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Museum
Educator-led Programs
Pre-During-Post Visit Resources
Nature's Night Lights
July 2 - October 31, 2004
Grades 3-5
Scroll down the page to find items on the menu below or click on a link to jump to an item.
Program
Description and Frameworks
Program
Outline
Key
Terms and Concepts
Classroom Activities
Print and Web Resources
Click
here for printable version of all resources listed above
Program
Description and Frameworks
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Discover a world of natural light: find out why fireflies flicker,
why some rocks glow, or what makes a night sea glimmer. Get a chance
to look at specimens up close and learn how a natural glow helps
some animals to survive.
Location:
Presence of Light, Last Gallery
Length: One Hour
Grades: 3 - 5
Massachusetts
Frameworks
Science and Technology/Engineering Strand 1
| 1 |
Give
a simple explanation of what a mineral is and some examples,
e.g., quartz, mica. |
Science
and Technology/Engineering Strand 2:
Standards 1,5,6,7,8,9,10
| 1 |
Classify
plants and animals according to the physical characteristics
that they share. |
| 5 |
Differentiate
between observed characteristics of plants and animals that
are fully inherited (e.g., color of flower, shape of leaves,
color of eyes, number of appendages) and characteristics that
are affected by the climate or environment (e.g., browning of
leaves due to too much sun, language spoken). |
| 6 |
Give examples
of how inherited characteristics may change over time as adaptations
to changes in the environment that enable organisms to survive,
e.g., shape of beak or feet, placement of eyes on head, length
of neck, shape of teeth, color. |
| 7 |
Recognize
that plants and animals go through predictable life cycles that
include birth, growth, development, reproduction, and death. |
| 8 |
Describe
how organisms meet some of their needs in an environment by
using behaviors (patterns of activities) in response to information
(stimuli) received from the environment. Recognize that some
animal behaviors are instinctive (e.g., turtles burying their
eggs), and others are learned (e.g., humans building fires for
warmth, chimpanzees learning how to use tools). |
| 9 |
Recognize
plant behaviors, such as the way seedlings' stems grow toward
light and their roots grow downward in response to gravity.
Recognize that many plants and animals can survive harsh environments
because of seasonal behaviors, e.g., in winter, some trees shed
leaves, some animals hibernate, and other animals migrate. |
| 10 |
Give examples
of how organisms can cause changes in their environment to ensure
survival. Explain how some of these changes may affect the ecosystem.
|
Science
and Technology/Engineering Strand 3: Standard 5
| 5 |
Give
examples of how energy can be transferred from one form to another.
|
New
York Standards
Math, Science and Technology Standard 4: The Living Environment
1,3,4,5,6
| 1 |
Living
things are both similar to and different from each other and
nonliving things. Describe the characteristics of and variations
between living and nonliving things. Describe the life processes
common to all living things. |
| 3 |
Individual
organisms and species change over time. Describe how the structures
of plants and animals complement the environment of the plant
or animal. Observe that differences within a species may give
individuals an advantage in surviving and reproducing. |
| 4 |
The continuity
of life is sustained through reproduction and development. Describe
the major stages in the life cycles of selected plants and animals.
|
| 5 |
Organisms
maintain a dynamic equilibrium that sustains life. Describe
some survival behaviors of common living specimens. 6 Plants
and animals depend on each other and their physical environment.
Describe how plants and animals, including humans, depend upon
each other and the nonliving environment. |
Standard
3: Physical Setting 3, 4
| 3 |
Matter
is made up of particles whose properties determine the observable
characteristics of matter and its reactivity. Observe and describe
properties of materials using appropriate tools. Describe chemical
and physical changes, including changes in states of matter.
|
| 4 |
Energy
exists in many forms, and when these forms change energy is
conserved. Describe a variety of forms of energy (e.g., heat,
chemical, light) and the changes that occur in objects when
they interact with those forms of energy. Observe the way one
form of energy can be transformed into another form of energy
present in common situations (e.g., mechanical to heat energy,
mechanical to electrical energy, chemical to heat energy). |
Program
Outline
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Introduction
Students brainstorm together to name different types of light
that can be found in nature. They will then compare and contrast
a man-made glow stick to examples of natural items that emit light,
such as fluorescent minerals and live glowing bacteria, which
students will be able to examine closely. Students will be able
to draw on their observations throughout the program.
