561) 743-7123 - Loxahatchee River Center
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RIVER CENTER
SQUID
DISSECTION
LAB
WWW.LRDRIVERCENTER.ORG
EDUCATION@LRECD.ORG | (561) 743-7123
CONTENTS
P REVI SI T I N FORMATIO N 3
C H EC KLI ST 4
M Y NOTES 4
BAC KG ROUN D 5
VOCABULARY 5
DI FFERENTIAT ION STRAT EGIES 6
STANDARDS 6
LESSON TARGET S 6
TE AC H ER MATERIALS 7
STUDENT MAT ERIALS 7
E NGAG E 8
E XP LORE 8
E XP LAI N 9
E LABORAT E 9
E VALUATE 9
STE M CON N ECT ION S 10
POST FI E LD T RIP LES S ON 13
R I VE R C E NT E R
The River Center is a program of the Loxahatchee
River District. The Loxahatchee River District,
an award-winning wastewater treatment facility
established in 1971 to protect the Loxahatchee
River from pollutants, is the leading authority
on the Loxahatchee River. Its physical plant
can treat up to 11 million gallons of wastewater
from northern Palm Beach and southern Martin
Counties each day, preventing those pollutants
from entering our watershed. This special district
also provides both scientific and educational
programs for the Loxahatchee River and serves as
an advisory agency for the many diverse efforts
under way.
WWW.LOXAHATCHEERIVER.ORG
P R E VI S I T I NFOR M ATI ON
We are delighted that you have chosen to bring your students to the Loxahatchee River District’s River
Center for an educational field experience. The River Center staff would like for your visit to be as fun and
educational as possible. The goal of this field experience is to instill the students with an understanding and
appreciation of the Loxahatchee River watershed through its unique plant and animal habitats as well as
a new perspective on water resources and conservation. To make this an enjoyable field trip for teachers,
students, and our program presenters, please follow these guidelines.
Please Read
Please contact the River Center if you will be more than 15 minutes late or for any
questions, concerns, or changes at 561-743-7123 ext. 4200 or Education@LRECD.org.
SCHEDULE RECOMMENDATIONS FOR A
GOOD TRIP
PROGRAM: 10 A.M. - 12 P.M.
LUNCH: 12:15 P.M. • Students should wear name tags
with their first name.
Classes that usually eat lunch between 10:30am • Chaperones: 1:6 ratio for younger
and 11:30am should have a snack before or groups (ages 5-9) or 1:10 ratio for
during the bus ride to the River Center. Groups older groups (ages 10+).
may have lunch after 12:00pm at the River
Center’s chiki hut.
EXPECTATIONS
• Teachers and chaperones will be responsible for discipline of the children. All adults will be active
participants in the activities with the children.
• Students are expected to be good listeners, respectful to our program presenters, listen carefully
and follow directions.
• There are live animals on site and in aquaria, so please do not tap or bang on the aquariums or
exhibits in order to avoid stressing the animals.
• Students should practice classroom behaviors including keeping their hands to themselves, not
talking out of turn, and watching for attention clues.
• To minimize distractions for students, please remind all chaperones and teachers to switch cell
phones to silent.
ADDRESS AND DIRECTIONS
Address: 805 U.S. Highway 1 Jupiter, FL 33477
Directions:
• I-95: Exit 87A (Jupiter Exit) East Indiantown Road (Turnpike: Exit 116 Indiantown Road)
• Indiantown Road: Travel EAST until you reach U.S. Highway 1
• Turn Left (NORTH) onto U.S. Highway 1
• Travel NORTH through one stoplight, turn right (EAST) at the flashing light into Burt Reynolds Park.
• The River Center is the light blue building located by the fire station.
P R O GRA M : S QUI D DI S S ECTION RIVER CENTER
GRA D E L E V E L: 5- 8
CHECK LI ST
••
MY NOT ES
BU S R ES E RV E D
•
PE R M IS S IO N SL I P S
PR E-L ES S O N P L AN S TO
•
TE AC H E R S
CO M M U N ICAT E AN Y
5 04 / IE P/ ES O L / ESE /
ACC ES S IBIL I T Y I SSU ES
☼ STU D E N T N A ME TAG S
☼ 1 :6 RATIO FOR
C H A PE R ON ES
☼ PAC K E D LU N C H ES
☼ S N AC K B E FOR E
PR OGRA M
☼ D IR ECTION S FO R T H E
B U S D R IV E R
□ COM PL E TE R I V E R
C E N TE R S U RV E Y
□ POST-L ES S ON P L A NS
TO TE AC H E R S
□ POST L ES S ON
E VA LUATION S
4
River Center | lrdrivercenter.org
BACKGR OU N D
There are more than 300 species of squid which are 10-armed cephalopods classified within the order
Teuthida and found in both coastal and oceanic waters. Squids have elongated tubular bodies and short
compact heads. Two of the 10 arms have developed into long slender tentacles with expanded ends and
four rows of suckers with toothed rings. The body of most squids is strengthened by a feather-shaped
internal shell. Squid eyes are almost as complex as human eyes and are usually set into the sides of the
head.
