 1 of those, or a different one you like.  Try this and see!  I expect to smell a few essential oils right before our kahoot quiz in class. :) 

4. Music for the Mind

• How did you learn the alphabet?  Through a song?  Numerous studies link music to learning.  So we should use it!
• What kind, you ask?  Well, baroque music seems to have some particularly valuable qualities.  You know, some of our favorite composers, such as, Bach, Handel, or Mozart.  Much of this is composed at 50-80 beats per minutes, which creates an atmosphere of focus that can lead you to deep concentration.  Spotify, Pandora, Apple music, etc, all have baroque playlists.
• What about other music?  There is no similar evidence out right now that other types of music provide the same results.  Could they?  Maybe.  You can try it with other music and see what works for you.  However, developing a taste for baroque music will make you a more interesting person, so you should give it a try!

5. Take Notes - Seems like a no-brainer, right? It is something we ask you do do a lot in Vanguard.  Many people don't do it effectively though. Taking notes helps you learn actively, and opens up your whole brain.  It's very worthwhile!  Here are a few tips:

• Listen or Read with the intention of taking notes on exactly what you need to learn.  That way your mind will be ready to sort through "the fluff" and focus on what you need.
• Remember, these are NOTES. Short, sweet, abbreviated, reminders for later.  Usually you shouldn't write the exact words that you see or hear, you should write notes in YOUR OWN words that make sense to you. 
• Take notes on ideas that are being emphasized in some way, or repeated.
• After you take notes, take a few minutes to review them immediately. At that point you'll be able to add anything you missed while it's fresh on your mind.

Happy Studying!

--Marine Biology--

Marine Invertebrates

Cnidarians, Echinoderms, Sponges, Mollusks, Cephalopod Mollusks, Bivalve Mollusks, Crustaceans

1.  If you want a great way to take notes on all the videos you will be watching, go to page 49 (Unit 6) in the Marine Biology Curriculum.  Print out the invertebrate booklet.  If you don't want to use that, just take notes in your CPB, but follow the format.  

Name 3 facts about each kind of invertebrate, and then something about each organism.

2. Watch all these amazing videos!  It will take you about an hour.

 

Watch this video about Cnidarians.  (6:23) 

 Watch this video about Echinoderms. (8:41)

Watch this video about Sponges (9:44)

 Watch this video about Mollusks (9:15)

Watch this video about Cephalopods (11:43)

 Watch this video about Bivalves (3:25)

 Watch this video about Crustaceans/Arthropods (7:54)

There are also some interesting and fun facts in the curriculum.  I just think the videos are more fun to watch.  If you wish do learn more about each kind of invertebrate, then go through the curriculum.  You will also find answers to the Dead or Alive Page and the Sponge Page.

3. Do you remember or did you make note of any of the organisms symmetry? Go to page 56 of the Marine Biology Curriculum and identify the symmetry of those 3 organisms.

4. Go to page 57 in the curriculum and do the activity about Jellyfish. If you came to journeyman on week 1, you will be done! Follow the instructions on that page. For extra credit, be able to identify each different kind of jellyfish.

5. Read the mini book about Crustaceans in the curriculum found on page 63-66.

6. Go to page 67 in the curriculum and read the article about the case study of the colossal squid and follow the instructions on that page.

Remember, there will be kahoot questions from all the assignments. Be prepared!

--Exploration--

7. Watch this video on Christopher Columbus and the Pilgrims. Fair warning...

it's long! Like an hour. But only watch from the beginning to

minute 36. It's a fascinating presentation by Tim Ballard, who

founded Operation Underground Railroad. Well, he's also a huge history buff,

and has written some books about American History. His insights into the

pilgrims and Columbus are inspiring. As you watch write down:

• Why the Pilgrims sailed to the Americas based on his research
• Why Christopher Columbus sailed to the Americas based on his research

8. Pull out your World Exploration maps, and chart the Pilgrims course, and

Columbus's course. Columbus went back and forth 4 times.

You only need to chart 1 course. If you wish to chart all 4, you may. :)

If your maps are getting too busy, you can have a fresh one in

class for the next 3 weeks.

Look them up online. Label them on your map.

Remember to add them to your key.

--Around the World in 80 Days--

9. Week 3: Read through Chapter XXI, “In which the master of the Tankader runs great danger of losing a

bonus of two hundred pounds.”

