September: Introduction to the Ocean

October: Classifications & Planktons

November: Algae, Sea Grass, & Protozoans

December: Sponges, Jellies, Corals & Anemones

January: Sea Worms & Mollusks (Bivalves)

Fridays 12:30pm - 2:30pm

NOTE: Students may register for **individual classes or the entire series. We do recommend (but not require) that everyone begin with the September program.
Participation in the June graduation requires completion of at least 6 classes, not including the June program.

**Open registration for individual classes begins on September 30th.
*Monthly billing is available - additional $5 per month transaction fee will apply.

FRC Member Fee: *$25 per class when doing the entire series of 10 classes.
**Individual classes are $35.
Non member Fee: *$50 per class  when doing the entire series of 10 classes.
**Individual classes are $60.
Restricted to ages 11 and up.

Seaside Naturalist Book Required, available directly through the FRC $20 (includes shipping)

Create a student PORTFOLIO NOTEBOOK

Friday, September 11, 2009
Registration Deadline: August 28, 2009
Introduction to the Ocean: Water, Tides, Zones & Communities

Program Description:
The world of water – today over 70% of the
earth is covered with water and the majority
of that water is contained in the ocean.Tides
continuously flow in and out; currents move
millions of gallons around the globe, all
playing an important role in defining the ocean
environment.  Learn how the tides, currents,
and waves effect and define the ocean
environment.  What other parts of the world
are experiencing high tide when the tide is
high in New England.  Why are deep water currents constantly moving, and what causes this water to be in an ever-flowing cycle?  What causes waves and tides?












Activities:


























Pre-Visit: Please Read:
Seaside Naturalist: Chapter 1: pages 1-8 

Vocabulary - Define these terms:
Salinity   Neap tide Spring tide
Trough    Crest      Fetch
Pelagic         Benthic   Neritic
Oceanic        Euphotic Aphotic
Intertidal Subtidal

Post Visit and Homework: Click on link below for information:
Tide Chart:   http://www.boatma.com/tides/


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Friday, October 30, 2009
Registration Deadline: October 16, 2009
Trophic Levels, Classifications, and Plankton

Program Description:
Who eats what? Which ocean organisms create their
own food, and who has to eat? We all know some of
the largest animals (whales) eat some of the smallest
organisms (plankton and krill), but what does everything else eat?  Understanding the important balance of producers and consumers can give
us insight into how energy is transferred from organism
to organism. We will look at some specific examples of a
nimals that we can find outside in our ocean backyard
and create our local food web identifying different
trophic levels.

Who is related to whom?  The animal kingdom is broken
down into phyla (related groups of animals).  We will go
through the phylogenetic tree to understand the
complicated evolutionary history of the animal kingdom.
Major and minor characteristics of each phylum will be
highlighted as well as common examples of animal
found in each group (and some animals you would never
guess are related!) After identifying major phyla present
in the marine environment we will make our own
phylogenetic tree which will be referenced each session
as we work our way up the tree from month to month. 

Plankton; what are these tiny little creatures, and are
they really all tiny?  Plankton plays a vital role to the
marine environment.  We will investigate what these
organisms really are, how they move about, and why
everyone should care about plankton.  After identifying
common types of plankton found in New England, we
will give you knowledge in how to create your own net
to catch these interesting creatures.



Activities:















Pre-Visit: Please Read:
Seaside Naturalist:   Chapter 2: pages 11-20
                              Chapter 2 pages 21 & 22 (Nekton)

Vocabulary - Define these terms:
ConsumerProducer Decomposer
Plankton Larvae    Holoplankton
Meroplankton   Phytoplankton Zooplankton
Nekton   Classification   Phylum
Taxonomy

Post Visit and Homework:


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Friday, November 13, 2009
Registration Deadline: October 30, 2009
Algae, Sea Grass, and Protozoans

Program Description:
Plants of the Sea: Are algae (or seaweed) really the
plants of the sea?  Even though they play a similar
role, algae are often not grouped in the Plant Kingdom.
We will take a closer look at the difference between
land plants and algae as well as investigate the major
algal groups.  We will also identify land plants that
have made their way into the marine environment and
find out why this species has been such a hot topic
for restoration recently. Learn about the importance of
algae and other sea grasses to not only the marine environment, but also to the human race, and find how we often use algae in our daily lives.  Students will also get to identify and preserve their own sample of algae that they can keep for years to come.
