Little is known of the life history of squids. Some attach their eggs to floating weeds and others to the ocean
bottom. In some species the young resemble the adults at hatching, while in others have a planktonic
larval stage. Squids are numerous in the sea and serve as food for many animals including the sperm
whale, bony fishes, and human beings.
VO CA B U L A RY
• Dissection • Ventral • Marine
• Scientific examination • Tentacle • Aquatic
• Taxonomy • Funnel • Estuary
• Kingdom - Animalia • Mantle • Bi-valve
• Phylum - Mollusca • Anatomy • Gastropod
• Class - Cephalopoda • Gonad • Eye lens
• Order - Teuthida • Ink sac • Jet propulsion
• Family • Siphon • Water vascular system
• Genus • Beak • Gills
• Species • Appendage • Pen/shell
• Dorsal • Chromatophore
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River Center | lrdrivercenter.orgSTA NDA R DS
FIFTH GRADE SCIENCE F I F T H G R A D E M AT H
SC.5.N.1.2: Explain the difference between
an experiment and other types of scientific
investigation. MAFS.5.MD.2.2
SC.5.N.1.6: Recognize and explain the
difference between personal opinion/
interpretation and verified observation.
SC.5.L.14.2: Compare and contrast the
function of organs and other physical FIFTH GRADE LANGUAGE ARTS
structures of plants and animals, including
humans, for example: some animals have L A F S . 5. R I . 1. 3, L A F S . 5. R I . 2. 6 ,
skeletons for support -- some with internal
skeletons others with exoskeletons while L A F S . 5. R L . 2. 6,
some plants have stems for support. L A F S . 5. S L . 1. 1, L A F S . 5. S L . 1. 3 ,
SC.5.L.15.1: Describe how, when the L A F S . 5. W. 3. 8 L A F S . 4. S L . 1. 1,
environment changes, differences between L A F S . 4. S L . 1. 3, L A F S . 4. S L . 2. 4 ,
individuals allow some plants and animals L A F S . 5. R L . 2. 6
to survive and reproduce while others die or
move to new locations.
SC.5.L.17.1: Compare and contrast adaptations
displayed by animals and plants that enable
them to survive in different environments LES S ON TA R G ETS
such as life cycles variations, animal behaviors
and physical characteristics.
• I can perform a scientific dissection on a squid.
SC.5.P.13.1: Identify familiar forces that cause
objects to move, such as pushes or pulls, • I can classify squid using a taxonomy chart.
including gravity acting on falling objects.
• I can identify the anatomy, characteristics, and
adaptations of squids.
• I understand why squids are important.
D IFFER E N T I AT I O N STRATEG I ES
• Use of visuals
• Hands on activities
• Working in a group setting
• Use of open-ended questions
• Relate topic to their everyday life
• Tutor/Peer buddy activities
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River Center | lrdrivercenter.orgTEACHER MATERI ALS • Research Material for Cephalopods • Computer • Giant Squid resources and references • Projection screen STUDEN T MATERI ALS • Journal • Pencil • Computer access
EN GAGE
PRE-VISIT LESSON - Complete before visiting the River Center
1. Have students gather information on the natural history and diversity of mollusks, cephalopods, and
in particular squids. Learn about the life cycle and different species found throughout the world. There
are hundreds of species of cephalopods ranging in length from three-fourths of an inch to the 60-foot
giant squid.
2. In Search of… The Giant Squid!!!!
a. Have students use the web and other sources to track the adventure of marine scientists trying
to learn more about giant squids.
b. Have your students create a fictional journal about the activities, technologies, and adventures
common to squid research.
c. Be sure they include a page imagining the day on which scientists finally discover a live giant
squid.
3. 3. Share their journal experiences with the class.
a. What technology did you invent to help find the giant squid?
b. What was its behavior? What was it doing?
c. What did it look like?
EX P LO R E
VISIT TO THE RIVER CENTER
1. Welcome, introduction to the River Center, overview of today’s field trip, and safety/rules talk
2. Divide the students into 2 groups to rotate through 3 different activities
a. Lovin’ the Loxahatchee River Tour – focusing on oyster and mangrove habitats and the estuary,
inlet, and marine ecosystems
b. Squid Dissection Lab: hands-on activity (See below)
c. Water resources discussion
iv. Where does our water comes from?
v. How do we use water in our everyday lives?
vi. Where does it go once it flows down the drain?
vii. What is the process of wastewater treatment?
viii. How can I help? Water conservation
3. Aquarium fish feeding from the dissected squid.
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River Center | lrdrivercenter.orgEX P LA I N
SQUID DISSECTION LAB - Completed at the River Center
1. Students will work in pairs performing a scientific dissection of a squid.
2. Students will learn the classification of squid, their characteristics, and adaptations.
3. Students will use dissection tools to identify different organs of the squid including mantle, fins, eye
lens, arms, tentacles, beak, gills, ink sac, shell, or pen, etc.
