Marine Education Center and Aquarium: Learning Objectives (2016) Hands-on, Feet-in Educational Experiences in Marine Science and Coastal Ecology The Marine Education Center and Aquarium on Skidaway Island has served as the education arm of the University of Georgia Marine Extension / Georgia Sea grant since 1972. Marine Extension/ Georgia Sea Grant are Public Service and Outreach Units of the University. The Center’s mission is to develop the public’s understanding and appreciation of the numerous coastal marine environments in the state of Georgia, and to foster respect for the beauty and complexity of these environments. We encourage stewardship of ocean and coastal resources and provide opportunities that allow individuals to make informed decisions about current coastal issues and environmental challenges. The mission is fulfilled through dynamic programs delivered by professional personnel at a unique coastal facility and via diverse field sites. The Marine Education Center and Aquarium operates year round and offers a hands-on, feet-in approach to learning marine science and coastal ecology. Programs are available to students in grades PK-12 as well as college, teachers, and public audiences. Field-based, laboratory, and interactive discussion programs address diverse marine science and coastal ecology topics. Group visits to the facility range in length from one hour to several days. All programs are aligned with Georgia Performance, National Science, and Ocean Literacy Standards. The following are learning objectives for each program offered by the Center.

INDOOR STUDIES - AQUARIUM /TOUCH TANK These programs provide hands-on opportunities to interact with live coastal animals safely. Classes focus on a natural history of macro-invertebrates, fish, and non-venomous reptiles. Dive Down Deep (PK) Looking for hands-on activities designed specifically for young learners? Students discover Georgia’s coastal marine organisms through explorations with live animals at the touch tank and small group lessons on fish and other marine animals in the aquarium. 1 hour; min/max = 15/30 Sea Star (K-4) Marine science for K-4 is best when it involves exciting hands-on lessons. Students investigate grade-specific marine science concepts through small group activities. Program includes structured aquarium exploration and handling marine invertebrates housed in our touch tanks. 2 hours; min/max = 20/50 Aquarium Outreach (K-4) Based on the Sea Star program content, visiting educators bring the aquarium to your classroom with live animals, teaching props, and natural artifacts for a dynamic and interactive presentation. 45 minutes; min/max = 15/25

CrabEcology Outreach (3-5) Students participate in hands-on investigations of the crabs and coastal habitats of Georgia. This classroom-ready program includes live animals and rotating activities centered on the anatomy, diversity, feeding strategy, and conservation of common crabs. Blue, spider, fiddler, hermit, and horseshoe crabs are included. Classroom curriculum provided. 45 minutes; min/max = 15/25 Touch Tank (5-12, College, Adult) Students observe and handle live invertebrates, typically including whelks, sea stars, spider crabs, hermit crabs, and horseshoe crabs. Learn the classification and natural history of common coastal marine invertebrates through small group discussions and touch tank discovery. 45 minutes; min/max = 15/25 1. Visitors should understand the classification of the organisms in the tanks, in relation to more familiar organisms. 2. Visitors should understand the life supppolicy of rotating animals out of touch tanks so that harm due to handling is minimized. 3. Visitors should understand the adaptations for feeding and defense shown by the animals. 4. Visitors should be able to relate the behavior and structure of the animals to the habitats where they are found. Aquarium Exploration (5-12, College, Adult) Interested in the animals that live successfully in estuaries and oceans? Through individual and small group activities, students observe form and function while discussing the diversity and ecological significance of fishes and invertebrates found in Georgia’s coastal waters. Students discuss animal care as well as research and conservation efforts related to exhibits. 45 minutes; min/max = 15/251. Participants will: 1. understand that the layout of the displays in the aquarium represents a cross-section of saltwater habitats found in Georgia and the species found in those habitats. 2. be introduced to basic filtration methods in our aquarium systems, how we get our saltwater, how we treat the saltwater before using in the tanks, and why those treatments are necessary. 3. learn how fish are obtained (collecting, trade, purchase) and quarantined, what combinations of species make appropriate displays, and how those display use habitat enrichment 4. understand the necessity of preparing specialized diets for different animals on display, methods of food preparation and feeding, and how these relate to the diets of animals in the wild 5. understand how the morphology and behavior of different animals are appropriate for the conditions in which they live.