Activities:
Once we have learned the major groups of algae and
protozoans, we will take a walk down to the intertidal to
see algae growing in it’s natural habitat, and conduct a
quick survey to see how some species only grow on
certain parts of the beach.  We will fill our buckets with
algae and protozoans from the beach to bring back to
the classroom. Back in the lab extract carrageenan from
algae and see how this important alga product is used
in many of the foods we eat.  Each student will create
an algae press which is a preserved sample that will last
for years. We will use microscopes to identify any
protozoans that we find at the rocky beach. Upon closer
look, these tiny animals will astound and amaze you. 


Pre-Visit: Please Read:
Seaside Naturalist: Chapter 3: pages 25, 27-35, 37 & 38
                            Chapter 4: pages 43-46

View Links on Eelgrass Restoration:
Massachusette Division of Marine Fisheries
Gloucester Daily Times

Vocabulary - Define these terms:
Algae     Chlorophyta      Rhodophyta
Phaeophyta   Pigment   Chlorophyll
Blade    Stipe Holdfast
Conceptacle   Receptacle      Calcium carbonate
Angiosperm   Protozoan       Organelles
Flagella Cilia

Post Visit and Homework:


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Friday, December 4, 2009
Registration Deadline: November 20, 2009
Snowdate: January 29, 2010
Sponges, Jellies, Corals, and Anemones

How can some of the simplest animals, be so
interesting? Sponges lack tissues and organs and
often look like formless masses.  In fact, the “blob-like”
nature of these animals often makes it hard to
distinguish different species. Using microscopes and
other simple lab experiments, it will be possible to
identify different categories of sponge.

We then will move on to some other “blob-like animals” that don’t even look like animals. Jellies, corals, and anemones seem like very different organisms, but they are actually quite closely related.  The stinging ability of these animals is their common characteristic, but that is where the similarities seem to end.  There are three main types of jellies that are completely unrelated to each other, and only one of these groups is actually related to the corals and anemones. 















Activities:
Sponges have two main types of spicules,
calcareous and siliceous. Using lab techniques,
students will be able to identify which type of
spicules a sponge has by a subjecting the
sponge to a simple chemical reaction. We will
also look at living examples of anemones found
in New England to examine these animals up
close and see that they really are animals and
not the plants they look similar to. Ask a coral
researcher!  One of our coral reef researchers will come to our class for a question and answer session about corals and coral diseases.  Our researchers are working with cutting edge DNA technology to help the world’s reefs and you will get the chance to meet them and ask them about the exciting important research they are working on.

Pre-Visit: Please Read:
Seaside Naturalist: Chapter 5:  pages 49-52
     Chapter 6:  pages 55-57, 59-68
     Chapter 7:  pages 71 & 72 (Comb Jellies)

Research information regarding corals and white-band disease.  Have questions ready for a researcher to answer. Click on links below for information:
About Coral Reefs
Links to Specific Diseases
Research Information


Vocabulary - Define these terms:
Porifera       Spicule   Calcareous spicule
Silicareous spicule       Cnidaria Ctenophora
Nematocyst Medusa Polyp
Hydrozoa    Anthozoa       Symbiosis
Mutualism   Commensalism        Parasitism

Post Visit and Homework:
        a picture of an individual for each phylum.