A. Add all Fogg's travels to your travel log

B. Add his journey onto your "80 Days" Map

10. Solve ONE of these puzzles.  The first one we learned how to do in class.

If you solve all 3 you get vanbucks!

	+		X		=	104
-		+		+
	+		-		=	2
/		-		-
	+		X		=	21
=		=		=
4		5		7

This one you have to fill in the blanks with the numbers 1-9, but you can use the numbers more than once.  They have to equal the number on the top or to the left.  So, for the 8 on the top, I would put in the 2 boxes below it 2 numbers that equal 8.  Either 6 and 2, or 3 and 5, or 1 and 7.  You can't use the same number twice in any row or column.  So I couldn't use 4 and 4.  Here is a hint on where to start.  The 16 on the bottom left can only be filled in with the numbers 9 and 7.  You can't use the 9 in the space under the 9, so that has to be a 7, which leaves the 9 for the other space with the 16 and a 2 for the other space for the 9.

This one is a battleship puzzle.  The black places indicate pieces of ships.  The Full black spot indicates there are pieces of ship on either side of it, not above or below it.  The half circle pieces are the ends of the ships, so they indicate that there is a piece connected to it.  The numbers on the side and bottom tell you how many pieces of any given ship are in the row or column.  All other squares are "water."  Pieces of ships cannot touch each other in any way, unless it's part of their own ship.   

1 ship with 4 pieces, 

2 ships with 3 pieces, 

3 ships with 2 pieces and 

4 ships with 1 piece.

Know/Understand: 

1.  Ocean Animal Report:  This week I want you to study one ocean animal that you think is the Most Unique.  To prepare for this you will need to do these things.

• Find an ocean animal to study that is the Most Unique.
• Print a picture of your animal and bring it to add to our ocean wall. (No pictures on phones! Physical pictures please!)
• Learn what ocean it is found in.
• Tell us what Pelagic Zone or Intertidal Zone it is found in.
• Tell us what classification of Marine Life it is. (you can find stuff on classification on pages 32-33 in the curriculum, or obviously online.)
• Convince your fellow vanguardians why your choice is the best. (We will break into groups to do this.)
• You will get 2 minutes to tell us all about your animal, so keep it short, sweet, and convincing!

2. Where in the World is....

Using a Globe, a map, or a device.  However, if you really want to try without technology, that would be cool!  Anyway, look up these latitude/longitude points.  This week our explorer was found in 3 different bodies of water. All bodies of water can be written on the same piece of paper, just be sure to label them:

A: 23.8889 N 90.5735 W

B: 72.87 N 164.35 E

C: 41.12  N51.12 E

3. Choose 1 of these lies. Decide why it's a lie. Hand write or Print an inspiring scripture or quote (Could even be your own quote...), that refutes the lie. Bring the physical copy to hang on the clips that have been empty all year. Time to fill them with some good stuff.

• Lie #1: Intelligence is fixed
• Lie #2: We only use 10% of our brains
• Lie #3: Mistakes are failures
• Lie #4: Knowledge is power
• Lie #5: Learning new things is very difficult
• Lie #6: The criticism of other people matters
• Lie #7: Genius is born

Become/Serve:

Studying Marine Biology and exploration at the same time present the need to explore the story of Jonah. 

Remember how the Lord asked Jonah to go preach in Nineveh? Then how Jonah tried to run to Tarshish, then he jumped overboard to stop the storm.  Remember that story?  Well, I just summarized Jonah Chapter 1.  We're going to focus on what happened next.

• Read Jonah 1:17 - 2:10 (11 verses total).   Find Nineveh and Tarshish on this map.
• On your Scripture Journeys Map, chart the course you THINK Jonah may have taken AFTER getting swallowed by the big fish.  What sea was he in?
• Ponder what kind of fish could have swallowed Jonah.  Would he have survived?
• When Jonah was in the belly of the fish, how did he react? (From the verses you read). Write down 1 thing Jonah did.
• Ponder how the story of Jonah shows PASSION, our value this week.  Does it remind you of other similar scripture stories?  In what way.  Come to class ready to discuss.