Bioluminescence
The term bioluminescence and the concept of chemical reactions
along with visual aids will be discussed.
Fluorescence
Through visual aids students will learn how atoms can absorb energy
from the UV rays of the sun or a UV light causing the atoms to
emit this energy in the form of the light.
Phosphorescence
Some fluorescent objects are able to continue to glow for a period
of time, even after the energy source is removed. An example of
glow-in-the-dark paint, a material used Night Fishers in the Presence
of Light exhibit.
Adaptations
Students brainstorm different ways an organism's glowing may help
them to survive, attract a mate, escape from predators, and be
use for counterillumination.
Adaptation
Activity
Students match colored pictures of glowing organisms to appropriate
cards describing different functions of glow-in-the-dark adaptations.
Conclusion
Students will discuss their answers and learn more about organisms
such as fireflies, Vibrio fisheri (bacteria), dinoflagellates
(algae), and the Emperor scorpion.
Concepts
Covered
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- Overarching
Concept: Some animals and plants are bioluminescent or fluorescent
as an adaptation that helps them to survive in nature.
|
How Does It Work? |
Where Can You Find It? |
|
Bioluminescence |
A
chemical reaction that results in the creation of light inside
or outside of an organism. |
Fireflies
(insect)
Vibrio fisheri (bacteria)
Dinoflagellates (algae)
Sea Fireflies (crustacean) |
|
Fluorescence |
The
visible light that is created when UV energy enters an object
or organism and is released. |
Emperor
Scorpion (arachnid)
Franklinite (mineral)
Willemite (mineral) |
| Phosphorescence |
A
continued state of fluorescence even after the UV energy source
it removed. |
Glow-in-the-Dark
materials
(human-made)
Siderite (mineral) |
Key
Terms Used During the Program
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- Abdomen
The back end section of an insects' body containing the organs
for digestion and reproduction.
- Adaptation
A change or adjustment in physical characteristics or habits,
often hereditary, by which a species or individual improves its
ability to survive in its environment.
- Algae
Any of various chiefly aquatic organisms, that produce their own
food ranging in size from single-celled forms to the giant kelp.
Algae lack true roots, stems, leaves, and embryos and therefore
are not plants.
- Atom
The basic "building block" of matter.
- Bacteria
A microscopic kind of algae that lacks chlorophyll and does not
produce its own food. Bioluminescence
Also known as "cool light", it is produced through a chemical
reaction inside an organism, which emits little or no heat.
- Camouflage
An organism's ability to blend in with its surroundings, through
color or patterning.
- Chemical
Reaction
Process in which one or more substances are changed into others.
- Counterillumination
Light produced by an animal that is used as camouflage to help
the animal hide from predators that may be hunting it from below.
- Enzyme
Any of several complex proteins that are produced by cells and
act as catalysts in specific biochemical reactions.
- Fluorescence
The emission of light caused when UV energy is absorbed by an
animal or object.
- Phosphorescence
The continued emission of light even after the UV energy source
is removed.
- UV light
Ultra violet light; light rays that have wavelengths shorter than
visible light, but longer than X rays.
Pre
& Post Visit Activities
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The Glow
Below
Learn about the various organisms that glow in the ocean such
as jellyfish, squids, and fish, etc. Print out the first 10 pictures
from The
Bioluminescence Web Page: Photos of Luminous Organisms. Discuss
with the students the various colors and functions of bioluminescence
that each organism has. As a class, pair each photograph with
the adaptation card that best matches the picture of the organism.
Click here for adaptation cards.
Dauphin
Island Sea Lab: Discovery Hall Programs: Lighting of the Ocean-Phosphorescence
A lesson plan created by John Dindo Ph.D. and Jenny Cook that
teaches students about phosphorescence and bioluminescence as
they create a diorama of the deep sea with glow-in-the-dark paint.
Click
here for a pdf version of the lesson.
Suggested
Web and Print Resources
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Use the Berkshire Athenaeum’s on-line catalogue to search for these print resources in Central/Western Massachusetts.Print
Materials for Students
Batten, Mary.