Aquarium Behind The Scenes (5-12, College, Adult) Extend a scheduled Aquarium Exploration with an informative tour of the aquarium work spaces and a discussion of the methods used for caring for animals on exhibit. Students get close-up views of holding tanks, filter systems, and food preparation areas. 15 minutes; min/max = 15/25 (10 people at a time) In addition to aquarium tour objectives, participants will: 1. understand all issues regarding the health and well-being of people and animals: the aquarium is a wet lab and contains a ditch for draining water – watch footing throughout the area, nothing should go into any aquarium tanks, including hands, sunglasses, lanyards, etc. 2. be introduced to the basic layout of the behind-the-scenes area of the aquarium, including the food prep room, quarantine vs. display tanks, work areas, and reservoir. 3. understand build on the basic knowledge of filtration from the aquarium tour by learning additional details about filtration systems as they see them in action. 4. be introduced to the husbandry tools that are essential for everyday aquarium maintenance and animals care.

INDOOR STUDIES - DISCUSSIONS Discussions address a wide range of marine science concepts and provide broad overviews of coastal habitats, organisms, and issues. These interactive discussions build on what students already know and introduce key ideas. Introduction to the Georgia Coast (5-12, College, Adult) What makes the coast of Georgia so unique? This program reviews the physical and biological processes that shape the Georgia coast. Students learn about the geological processes, oceanic currents, and tidal rhythms that produce and move the sand and clay components of coastal land forms and determine coastal habitats and biological communities. 45 minutes; min/max = 15/50 Participants will: 1. learn how proximity to the ocean defines the coastal zone and what the different coastal habitats are. 2. learn how the coast changes over time (e.g., through erosion, sea-level changes, climate changes, etc.) 3. learn how tides are caused by the moon and sun, and how the Georgia Bight affects tide levels on the coast. 4. learn where salt marshes are located along the coast, and the importance of marshes to the coastal ecosystem. They should be able to relate marsh productivity to the action of tidal creeks.

5. learn how rivers affect coastal salinity and why certain organisms are restricted by salinity in their distributions. 6. learn how water quality along the coast is related to development and to agricultural practices far inland. Introduction to Oceanography (5-12, College, Adult) This interactive discussion is best paired with Estuarine Scientific Sampling or Barrier Island Study where concepts can be further investigated in the field! Oceanography is the study and exploration of the ocean. Discussions will include reviewing biological, chemical, geological, and physical concepts involved in this diverse field of science. 45 minutes; min/max = 15/50 Participants will: 1. 2. 3. 4.

understand that the water in the Ocean is connected, although we name bodies of water. learn how Earth’s water cycle works, and our limits on available fresh water. learn how the first explorers and world’s people had limited knowledge of the oceans. be able to describe the major disciplines that fall under the field of oceanography (biological, physical, chemical, and geological, meteorological components) 5. learn about oceanographic equipment and explorers (both past and current day) Introduction to Fishes (5-12, College, Adult) Did you know that 3/5 of all vertebrate species on this planet are fishes? Using preserved specimens and skulls, students discover the secret lives of fishes during this interactive discussion session. Combine this class with an Aquarium Tour, Fish Identification Lab, or Fish Dissection for a well-rounded view of the biology and diversity of this amazing group of animals. 45-60 minutes; min/max = 15/50 Participants will: 1. learn about local fishes of GA, and their fisheries 2. define what a fish is and understand the basic classification of fishes. 3. explore the generic internal and external anatomical features of fishes, and their functions. 4. see examples of morphological variation in fishes (aquarium tour and/or PPT) and understand how these features are related to the ecology of the fishes. 5. give examples of ways in which fishes are used commercially. Introduction to the Salt Marsh (5-12, College, Adult) A large portion of all the salt marshes on the eastern U.S. coast lies in Georgia. Discover what lives in the salt marsh and review the physical, biological, and chemical processes that define a salt marsh and determine the diversity of species and ecological structure found in these tidally

influenced wetlands. This discussion is always scheduled before any field exploration or formal study of the on-site marsh. 45 minutes; min/max = 15/50 Marine Debris 101 (5-12, College, Adult) This class introduces and explores the topic of marine debris, particularly plastic debris, and its ecological and economic impacts on the ocean and coastal zone. Students learn about the sources of marine debris and the ocean processes (such as tides and currents) that influence the type, amount and frequency of plastic debris accumulating along Georgia’s coast. Participants will: 1. understand the definition of both macro and micro marine debris and their sources. 2. understand the types (plastic, glass, rubber) of marine debris commonly encountered in coastal ecosystems. 3. understand how global currents or gyres, long shore currents and tides influence the temporal and spatial distribution of marine debris on a global and local scale. 4. understand the ecological, economic and social impacts of marine debris. 5. understand what changes in behavior (reduce, recycle, reuse, remove...) citizens can make on a daily basis to alleviate the impacts of marine debris.