Eureka Week 2 Masters

 

1. Read this book!

2. Come to class ready to discuss how this book uses our theme of inquisitiveness.

3. Come with 2 other prepared discussion points.

4. Send a sticker idea to Sister Eagar at tasha.eagar@gmail.com or 801-901-3610

Use the same format you have been doing with Sister Jessee.  She will still be printing them.

5. See if you can figure out what kind of knot we will be learning based on these pictures. (This is my weird idea of fun and inquisitiveness!)

Eureka Journeyman Week 2, Feb 10

 Eureka Journeyman Week 2

Squid Vs Octopus

Today in class we'll have both specimens to observe.  Be prepared to get up close and personal. :)

1. Make a Venn Diagram (see below if you need an explanation). Label one circle "Squid" and one circle "Octopus."  In your diagram write down at least 5 similarities, and 10 differences. Here's an article that may help, but you can find your own sources as well.  Bring your diagram to class, ready to discuss it.

How make a Venn diagram:

A Venn diagram is an illustration that uses circles to show the relationships among things or finite groups of things. Circles that overlap have a commonality, while circles that do not overlap do not share those traits. Venn diagrams help to visually represent the similarities and differences between two concepts. These circles are just an example.  If you still don't understand, look it up. :

2. Choose one type of squid or octopus, and study it in more depth.  Bring a picture of it for the ocean wall, and be prepared to share a few interesting facts about it, about 1 minute.

Just for Fun

Watch Power the the Octopuses!

Eureka Apprentice - Week 2 - Feb. 10, 2022

Eureka Apprentice - Week 2 - Feb. 10, 2022

Study/Learn:

--Brain Work--

"There is no such thing as a good memory, or a bad memory.

Just an untrained memory"

--Jim Kwik

In class we talked about FOCUS. As you study this week, use at least 2 of these practices to up your focus, and help you remember the material better:

1. Before Study begins, take 4 deep, cleansing breaths. This helps to focus and center your mind. If you wish, use the 4-7-8 method for breathing. Here are the steps:

• Exhale completely through your mouth, making a whoosh sound.
• Close your mouth and inhale quietly though your nose to a mental count of 4
• Hold your breath for a count of 7.
• Exhale completely through your mouth, making a whoosh sound to a count of 8.

Repeat breaths for a total of 4.

2. If your mind feels like it's bouncing from place to place, remember it's not your mind, it's your awareness, and you can reign it in! Imagine a glowing ball of light moving to different parts of your mind. When trying to focus, you need to train yourself to keep that ball of light focused on 1 spot in your mind for 10-25 minutes. If you can do this, you will train your will-power, and see impressive results.

3. Do something that has been causing you stress. Sometimes *something* you've been avoiding is weighing on your mind, to the point that it's all you can think about. If this is your situation, go resolve the "thing," the issue, the stress. Then come back to study, do the breathing, and prepare your mind to focus.

4. Schedule a time for your distractions. While you're studying, your mind will try to distract you in a million different ways. Thinking about friends, games, movies, other commitments, etc, etc, etc. Give your brain a time that you will be able to think about these things. For example, if you're struggling to focus in the moment, because you can't stop thinking about what you might do with your friends later, just tell your brain: "Right now I need to focus on __________. I can think about my friends at 2:15. That allows your brain to rest, knowing you can come back to that thought.

5. Only study for 10-25 minute increments. Find out what works best for your brain. After you study for that increment, do one of these activities for about 5 minutes, then go study for another increment, until you are done studying:

• Tell someone what you just learned
• Write down what you just learned
• Do some physical exercise
• Grab a healthy snack

Happy Studying!

--Marine Biology--

Kingdoms of Marine Life

All living organisms NEED three things: water, air to breathe(oxygen), and food. Living organisms can DO three things: move, grow, and reproduce.   Do you think that organisms in the ocean meet all six requirements? Why or why not?

1. Watch this video, Kingdoms of Marine Life. (6:32) 

• Take notes.  What are the 5 kingdoms?  Name some animals/plants that go in each kingdom. (There will be a kahoot quiz.)

Everything that surrounds us can be put into groups according to shared characteristics; this is called classification. We classify things to help us order, organize, and better understand the things around us.

Classification is especially important to scientists. Scientists have classified all living things: bacteria, protists, fungi, plants, and animals. All of these types of organisms not only live on land but they also live in the ocean. 

2. 