Winking, Blinking Sea: All about Bioluminescence. Lerner
Publishing Group, April 2000. Explore bioluminescent animals of
the ocean through full-color photographs and text that is great
for grades 3-5.
Bioluminescence:
Secret Lights in the Sea. Harbor Branch Oceanographic Marine
Science Educational Series. To order this video call 772-465-2400
x692 for telephone orders, email at giftstore@hboi.edu
or via
their website.
Horsburgh,
Peg. Living Light: Exploring Bioluminescence. Silver Burdett
Pr, 1978. This book covers such questions as: How does bioluminescence
happen? What animals and plants are able to glow with natural
light? How are forms of natural light being research led for use
in various scientific fields?
Jacobs, Francine
and Carroll. Nature's Light: The Story of Bioluminescence.
Harpercollins Juvenile Books, 1974. Discover bioluminescent plants
and animals, what scientists have discovered about them, and how "cool light" can be used in the future.
Waber, Bernard.
A Firefly Named Torchy. New York, NY: Houghton Mifflin
Company, 1970. Follow Torchy the firefly has he learns about all
the things he must know to become an adult firefly. Appropriate
for grades 3 and under.
Print
Materials For Educators
Nightlife:
Creatures of the Deep. Dir. New England Aquarium and Bermuda
Underwater Exploration Institute. Nar. Peter Benchley. New England
Aquarium and Bermuda Underwater Exploration Institute 2001. This
video documents bioluminescent animals of the ocean such as anglerfish,
giant tubeworms, and six-gilled sharks through underwater footage.
To order this video you may contact New England Aquarium, Conservation
Department, Central Wharf Boston, MA 02110-3399, (617) 973-5288,
wowfilms@neaq.org.
Robbins,
Manuel. Fluorescence: Gems and Minerals Under Ultraviolet Light
(Rocks, Minerals and Gemstones). Geoscience Press, 1994. Resource
book about fluorescent minerals, including where they are found
and experiments you can perform in the classroom that explain
this natural occurrence. A great book for students as well.
Schneider,
Stuart. Collecting Fluorescent Minerals. Schiffer Publishing,
2004. A useful field guide for identifying fluorescent minerals;
including full-color photographs with each mineral seen under
UV light and in daylight.
Warren, Thomas
S., Sterling Gleason, Richard C. Bostwick, and Earl R. Verbeek.
Ultraviolet Light and Fluorescent Minerals: Understanding, Collecting
and Displaying Fluorescent Minerals (Rocks, Minerals and Gemstones).
Gem Guides Book Company, 1999. A book to use in conjunction with
other fluorescence resource books. Includes information about
fluorescent minerals, and their properties, natural ultraviolet
light, and materials to use to create this light.
Web
Materials for Students
Bioscience
Explained
The section on marine bioluminescence is excellent and explains
why so many ocean organisms emit light. Includes video (Quick
Time) as well as pdf versions.
The
Deep Sea
The Deep Sea page offers options to explore different levels of
the ocean. The Bathypelagic Zone, in particular, is of interest
for bioluminescent studies as the only light on this level of
the sea is from bioluminescent organisms. Harbor
Branch Oceanographic Institution
This site discusses how organisms produce light, why they do,
and how scientists study them.
National
Geographic Kids.com
Information for students about bioluminescent bays around the
world that are illuminated by the dinoflagellates that live there.
Web
Materials for Educators
The
Bioluminescence Wed Page
Bioluminescence related information and current research on luminescence. The
Dauphin Island Sea Lab
Includes a pdf version of a power point presentation about phosphorescence
and bioluminescence that was presented at the 2003 NSTA National
Convention.
Genome
News Network
Learn about the newly discovered bobtail squid of Hawaii and its
use of bioluminescence to aid it in counterillumination.
Monterey
Bay Aquarium
Search the site for informational materials about bioluminescent
animals in the ocean.
National
Geographic.com
Includes articles about bioluminescent animals and bacteria and
the technology scientists are using to find these specimens in
the ocean.
 The
Institute of Museum and Library Services, an independent Federal
grant- making agency dedicated to creating and sustaining a nation
of learners by helping libraries and museums serve their communities
supports the Berkshire Museum.
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