Coastal Issues (5-12, College, Adult) The majority of our nation’s population lives within 50 miles of a coastline. Rapid growth of coastal populations is well documented. Consequently, coastal regions are important areas for examining how current regional/global issues such as coastal development, marine debris, coastal hazards, and water quality will impact coastal ecosystems and resources. Students discuss the critical issues faced by coastal zones, and more importantly, how to balance the needs of the rising human population with the value of coastal ecosystem services and resources. Participants will: 1. understand the barrier island system indicative of the Georgia coast. 2. understand the concept of watershed and how inland areas are inextricably connected to the coast. 3. understand Georgia’s diverse coastal environments and the important ecosystem services that they provide. 4. understand the general issues (armored shorelines, system degradation through pollution, sea level change, ocean acidification, invasive species, environmental hypoxia, marine debris) that the ocean and coastal zone faces, from both a global and local perspective and potential solutions to the issues.

5. understand the role of the ocean in sustaining life on the planet with regard to resources we utilize and the ocean’s role in the production of oxygen, the moderation of the temperature of the globe, and the control of weather patterns Coastal Reptiles (5-12, College, Adult) Over 80 species of reptiles inhabit Georgia’s diverse habitats. Learn about the characteristics of this ancient group of vertebrates that have allowed them to survive for hundreds of millions of years. Using live animals and preserved specimens, students participate in interactive discussions focused on coastal reptiles, their natural history, and the importance of efforts to conserve endangered reptile species. Students may touch or handle live reptiles. 45-60 minutes; min/max = 15/50 Participants will: 1. understand reptiles' taxonomic position among the vertebrates, and what characteristics reptiles have in common. 2. understand the use of venom by a few reptiles, and should be able to name some local venomous snakes. 3. list some ways in which commercial use of reptiles, or habitat alteration, may threaten reptile species, and what conservation methods are used locally (e.g., sea turtles). 4. recognize some local reptile species, including ones that are endangered. 5. view and handle live reptiles.

INDOOR STUDIES – LABORATORY Laboratory Studies emphasize individual work in well-equipped and modern laboratories. Students use scientific equipment, standard specimen collection, professional laboratory techniques, and group discussion to investigate a range of estuarine organisms and related biological, physical, and chemical concepts. Plankton Lab (5-12, College, Adult) What organisms live in a single drop of salty water? Students survey a plankton sample using standard microscope techniques. Students learn how marine animals and plants are part of the plankton community and how they reproduce. Discussions also include how environmental factors such as temperature, salinity, turbidity, and seasonality relate to plankton abundance. Students practice observation, microscopy, biological illustration, and data collection skills. 1.5 hours; min/max = 15/25

Participants will: 1. 2. 3. 4. 5. 6.

explain the characteristics of plankton understand "plant" and "animal" plankton in relation to oxygen production understand holoplankton and meroplankton; and examples of each in commonly seen understand the size range of planktonic organisms understand the role of plankton in marine food webs. participate in collecting a plankton sample and should be able to describe some of the variables that determine what will be caught. (salinity, water temperature, tide, DO) 7. operate a microscope and protect it from damage (e.g., spilled seawater). 8. identify common organisms (e.g., diatoms, copepods) in their samples through use of a picture key or dichotomous key. 9. observe a single type of organism for an extended period of time to identify some body parts and/or behavior patterns, and make a record of finding (lab sketches, species lists on board)) 10. understand that the relationship between water quality and distribution/abundance of plankton. Invertebrate Lab (5-12, College, Adult) Sample the invertebrate community found living beneath the water line on floating docks. Using dissection scopes and laboratory protocols, students observe and identify species in this community and discuss the biotic and abiotic factors that determine the diversity of organisms collected there. Students practice observation, microscopy, biological illustration, and data collection skills. 1.5 hours; min/max = 15/25 Participants will: 1. 2. 3. 4. 5. 6. 7. 8. 9.

define benthic, nektonic, and planktonic organisms. operate a stereoscope or dissecting scope effectively identify organisms found by using the Invertebrate ID guide. describe a marine invertebrate community living under a dock. explain why certain variables affect populations of certain species including substrate , temperature, salinity, seasonality, sedimentation, predator –prey interactions describe sessile organisms, and how these organisms can affect human activities explain what invertebrates are found in a dock community and connect them to the food web.1. understand the distinction between benthic, nektonic, and planktonic organisms. collect specimens and observe several types of organisms with a microscope. Observe a single organism for an extended period and describe its behavior.