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Friday, January 22, 2010
Registration Deadline: January 8, 2010
Snowdate: January 29, 2010
Sea Worms and Mollusks (Bivalves)

Program Description:
Marine Worms might all seem to be the same at first glance,
but there are actually examples from many different phyla,
each with their own set of characteristics.  After identifying
some of the major groups of marine worms, we will take a
look at several specimens to observe these differences
and see that not all worms are designed the same.


















Activities:
Students will get to inspect various marine worms that burrow in
the local sediment.  Viewing these worms under the microscope
will allow you to see the anatomical differences that make these
worms so interesting and so different. Students will also get to
dissect two species of mollusk, a clam and mussel.  After
inspecting these creatures from the outside, we will dive a little
deeper to see what internal structures they share and what is
different.  Be prepared to get your hands dirty!



Pre-Visit: Please Read:
Seaside Naturalist: Chapter 8: pages 75-88
                           Chapter 10: pages 95-98, 113-118


Vocabulary - Define these terms:
ProboscisPlatyhelminthes Annelid
Polychaete    Molluscs   Bivalve
Mantle   Deposit feeder   Filter feeder
Umbo     Adductor Muscle


Post Visit and Homework:


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Friday, February 12, 2010
Registration Deadline: January 29, 2010
Snowdate: February 26, 2010
Gastropods and Cephalopods

In the second week learning about the diverse phylum,
the mollusks, we will take a look at other examples of
this group.  Many of these organisms can easily be
spotted while combing the beach.  Learn how to identify
the common types of snails often found on rocks,
pilings, docks, and wharfs. 













Activities:
Learn how to identify living examples of many of the snails found in New England.  You will be surprised to find that some of these tiny passive creatures you are examining actually drill through other animals’ shells when they are on the search for food.










Pre-Visit: Please Read:
Seaside Naturalist: Chapter 10:  pages 99-101, 103,105,108,
                            Chapter 10: pages 122-124


Vocabulary - Define these terms:
GastropodRadula Siphon
Operculum      Spire   Cephalopod
Beak      Tentacles


Post Visit and Homework:


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Friday, March 12, 2010
Registration Deadline: February  26, 2010
Snowdate: March 26, 2010
Arthropods and Horseshoe Crabs

Seventy-five percent of all animals belong to this phylum!
This amazing group that includes crabs shrimp, lobsters
(insects and spiders too) has some very interesting traits.
“Crunchy skin”, segmented appendages, and the ability
to shed their skin are just some of the reasons this group
stands out.  After examining examples of arthropods that
can be found in our local ocean move on to discuss one
very ancient and very interesting example of an arthropod,
the horseshoe crab.











Activity:
Crabs are a favorite to find at the beach.  Using living
specimens, learn how to identify the major groups of
local crabs in New England.  Don’t worry – they won’t
pinch!  We will also conduct a survey to determine the
sex ratio and measure the size classes of crabs found. 
Next we will host a debate where students will represent
the many groups that are involved in horseshoe crab
farming.  Using the resources in the pre-visit section of
this course, as well as additional resources that you find
(you must cite the source), be prepared to have three reasons to support both sides of the arguments.  In class we will assign students to various groups (medical and conservation) to debate the best steps for horseshoe crab management in the future.

Pre Visit: Please Read:
Seaside Naturalist: Chapter 11: pages 127-142

Please view all linked pages:
Horseshoe Crabs 1
Horseshoe Crabs 2
Horseshoe Crabs 3               

Vocabulary - Define these terms:
Arthropod  Crustacean Exoskeleton
AppendageMolt   Telson
Amphipod Isopod      Chelicerata

Post Visit and Homework:


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Friday, April 9, 2010
Registration Deadline: March 26, 2010
Echinoderms and Tunicates

Program Description:
Echinoderms are only found in the marine environment.
They are often thought of as the “stars” of the sea and
common examples include the seastars (starfish), sea
urchins, and sand dollars.  Many people know that
seastars can regenerate arms, but did you know that
they can regenerate their eyes as well?  They also have
an interesting way of eating and are not the passive
creatures that they appear to be.  Sea urchins, another
common echinoderm, are often mistaken for a plant,
even a rock.  These animals are great models for
developmental biology and you can watch a new egg begin
to take shape and split into the cells that will one day be
an adult urchin.  After completing an urchin fertilization, you
will have a new appreciation of these spiny little creatures.