1. Print out the colorful Marine Living Organism cards on pages 29-31 in your Marine Biology Curriculum.  
2. Cut them on the dotted lines.
3. Lay out all the “Marine Living Organisms” cards on the table.  Work with someone to arrange the cards into groups that share similar attributes. You can make as many groups as desired and classify the groups any way you would like. Then explain why you classified their groups that way in you CPB.
4. Do all of the first 3 steps before you scroll down and see the actual classification. (It will be more fun if you don't peek.) There will be questions on the Kahoot about all the classifications.  Be familiar with the pictures and how they are classified.  Be familiar with the information below about each classification.

Scientists classify living things, but scientists do not always agree on how things should be classified. Sometimes there are changes made or differences in classification. Scientists generally classify marine organisms in the following groups.

Bacteria and Archaebacteria (Cards 1, 4, and 18)
Bacteria and archaebacteria [ar–key–bak–TEER–ee–uh] are often separated into two kingdoms. While they are both bacteria, there are differences between them. Archaebacteria can survive in extreme conditions, like the extreme heat of a hydrothermal vent, as shown on card 1. Archaebacteria are also found in areas of high salt content, like the Great Salt Lake or the Dead Sea. Bacteria are the smallest forms of living organisms; most bacteria cannot be seen without microscopes. Despite their small size, they play a huge role in recycling and decomposing nutrients for the use of all marine life. The role of bacteria is so important that life could not exist without it! 

Fungi (Cards 19 and 23)

Only 5% of the world’s fungi—including mushrooms, molds, and yeasts—reside in the oceans. Fungi help to decompose dead organic material in the ocean. They also live as parasites on other living plants and animals in the ocean.

 Protists (Cards 2, 9, 20, and 24)

Some organisms are plantlike, fungilike, or animallike, but they do not meet the requirements to actually fit into one of those kingdoms. These diverse organisms are collectively classified as protists.

Protists can help to recycle nutrients through the environment. Diatoms, like the ones pictured on card 20, are common types of phytoplankton, which are important for providing the base of the food chain.

Card 2, kelp (seaweed), may seem like an ocean plant, but it does not have the same complex cellular makeup that a plant cell has, so it is classified as a protist. This is also the case for algae (card 24) and red tide (card 9), which is a microscopic algae.

While there is much good that protists provide, they can also be very harmful. Protists are the culprits in spreading diseases like giardia, dysentery, and malaria. Dinoflagellates are protists that produce toxins that cause a type of algae bloom called red tide, as in card 9. A red tide is harmful to sea life and can cause illness in humans if seafood found in a red tide is eaten.

Plants (Cards 7 and 25)

There are few living organisms residing in the ocean that are scientifically classified as plants. With the limited amount of sunlight that penetrates through the water, there is a limited number of plants that grow. The few that do grow are able to handle high salt content and low oxygen levels. They grow in calm, shallow waters.

An example of this is on card 25. These are mangroves. They grow only near the equator where it is warm. They have a large, tangled root system that can handle the tides.

Another type of plant is called seagrass, pictured on card 7. Seagrass is very important to the food chain. Hundreds of animals feed on seagrass, including turtles, crabs, fish, and swans. Dried seagrass was once used for mattress filling and to roof houses.

Animals

Animals are multicellular organisms that eat plants or other animals for their food. When we think of ocean life, this is the kingdom we most likely think of. You can divide the animal kingdom into two groups: invertebrates and vertebrates.

Invertebrates

Invertebrates are animals that do not have backbones. The following are some of the most common marine invertebrates.

Sponges (Card 26)

Sponges are one of the simplest multicellular creatures. They are covered in small pores that move water through the sponge and absorb nutrients or small food particles. Sponges can live almost anywhere in the ocean, from very shallow to very deep waters.

 Cnidarians [ny–DARE–ee–uns] (Cards 5, 16, and 21)

These animals are simple saclike organisms with radial symmetry, meaning they are symmetrical around the center point. They have special cells that sting in order to defend themselves. Animals such as jellyfish (card 16), corals (card 5), and anemones (card 21) are included in this group.

Crustaceans (Card 15)

Crustaceans are part of the arthropod phylum. Arthropods have a segmented body with jointed limbs. In the ocean we see a type of arthropod called crustaceans. They include animals such as crabs (card 15), shrimp, and barnacles.