Fish Identification (5-12, College, Adult) This session is a great add-on to Introduction to Fishes and Fish Dissection. Using dichotomous keys, students identify fishes based on external features. If time allows, shark identification is included as well as discussion of the diversity and responsible management of coastal fishes. 1 hour; min/max = 15/25 Participants will: 1. understand the reasons why proper classification of fish is necessary (e.g., management, research, avoiding toxic species). 2. describe anatomical features that can be used for identification of fishes. 3. use a dichotomous taxonomic key, and should understand how keys are used in other disciplines as well. 4. correctly identify several species of fresh or preserved fish, using the key. Fish Dissection (7-12, College, Adult) Combine this session with Introduction to Fishes and Fish Identification to investigate the external anatomy, internal organs and reproductive systems of bony fishes. Students compare features of a fish’s life-style to those of humans and other organisms in order to learn how fish are specifically adapted for life in the water. 1.5 hours; min/max = 15/25 Participants will: 1. understand why dissection is a valuable scientific technique (e.g., identification, management, aging fishes, and disease monitoring, etc.) 2. compare and contrast the anatomy of fish with that of other organisms, including humans. 3. examine fish body parts and their functions. 4. extract stomach contents and otoliths and examine them microscopically. 5. demonstrate appropriate laboratory techniques with microscopes and dissecting tools, and should understand proper sanitation and disposal techniques for wastes. Gyotaku: Fish Printing (5-12, College, Adult) The time-honored art of Gyotaku has been practiced for utilitarian and creative reasons for centuries. Using anatomically accurate fish molds, students create original pieces of Japanesestyled artwork on paper or a personal fabric item. Combine with Fish Dissection or Fish Identification. 1 hour; min/max = 15/20 Participants will: 1. explain the history of the art form and understand that it was a way to produce a visual record before photography. 2. understand the basic external anatomy of a fish, and be able to identify features from the print when it is finished.

3. print live fish, or rubber models, clearly enough so that anatomical features can be distinguished Squid Dissection (5-12, College, Adult) Investigate squid form and function through dissection and interactive discussion of the internal anatomy of this complex mollusk. Students will work independently or in small groups with a guided activity sheet. Use the squid’s ink and “pen” to write on paper. 1.5 hours; min/max = 15/25; Participants will: 1. understand overview of Phylum Mollusca and Class Cephalapoda 2. understand why dissection is a valuable scientific technique (e.g., identification, management, disease monitoring, etc.) 3. demonstrate appropriate laboratory techniques with microscopes and dissecting tools, and should understand proper sanitation and disposal techniques for wastes. 4. be familiar with squid body parts and their functions. 5. extract pen 6. compare and contrast the anatomy of squid with that of other organisms, including humans. Horseshoe Crab Discovery Lab (7-12, College, Adult) Discover the ecological and economic importance of horseshoe crabs using live specimens and natural artifacts. Through learning stations, students use live horseshoe crabs to identify external features, observe behavior, study fouling organisms, discover the horseshoe crab-migratory shorebird phenomenon, and understand the importance of horseshoe crabs to the biomedical industry. Collection and analysis of data along with group discussions help students understand why these organisms are so important. 1.5 hours; min/max = 15/25 Participants will: 1. understand the role of observation with regard to external features of an organism in determining how that organism makes its living (move, see, eat, protect itself). 2. identify key structures of the horseshoe crab external anatomy and their respective function using horseshoe crab artifacts. 3. understand how behavior (burrowing, mating, migration, feeding) may influence the overall condition of the exoskeleton of horseshoe crabs. 4. observe the characteristics or condition of the exoskeleton that may provide information regarding age differences among juvenile and adult horseshoe crabs. 5. understand the life cycle of horseshoe crabs. 6. understand the important ecological, economic, and social roles that horseshoe crabs play.