Activities:
Students will look at living examples of common seastars
found in New England and learn how to identify them. Using
dissecting microscopes, take a look at the parts of a seastar
including its multiple eyespots, mouth, and hundreds of tube
feet moving around Next students will get to complete a sea
urchin fertilization.  We will inject the urchins with potassium
chloride so they release their gametes.  After taking a look at
the gametes, we will mix egg and sperm.  Watch before your
eyes as a new life starts to develop!  Students will also be able
to look at examples of living tunicates in New England and
identify which ones are native, and which ones are exotic.


Pre-Visit: Please Read:
Seaside Naturalist: Chapter 12: pages 145-154
                            Chapter 13: pages157-158


Vocabulary - Define these terms:
EchinodermTunicate    Hemichordate
Urochordate      Sieve plate Madreporite
Gonopore   Ambulacral plate        Water vascular system
Aristotle’s lantern       Dorsal nerve chord      Notochord


Post Visit and Homework:
Sea Urchin website:


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Friday, May 7, 2010
Registration Deadline: April 23, 2010
Fish, Sharks and Skates

Program Description:
Fish come in all shapes and sizes imaginable. 
Long and skinny, short and stocky, horns,
scales, spines, and barbs. Body designs
including mouth and fins serve specific functions
that allow the fish to survive in its habitat.  After
viewing some examples of the interesting
shapes that have evolved, we will create our
own species of fish that is perfectly adapted to
a habitat. We then will take a closer look by
dissecting a fish to identify both the internal and
external structures that are unique to these animals.















Lastly, students will be introduced to some of the larger marine animals found off the coast of New England.  Whales, porpoises, and sea turtles, though rarely seen from land, are frequent visitors to the New England Coast.  After discussing the ecological importance of these species, we will take a look at some bones of some of these larger animals.

Activities:
We will challenge you to create your own fish that thrives in a
habitat we create.  Using your new knowledge of body designs,
mouth types, caudal fin shapes and coloration patterns create a
fish that is best suited to survive in this habitat.  After defending
your new species and explaining how it is best adapted to the
environment, a class vote will determine which fish is here to stay. 
Next we will dissect a fish to examine the internal (and external)
structures and the function of each part. 

Finally, take a tour through our Center for Vertebrate Studies to see examples of all the shapes and sizes of many preserved fish specimens.  In the Center we will also be able to see skeletons of the giants of the seas, the whales.  After viewing whale bones, we can tour through rest of the Center to see examples of many other marine vertebrates (and some terrestrial ones too!).

Pre-Visit: Please Read:
Seaside Naturalist: Chapter 14: pages 161-173
                            Chapter 14: pages 174-184

Vocabulary - Define these terms:
Pectoral    Pelvic
Lateral line       Caudal    Caudal peduncle
Osteichthyes   Cartilaginous fish      Dorsal denticles
Odontocetes    Mysticetes      Cetaceans


Post Visit and Homework: Click on links below for information:
Shark Myths
Sharks
Ichthology


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Friday, June 18, 2010
Graduation!

For the last session, students are welcome to invite
their friends and family to the Marine Science Center
for a graduation ceremony.  After our highlights all of
the hard work that the students have done throughout
the year, students will be able show off their research
papers, posters, and field guides that they have made.
Students will also act as “Seaside Naturalists” to their
friends and family by showing them the local ecosystem
and the organisms that call our seashores home.


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Directions: http://www.marinescience.neu.edu/directions/MSC_Directions.pdf
Northeastern University Marine Science Center
430 Nahant Road
Nahant, MA
Where is Nahant, MA?