Mollusks (Cards 13 and 14)

These animals have a head, a large soft body mass, and a leg or legs. Most of them also have a hard external shell. Mollusks include animals such as mussels, clams (card 14), snails, squid, and octopuses (card 13).

 Echinoderms (Cards 8 and 27)

These animals are often star or ball shaped with five-point symmetry. You will recognize animals such as the starfish (card 8) and sea urchin (card 27) in this group.

Vertebrates

Vertebrates are animals that have a backbone, or spinal column. The following are some of the most common marine vertebrates.

Reptiles (Card 12)

Reptiles include turtles (card 12) and snakes. They have dry, scaly skin and lay eggs. Reptiles are different from fish because they lay their eggs on land. Even sea turtles must return to the land to lay their eggs.

Pisces [PIE–seez] (Cards 6, 10, and 22)

These animals are cold-blooded and breathe through gills. Cold-blooded means that their body temperatures change according to the temperature of the environment. Their spines can be made of bone, like in the fish in card 10, or cartilage, like in sharks (card 22) and rays (card 6).

Mammals (Cards 3, 11, and 17)

Mammals are warm-blooded animals. Warm- blooded means they keep a warm body temperature even when they are in cold water. These animals give birth to and nurse their young. They also are different from fish in that they breathe air and have hair. Mammals include whales (card 3), seals (card 11), and dolphins (card 17). 

3. 

1.  Go to pages 33 and 34 in your Marine Biology Book.  Look at the classification chart and see how the classification works. 
2.  Read the bit about getting more specific with sharks. 
3.  Do the Shark and Ray family dichotomous activity. (The instructions are on page 33.  Substitute science journal for CPB.)

--Coral Reefs--

What classification does coral fall under? (Look above if you don't know.)

We are going to learn more about it.

 

The picture on the right is often what we picture when we think of coral, but what you see here is actually more than a single coral animal. Coral is made of hundreds or even thousands of tiny animals called coral polyps. (below)

If you were to take a very close-up look at coral, this is what you would see— individual animals,  each of them usually no bigger than the eraser on a pencil. Together they form a coral colony, as we saw in the first picture. (Top Right)

Can you see each coral polyp?

Coral Colonies that grow together

form a coral reef.                                                                                            

All coral is divided into 2 types:  

Hard Corals and Soft Corals.

Hard corals are made of calcium carbonate, or limestone. When a coral polyp dies, it leaves behind a hard skeleton on which the new polyps will grow. Thus, the coral grows bigger after each generation. Hard coral tentacles grow in multiples of six.

Soft corals have more protein in their makeup, making them less rigid than hard corals and able to sway with the current. Soft corals are rooted to surfaces other than their parent polyps. Soft coral polyps always have eight tentacles.

4. Go look at the picture of Hard Corals and Soft Corals on page 38. (pictured above) Be familiar with those corals for the kahoot quiz.

5. Read "The Story of a Coral Reef" from chapter 5 in your Marine Biology Book. There will be questions on the kahoot quiz from this reading. (Print and color the coloring sheet if you want.)

6. Watch this video about coral reef communities.  What are the 5 relationships of a coral reef? Write them down in your CPB.

7. Optional:  You will get extra vanbucks if you do this activity.  Go to page 44 in Chapter 5.  Read about how a coral polyp is born and do the activity. (There will be bonus questions on the quiz as well.)

--Exploration--

Marco Polo!

8. Watch this video about Marco Polo (7 min) 

Then pull out your Explorer Map.  Look up Marco Polo's journey, and record

his route on your map.

And just for fun: Watch this Marco Polo Vid

--Around the World in 80 Days--

9. Week 2: Read through Chapter XIV, “In Which Phileas Fogg travels down the whole length of the beautiful Ganges without as much as thinking of seeing it.”

***Add all travels to your *now ongoing* travel log, AND Add to his journey to your

"Around the World" travel map.

Know/Understand: 

1.  Ocean Animal Report:  This week I want you to study one ocean animal that you think is the Most Colorful.  To prepare for this you will need to do these things.