Student Research (7-12, College, Adult) This program is designed to give students research experience using live invertebrate animals (no animals will be harmed). Several options for experiments and hypothesis building will be presented. Students work in pairs to design and execute a research project, and write a summary of their work including title, abstract, methods, results (graph building) and a discussion. Access to the computer lab is provided (if time permits) to complete a lab report. Students will compare and contrast group results and analyze the research process and potential pitfalls. This class emphasizes STEM objectives. 2-4 hours; min/max = 15/25; Participants will: 1. understand how to design and execute a research project using invertebrate animals of the GA coast. 2. follow the steps and procedures in a scientific investigation 3. understand how an experiment can be designed to answer a critical question. 4. develop a null hypothesis that can be tested in class. 5. perform an actual experiment, based on observation and the collection of quantitative data. 6. produce a simple graph of their data and should demonstrate that they can use basic statistical procedures to analyze it. 7. discuss the implications of their experiment and determine whether it conclusively overturns the null hypothesis they have formulated. 8. understand the ethical reasons for conducting live-animal experiments in a way that minimizes harm to the animals. 9. write a short summary of their project, including a graph of the results. 10. make a short presentation on the importance of their project to the field of science. 11. understand human error and how statistics can be interpreted in different ways. Oyster Populations

(5-12, College, Adult)

What factors affect oyster growth and reproduction along the Georgia coast? Using scientific equipment, laboratory observation and discovery, and data collection techniques, students investigate the roles of sedimentation, over-harvesting, water quality and disease on oyster populations. 1.5 hours; min/max = 15/25 Participants will: 1. 2. 3. 4.

learn the external features of an oyster and its life cycle. understand the ecosystem services oysters provide and their important to coastal systems. understand the definition of keystone species and indicator organism. recognize that various environmental factors (sedimentation, salinity, over-harvesting, and disease) affect oyster recruitment, growth and reproduction.

Oysters: Fanatic Filterers (7-12, College, Adult) One of the many ecosystem services oysters provide relates to their ability to filter large volumes of water. Students take a close look at this keystone species as they dissect and identify the internal filtering features of an oyster and calculate filtering rates of live oysters. Additionally, students collect and identify species of plankton living in the Skidaway River. 2 hours; min/max = 15/25; Participants will: 1. collect a plankton sample using a plankton net and will be able to describe environmental factors that influence temporal and spatial distribution of plankton. 2. use a microscope. 3. identify common organisms (e.g. diatoms, copepods) in their collected plankton using an identification key. 4. collect and analyze water samples to identify the relationship between water quality and the distribution and abundance of plankton. 5. dissect and oyster to understand what internal organs play an important role in the filtration process. 6. determine the filtration rate of live oysters during a filtration experiment. OUTDOOR FIELD STUDIES – LAND Field Studies by Land provide opportunities for scientific study and discovery at Skidaway Island field sites and on nearby Tybee Island. Field studies are weather- and tide-dependent. Appropriate footwear and field clothing is required. Inside activities will be substituted for outdoor activities in the case of severe/inclement weather and/or unprepared students/chaperones Maritime Forest Study (5-12, College, Adult) Hike through on-site transitional and mature maritime forests to experience coastal Georgia’s climax plant community. Examine the diverse plants and animals found here through close observation and nature study. Discuss Native American dependence on the salt marsh and the adjacent forest for survival and modern man’s use of these plant communities. 1.5 hours; min/max = 15/25 Participants will: 1. carry out activities involving samples and measurement (e.g., light levels, soil profiling, water salinity) and be able to explain the ecological significance of the results. 2. understand how the present appearance of the forest is related to human history and land usage. 3. describe some variables that might affect the vegetation in a given area (e.g., soil type, fire history, drought, airborne salt) 4. recognize signs of animal activity.

5. understand the reasons for the lack of understory, and why "vertical zonation" is important in the forest. 6. examine characteristic maritime forest plant parts (e.g., leaves, bark) and see how these are used to identify plant species.