4. Students get the opportunity to watch their dissected squid be used as food for the River Center’s
aquarium species.
EL A B ORAT E
POST-VISIT LESSON - Complete the reflection after visiting the River Center
What is 60 feet long from the tips of its long arms to the top of the mantle, has eyes the size of volleyballs,
and has only been seen alive on camera in its deep-sea habitat since 2012? The incredible giant squid!
Most of us know the giant squid only through novels and science fiction movies. Scientists know them
from carcasses washed up on shore, floating in the sea, hauled up in fishing nets, or as remains found in
the stomachs of their main predator the sperm whale. They have been recently recorded in photographs
and videos.
Have your students read and analyze ancient myths, contemporary fiction, and movies about giant squids.
1. How do these sources characterize this rare creature?
2. Do you think these accounts are accurate?
3. What was your favorite myth or legend you found in your research?
EVA LUAT E
POST-VISIT
1. Write about your experiences at the Loxahatchee River Center.
2. Grade assessment and participation of the pre and post activities described in the Engage and
Elaborate sections.
3. Grade assessment on vocabulary and squid anatomy.
4. The teacher will observe and guide the students to assess their own learning.
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River Center | lrdrivercenter.orgST EM CO NNECTI ONS
Creating STEM Connections
Science - See standards listed above.
Technology
• Watch the River Center’s Science with Sam two-part series on Animal Adaptations. Research physical,
behavioral, and environmental adaptations and design the ultimate predator that also can be avoid
being prey.
• Science with Sam Volume 9: Animal Adaptations Part 1 https://www.youtube.com/watch?v=kEAy7fxh
8G8&list=PLA39R2PcEo32OY-s6Wp9bJE3ysTXj-Dqq&index=9
• Science with Sam Volume 10: Animal Adaptations Part 2 https://www.youtube.com/watch?v=ngdh6T
wq3mc&list=PLA39R2PcEo32OY-s6Wp9bJE3ysTXj-Dqq&index=10
Engineering
• Research Team Orca’s efforts in deep-sea exploration. Identify the technology that makes these
studies and findings possible. See how they use bioluminescence, stealth cameras, and deep-diving
submersible to learn about our oceans.
Mathematics - See standards listed above.
R ESO U R C ES
• The Search for the Giant Squid by Richard Ellis. Penhuin, 1999
• In Search for the Giant Squid (Smithsonian Institute) http://ocean.si.edu/giant-squid
• National Museum of Natural History http://www.mnh.si.edu/exhibits/ocean_hall/squid.html
• Giant Squid video www.teamorca.org
• Cephalopods: http://www.bbc.co.uk/nature/life/Cephalopod
• Humboldt Squid: http://www.bbc.co.uk/nature/life/Humboldt_Squid
• Common Cuttlefish: http://www.bbc.co.uk/nature/life/Common_Cuttlefish
• Octopuses: http://www.bbc.co.uk/nature/life/Octopus
• Nautiluses: http://www.bbc.co.uk/nature/life/Nautilida
• Edith Widder TED talks
o How we discovered the giant squid
o The weird, wonderful world of bioluminescence
o Glowing life in an underwater world
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River Center | lrdrivercenter.orgLOX AH ATC H E E R I V E R DI STR I CT
FOCUS AREA CONNECTIONS
• Solid Waste - Any solid wastes in the ocean can be eaten by squid, or their food,
causing health issues and potential fatalities. Solid wastes can also block seagrasses
from growing, further affecting the squid’s food source and its habitat. The LRD limits
the amount of solid waste entering the marine ecosystem by removing solid pollutants
through filtering and recycling wastewater before it re-enters the ecosystem.
• Wastewater - Clean water is a necessity for all aquatic organisms, and when
waste enters a water supply it can harm surrounding wildlife populations. Waste in the
natural water supply can cause bad bacteria growth that will hurt other living creatures
in the water including squid and their food source. As the LRD treats and recycles more
wastewater from the Town of Jupiter and neighboring areas, they can limit the amount
of potential septic overflows into the Loxahatchee River and the surrounding marine
ecosystems.