• Find an ocean animal to study that is the Most Colorful.
• Print a picture of your animal and bring it to add to our ocean wall. (No pictures on phones! Physical pictures please!)
• Learn what ocean it is found in.
• Tell us what Pelagic Zone or Intertidal Zone it is found in.
• Tell us what classification of Marine Life it is. (you can find stuff on classification on pages 32-33 in the curriculum, or obviously online.)
• Convince your fellow vanguardians why your choice is the best. (We will break into groups to do this.)
• You will get 2 minutes to tell us all about your animal, so keep it short, sweet, and convincing!

2. Where in the World is Napoleon the Narwhal? 

Using a Globe, a map (Ok, or your phone or computer, let's face it, we can use the tools we've got).  However, if you really want to try without technology, that would be cool!  Anyway, look up these latitude/longitude points.  This week Napoleon was found in 2 different bodies of water. Remember to write each location on separate sticky notes, with your name.

A: 12.75°N 110.5°E

B: 44.78 N 13.33 E

3. The top 10 brain foods are:

Avocados

Blueberries

Broccoli

Dark Chocolate

Eggs

Green leafy vegetables

Salmon/Sardines/Caviar

Turmeric

Walnuts

Water

Spend no more than 5 minutes memorizing this list the best you can. Then find a way to consume 2 of these every day this week.

4. What do you think is the FASTER way to learn? In your commonplace book, write these letters going down the left side of your page, like this:

F

A

S

T

E

R

Beside each letter of the word FASTER, write a word or idea that might help you learn material faster.  This should be a quick brainstorm, and only take about 5 minutes. There is no right answer.  I just want you to think.  We'll discuss your ideas in class.

Become/Serve:

We all love the story of Lehi and Nephi.  Based on what you already know...how were they inquisitive? Think through their story and write down 2 ways that each of them were inquisitive.

Read Alma 63: 5-7

Who else was inquisitive?  Or in the words of the scripture "exceedingly curious."

Where do you think Hagoth was sending ships?

Now, you can be inquisitive.  Let's consider how Nephi and Lehi made their journey from Jerusalem to the promised land?

Pull out your Scripture Journeys map.  As you watch this 8 min video, map our their journey on your map.  This will only take you to the land of Bountiful.  From there, how do you THINK they made it to the Americas?  Don't plot out the final part of their journey yet!  We'll do that part together in class.

Eureka Masters

 

1. Read this book!

2. Come to class ready to discuss how this book uses our theme of Trust.

3. Come with 2 other prepared discussion points.

4. Send a sticker idea to Sister Eagar at tasha.eagar@gmail.com or 801-901-3610

Use the same format you have been doing with Sister Jessee.  She will still be printing them.

We will do some fun knot tying in masters classes.  Lots of contests and lots of vanbucks to be earned. Read the books so you can come!

Sister Andersen will be leading this discussion.

Eureka Journeyman Week 1, Feb 3

 Eureka Journeyman Feb 3, 2022

Ocean Animal Observation

Eureka Journeyman this year is all about observing some ocean animals in more detail.  We will have actual specimens here to to look at and discover.  There will be small amounts of dissection, only to the degree that it will help us all learn about the complexity of the organisms we're studying. In my experience, there is no better way to learn than having a hand-on experience.

We all view these creatures as God's great creations, and in no way wish to diminish the value of their lives.  We will treat all the specimens with respect, and take an approach to observation/dissection with a true desire to gain a deeper understanding of these magnificent creatures.

This week, I hope we're all excited to learn more about the Jellyfish!  Which actually isn't really a fish at all!

Study/Learn

1. Watch this video about Jellyfish:  Jelly Deep dive (5 min)

2. Study Jellyfish.  Write down 10 interesting facts about jellyfish you did not know before, and bring your list to class.  

Here are some questions that could guide you in your study:

What are they made out of?

Do they have a brain, heart, lungs?

How do they sting?

What is bioluminescence and how do they use it?

How have they aided in scientific advancement?

Where are they found?

Etc......

Know/Understand

1. Go to page 57 in the curriculum and study the anatomy of Jellyfish. Sketch a jellyfish in your commonplace book, and label the anatomy as shown on page 57.

2. There are over 200 types of jellyfish.  Choose 1 type, and learn about it in a little more depth.  Bring a printed picture (or hand-drawn)  to class to add to our ocean wall.  Tell us a few unique facts about the species you chose.  You'll have 1-2 minutes to share your findings.