Salt Marsh Study (7-12, College, Adult) Why do some organisms live in higher zones of a salt marsh and others are more commonly found in lower ones? Students put their knowledge to practical use in this field study in order to gain a broad perspective of salt marsh zonation and ecology. Using scientific equipment, students survey, collect, graph, and analyze data on changes in elevation in the salt marsh, soil types, and the organisms living there. Program is weather- and tide-dependent. This class emphasizes STEM objectives. 3 hours; min/max = 15/25 Participants will: 1. be familiar with the formation of a salt marsh, the origin of the sediment found in salt marsh, and why they are located in the western side of barrier islands 2. describe why GA and SC combined contains one third of the salt marsh on the east coast 3. describe zonation in a salt marsh and what creates these zones 4. identify plants found in a salt marsh and their adaptations 5. identify the types of crabs and snails found in a salt marsh 6. recognize the wrack line and how it relates to the ocean beaches 7. understand the importance of salt marsh

Participants will: understand how a marsh is formed, where its sediments come from, and why it is located where it is on a barrier island. understand the difference between a wetland, a marsh, and a swamp. describe the zonation of dominant plant and animal species in the marsh. learn the unusual characteristics of Spartina (halophytic adaptations, oxygen flow to roots, competition with other species). understand the main dynamic processes in the marsh (e.g., tidal flushing, role of detritus) and why they lead to high plant productivity understand the importance of marshes to other coastal ecosystems, and the significance of marsh conservation measures in a rapidly developing area like the Georgia coast. Salt Marsh Transect (7-12, College, Adult) Why do some organisms live in higher zones of a salt marsh and others are more commonly found in lower ones? Students put their knowledge to practical use in this field study in order to gain a broad perspective of salt marsh zonation and ecology. Using scientific equipment, students survey, collect, graph, and analyze data on changes in elevation in the salt marsh, soil types, and the organisms living there. Program is weather- and tide-dependent. This class emphasizes STEM objectives. 3 hours; min/max = 15/25 Participants will: 1. understand how the sampling equipment operates. 2. understand the reason for doing a transect, and what information it provides. 3. take measurements of elevation, grass height, plant and animal density and diversity at different locations across the marsh. 4. complete a graphical and numerical analysis of their collection data and be able to interpret the results. 5. operate the sampling equipment 6. set up a transect line measure length between quadrats 7. identify plants and animals in each quadrat 4. take measurements of grass height 5. count animals and plants in each quadrat 6. collect data, analyze, and graph on a creative poster Beach and Dune Study ( Tybee) (5-12, College, Adult) The north end of Tybee Island offers a range of sandy habitats to explore and study. Students investigate sand dune and beach communities on a developed barrier island through individual exploration and beachcombing. Class includes identification of marine invertebrates and explores the physical forces shaping the coast on a daily and seasonal basis. 3.5 hours (includes driving time); min/max = 15/50

Maritime Forest Study (5-12, College, Adult) Hike through on-site transitional and mature maritime forests to experience coastal Georgia’s climax plant community. Examine the diverse plants and animals found here through close observation and nature study. Discuss Native American dependence on the salt marsh and the adjacent forest for survival and modern man’s use of these plant communities. 1.5 hours; min/max = 15/25 Developed Barrier Island Study (Tybee)

(5-12, College, Adult)

(5-12, College, Adult) The south end of Tybee Island illustrates the range of human activities along Georgia’s coast. Combine elements of a Beach and Dune study with a more in-depth study of a barrier island developed for human residence and tourism. Students explore the sandy beach, survey examples of development related impacts, and discuss the natural physical processes, environmental and infrastructure issues, and development trends impacting developed barrier islands. 3.5 hours (includes driving time); min/max = 15/50 Participants will: 1. understand the significance of development trends in coastal areas and the unique challenges in managing that growth on a barrier island. 2. give examples of how population impact issues (e.g., water supply, sewage disposal, solid waste disposal) become more significant as the population grows. 3. understand the significance of coastal hazards and sea level rise. 4. understand how a long-shore current moves sand along the coast, and what the effects of this movement are near jetties, groins, and seawalls. 5. understand the procedure of beach re-nourishment, how it is carried out, and what its results are. 6. understand the dangers of building on primary dunes, and how these dunes can protect other island areas from hurricane damage. 7. explore the beach and share discoveries. Marine Debris in the Salt Marsh (5-12, College, Adult) Build on Marine Debris 101 with a field exploration. Students collect marine debris at designated salt marsh sites using NOAA shoreline survey protocols. Students gain a better understanding of this important issue as they determine types of marine debris, the weight of plastics collected, and debris accumulation rates. Our web-based “Marine Debris and Me’’ curriculum can serve as follow-up learning sessions at your school site. This class emphasizes STEM objectives. 3.5 hours; min/max = 15/30 Participants will: 1. understand the definition of both macro and micro marine debris and their sources. 2. understand the types of marine debris encountered in coastal ecosystems.