February: Gastropods & Cephalopods

March: Arthropods & Horseshoe Crabs

April: Echinoderms & Tunicates

May: Fish, Sharks & Skates

June: Graduation!
Physical aspects of the oceans (currents, tides, waves, etc) create unique living conditions for marine organisms.  In fact the ocean is set up in distinct zones and communities that vary as much as rainforests and deserts.  Find out how these physical factors create distinct zones, which lead to very different types of communities and habitats.
Marine Protozoa – these one-celled organisms are tiny, but perform the same essential activities to stay alive as the largest animals.  At first glance we can’t even see these organisms, or start to understand their importance, but with a closer look and the help of a microscope these creatures start to really come alive.  Find out where in the marine environment these creatures are found and some of the most common types.
We also will take a look at anemones and corals, these organisms that look more like plants than animals.  Coral reefs all over the world are in jeopardy for several reasons and are a hot topic in the world of marine science.  Find out what cutting edge research is happening right at the Marine Science Center to protect this fragile ecosystem.
Next we will take a closer look at one of the most easily spotted phyla at the shore. The phylum Mollusk contains 100,000 species, many of which are found along the coast.  This phylum is so large, it will actually take two weeks to cover.  During this first week, we will look at two important species of mollusks, not only to the ocean, but also to the seafood industry.  Inspect the difference between clams and mussels by dissecting each organism.  You will never look at steamed clams or mussels in the same way!
We will also take a look at some of the strangest examples of the mollusks, the cephalopods.  How can one of the smartest ocean animals be related to a clam?  Octopus, squid, and cuttlefish live extraordinary lives and can do extraordinary things.  After seeing some examples of some amazing behaviors and abilities, dissect a squid to find out what characteristic mollusk traits this animal still has.
Horseshoe crabs look alien-like, roamed the earth with the dinosaurs, and are of huge importance to the medical world today.  In fact, the social debate over the use of these animals is a recent headline that is drawing the attention of both the medical world, and conservationist.  After viewing all sides of the story, we will debate the sensitive nature of why these animals might need our help.
After looking at the echinoderms, we will move to a phylum that is much closer to home.  The tunicates are animals that are often mistaken for slime, sponge, or even chewing gum.  In fact these animals are very closely related to larger vertebrates and give scientist an understanding of how vertebrates evolved.  We will find that these blobs are not simple animals like the sponges they resemble, but in fact are very evolved animals with a lot to teach us.  Many species of these tunicates are also not native to New England.  We will identify which species are new and what effect they are having on the ecosystem.
Then we will take a look at the cartilaginous fish, the sharks and skates.  Sharks are some of the best know creatures of the sea, and probably the most misunderstood.  After learning about the external and internal anatomy of these animals, we will look at some of the social reasons behind their bad reputation.  After a closer look at these truly amazing animals, you will see how vital these animals are to the health of the ocean.
Next we will dissect a relative of the snails, a squid. Learn about the external and internal anatomy of this complex mollusk and take a look at what’s hidden inside.  Calamari won’t look the same again!
Currents will come alive when students create their own bathymetric model of the ocean floor complete with continents and underwater banks.  Add some man-made wind, and see how you can make the ocean circulate. Using a fish tank as a model for the globe, students will also be able to complete an experiment where they can actually watch how currents move from the poles to the equator, and how temperature differences drive these currents.  Using examples of real ecosystems, students will be challenged to create their own ocean community complete with animals, algae, and more.  Students will have to include in their community examples of flora and fauna, sediment type, sunlight amounts, temperature, and other physical and biological components that make the community distinct.
After learning the basics of ecological interactions, students will make their own food web.  Using living examples of organisms from the rocky intertidal, identify who is at the bottom, which snails are actually carnivores, and who is the top predator on the beach.  We will also create a phylogenetic tree using organisms found in New England coastal ecosystems. You might be surprised with which animals stump you!  After a trip down to the beach to catch plankton with a plankton tow we will bring our sample back to the classroom.  Using microscopes we can identify what we caught and watch these amazing creatures on
the move.