R I VER C E N T E R E XHI B I TS
Connecting the tour and the activity
• OYSTER REEF EST UARY E X H IB IT
H AN DS O N IT EMS : OYST E R S H E L L S
Take a minute and just observe the exhibit
Moving with the flow of the Loxahatchee River we enter the Estuary! The estuary is a unique
habitat-- it is the meeting point between the Loxahatchee River and the Atlantic Ocean!
There is a special type of water in the estuary called Brackish water, it is half saltwater, half
freshwater! Because the Estuary is in-between the river and the ocean, it has freshwater
flowing down from the river and saltwater flowing up from the ocean, mixing together to
create brackish water. The estuary is a protected habitat and for this reason is a nursery
for all kinds of aquatic life. One of the most unique creatures of the estuary is related to
the squid, can you spot it in the tank? It’s the oyster! Despite how different they may look
oysters and squids are both apart of the Phylum Mollusca, however they do have different
features! Oysters are a part of the class Bivalvia, meaning they have two valves, or shells!
Oysters have two shells on either side of them that close to protect the oyster’s soft,
squishy body! These shells help protect them from predators but also allow them to trap
water inside their shells to breath when the tide fluctuates. Oysters cannot move, they
are permanently fixed to the one spot where they started to grow. So how do they catch
food if they cannot move? Oysters are called filter feeders, they use their gills to suck in
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River Center | lrdrivercenter.orgwater, and their microscopic food- plankton. They do not need to move around to catch
their food when they can use their gills to bring food to them! One oyster can filter around
50 gallons of water per day, that’s a lot of water! How much water do you think an entire
oyster reef can filter in one day? A lot! If the oysters are filtering their food from the water
what else do you think they are doing to the water? Cleaning it! Oysters keep the water in
the estuary clean, which is beneficial to all the baby/juvenile fish and other creatures living
there. Compared to squids these animals seem very different; squids actively hunt for
food, unlike oysters, and their food is larger than that of oysters. Because of what squids
eat, fish, we are likely to find more contaminates such as mercury in their body, compared
to oysters that are filter feeders where we are more likely to see microplastic from filtering
water with contaminates. These are examples of biomagnification or bioaccumulation.
• DOCK PILIN G EXHIBIT
As we exit the estuary, we enter a busy habitat with lots of animal and human activity,
the lagoon and inlet (sometimes referred to as the Intracoastal Waterway). It is like a
superhighway for boat traffic, and for animals moving between the estuary and the ocean.
Animals that want their young to grow up in the estuary must travel from the ocean,
through the inlet and into the estuary to have their babies. With increased human-nature
contact there is more chance for point and non-point pollution in the intercoastal. An
example of point pollution would be a boat leaking oil in the water, where non-point would
be stormwater runoff entering the water from communities living on the intercoastal. This
can have negative effects on all the creatures in the intercoastal, not to mention the water
that will continue to flow into other habitats.
• CORAL REEF EXHIBIT
We have finally made it to the ocean, here we have saltwater surrounding our coral reef
habitat. However, there a few fish that we have seen before, we saw them in the estuary
where there is brackish water! As these fish got bigger, they made their way out of the
estuary, adapting to saltwater. Even though the ocean has a different kind of water than
the river or estuary all these habitats are connected together; the water that flows from
the river ends up in the ocean, it may change slightly but it is the same water. This means,
any pollutants that enter via the river or the estuary or the intercoastal will have an effect
on the coral reef and its inhabitants, such as squid! There are ways humans can help, by
reducing pollution around waterways, implementing oyster reef restoration, and creation/
instillation of artificial reefs. By lending a hand to nature we preserve habitats, and the
creatures that call them home, for ourselves and future generations.
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River Center | lrdrivercenter.orgP OST F I E LD TR I P LES S ON
Thank you for participating in a field trip at the River Center. We hope your students enjoyed
their experience learning about the Loxahatchee River ecosystems as well as the different
hands-on activities and animal encounters.
We are always looking for feedback and ways to improve our programs at the River Center.
Please take a couple of minutes to complete the River Center’s field trip survey. We would
really appreciate it!
https://www.surveymonkey.com/r/RCSchoolSurvey
Attended a Virtual Field Trip? Use this survey: https://www.surveymonkey.com/r/rcvirtual
Please refer to the 5E lesson plan and the “Elaborate” section as a post-lesson activity. This
is for you to utilize back in the classroom as a continuation of your experience at the River
Center. They are an educational, fun, and creative way to gain more knowledge.
We appreciate your support and interest in the River Center and our programs. Please contact
us with any questions or concerns. We look forward to seeing you and your students at the
River Center in the future!
River Center - Loxahatchee River District
805 North U.S. Highway One
Jupiter, FL 33477
(561) 743-7123 ext. 4200
(561) 743-6314 [Fax]
education@LRECD.org
www.LRDRiverCenter.org
Explore | Experience | Connect
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