3. understand how global currents or gyres, long shore currents and tides influence the temporal and spatial distribution of marine debris on a global and local scale. 4. understand the ecological, economic and social impacts of marine debris. 5. understand what changes in behavior (reduce, recycle, reuse, remove...) citizens can make on a daily basis to alleviate the impacts of marine debris. 6. understand the important role of marine debris removal from coastal ecosystems by taking part in a salt marsh marine debris survey. 7. make the connection between marine debris encountered in the salt marsh and the potential impacts on the organisms living there.

OUTDOOR FIELD STUDIES - WATER Field Studies by Water offer hands-on learning aboard University of Georgia vessels. All boat activities are weather-dependent and require appropriate and adequate student/chaperone footwear, clothing, and preparation. UGA boat captains reserve the right to cancel these field studies in the event of unsafe weather conditions and/or inadequate group preparation. If field studies are cancelled, land-based activities will be substituted. Estuary Trawl (5-12, College, Adult) Board the 43 foot trawler R/V Sea Dawg for a scientific collecting trip. Students sample the benthic communities found in tidal rivers and sounds, then identify, sort, count, and record species, environmental, and positional data. Discussions include the natural history, diversity, and ecological/commercial significance of findings. This class emphasizes STEM objectives. 2.5 hours; min/max = 15/23 (students + chaperones) Participants will: 1. identify on a chart where trawls will take place and why. Overview of chart use. 2. understand how the various parts of a trawl function in capturing benthic organisms. 3. understand how the trawl operation relates to commercial shrimping, including the concept of by-catch. Including MAREX permit that allows trawling in the estuary and recovery for aquarium feeding. 4. use picture keys to identify some organisms; 5. distinguish between vertebrates and invertebrates; 6. demonstrate how the anatomy of certain organisms represents an adaptation to a particular life-style. 7. measure and record some chemical parameters of seawater and should be able to suggest ways in which seawater chemistry could affect what is caught in a trawl. 8. describe some other variables (e.g., seasonality, type of sea bottom) that might affect what is caught in the trawl. 9. learn about rends / new research / collaborative work on research questions.

Scientific Sampling Cruise (5-12, College, Adult) Looking for a unique scientific investigation on a working research vessel? This study aboard the R/V Sea Dawg emphasizes the biological communities of an estuary and the physical and chemical parameters that influence the abundance and diversity of organisms living there. Students collect, sort and identify specimens collected in a trawl net, and determine water quality (temperature, salinity, dissolved oxygen, and turbidity) at various sites with standard oceanographic equipment. After the cruise, students identify surface plankton samples and analyze data to better understand factors that influence diversity and relative abundance of organisms found in the estuary. 7 hours; min/max = 15/20 Participants will: 1. 2. 3. 4. 5.

visit multiple sampling sites, trawl data record, water quality data record at t each. complete a plankton survey with microscopes. identify on a chart where trawls will take place and why. Overview of chart use. understand how the various parts of a trawl function in capturing benthic organisms. understand how the trawl operation relates to commercial shrimping, including the concept of by-catch. Including MAREX permit that allows trawling in the estuary and recovery for aquarium feeding. 6. use picture keys to identify some organisms; 7. distinguish between vertebrates and invertebrates; 8. demonstrate how the anatomy of certain organisms represents an adaptation to a particular life-style. 9. measure and record some chemical parameters of seawater and should be able to suggest ways in which seawater chemistry could affect what is caught in a trawl. 10. describe some other variables (e.g., seasonality, type of sea bottom) that might affect what is caught in the trawl. 11. learn about rends / new research / collaborative work on research questions. Oyster Reef Habitat Exploration (5-12, College, Adult) Travel by skiff to a nearby barrier island and investigate oyster reef communities and their importance to the larger estuarine ecosystem. Students take a close up look at oyster reef zonation, collect data on living oysters, and explore the organisms living on and around the reef. This class emphasizes STEM objectives. 3.5 hours; min/max = 15/28 (students + chaperones) Participants will: 1. explore an oyster reef at one field site by boat; 2. describe the oyster life cycle; 3. identify and describe the important function of oyster reefs in providing a habitat for other organisms; 4. sort and identify organisms that inhabit an oyster reef and; 5. apply a math formula to the data collected and calculate a diversity index for

6. organisms that inhabit an oyster reef. Species Diversity Study (5-12, College, Adult) How many different organisms live on the land margins of an estuary? In this field program, students travel by boat to explore the land-water interface of the estuary as they investigate the species diversity of a local barrier island. Using field equipment, students collect data and identify organisms to determine the number of species present and their relative abundance in two different habitats. This class emphasizes STEM objectives. 3.5 hours; min/max = 15/28 (students + chaperones) Participants will: 1. 2. 3. 4. 5. 6.

define biodiversity, community, habitat, diversity index, and biomass compare/contrast communities in a salt marsh, wetland, or stream identify and classify organisms into taxonomic groups apply a math formula (Shannon-Wiener) to the data collected by students determine a diversity index for each data set summarize and analyze data

Bottlenose Dolphin Study (5-12, College, Adult) Following an introductory discussion on cetacean biology, students board skiffs to explore coastal waters while searching for dolphins. From spy hopping to tail slapping, students observe and record dolphin behavior and listen to underwater sounds using a hydrophone. 3.5 hours; min/max = 15/28 (students + chaperones) Participants will: 1. identify feeding apparatus (teeth or baleen) and food sources used by different species of whales 2. recognize major differences between the teeth of dolphins and baleen whales and know about the migration path of the Northern Right whale. 3. learn about health issues dolphins face such as (morobilivirus, marine debris, crab traps). 4. identify external structures (blow hole, flippers, melon) in the field. 5. identify all behaviors of dolphins mammals in their habitat. 6. discuss adaptations dolphins have to live in the ocean and estuarine environment. 7. be introduced to toothed and baleens whales focusing on the most commonly seen/studied Tursiops truncates and Eubalaena glacialis in Georgia. 8. observe behavior of wild dolphins in local waters according to federal dolphin safe viewing guidelines

Barrier Island Study (Wassaw) (5-12, College, Adult) Travel by boat to a wild and remote barrier island. Bottlenose dolphins, sea birds and bald eagle nests are often seen along the way. An exploratory cross-island hike provides study of the dynamic ecological, physical and biological processes at work in this unique ecosystem. Study

plant succession from pioneering dune grasses to the mature maritime forest. Beach combing provides marine specimens for students to examine. 7 hours; min/max = 15/28 (students + chaperones) Participants will: 1. understand the differences between the exposed and sheltered sides of the island in terms of environmental conditions and types of organisms found there. 2. give examples of organisms that inhabit different zones on the island (zonation) 3. give examples of organisms that change the environment over time and create conditions for new organisms to move in (succession) 4. understand the effects of an environmental disturbance on organisms 5. understand that island sediments did not originate locally, but are the products of weathering and transportation. 6. explain how the island is constantly changing, particularly in terms of dynamic processes on the beaches. 7. understand how the water chemistry (e.g., salinity) changes from the beach to the island interior, and the effect of this difference on the organisms. Marine Debris on Barrier Islands (5-12, College, Adult) Build on Marine Debris 101 with a field exploration on a wild barrier island. Students collect marine debris at designated sandy beach sites using NOAA shoreline survey protocols. Students gain a better understanding of this important issue as they determine types of marine debris, the weight of plastics collected, and debris accumulation rates. Our web-based “Marine Debris and Me’’ curriculum can serve as follow-up learning sessions at your school site. This class emphasizes STEM objectives. 7 hours; min/max = 15/28 (students + chaperones) Participants will: 1. understand the definition of both macro and micro marine debris and their sources. 2. understand the types of marine debris encountered in coastal ecosystems. 3. understand how global currents or gyres, long shore currents and tides influence the temporal and spatial distribution of marine debris on a global and local scale. 4. understand the ecological, economic and social impacts of marine debris. 5. understand what changes in behavior (reduce, recycle, reuse, remove...) citizens can make on a daily basis to alleviate the impacts of marine debris. 6. understand the important role of marine debris removal from coastal ecosystems by taking part in a barrier island marine debris survey. 7. make the connection between marine debris encountered on the beaches of barrier islands and the potential impacts of the organisms living in oceanic systems.

(MAREX Senior Educators: Crawford, Edgecombe, Lindsay, Olenderski,, Sanders, SweeneyReeves, Timmons, 2016)