World Oceans Day at ZSL London Zoo. Trail Worksheets: Teachers Notes KS3 & KS4

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1 World Oceans Day at ZSL London Zoo Trail Worksheets: Teachers Notes KS3 & KS4 How to use these notes The notes in this pack will help to structure an ocean-focused self-guided activity at ZSL London Zoo for KS3 and KS4 groups. They are separated into these 3 exhibit areas and will support the activities in each exhibit as set out per the trail booklet (available on the ZSL website- Text highlighted in blue = answer to tasks set out in the booklet Text highlighted in yellow = prompts of where to find the relevant information World Oceans Day trail suggested route The World Oceans Day trail route focuses on three exhibit areas of ZSL London Zoo as shown in the map below and numbered in order of appearance in trail booklet: 1. Aquarium 2. B.U.G.S. 3. Penguin Beach

2 Below are details of areas on the 2015 National Curriculum that are relevant to the tasks in relation to this activity: Science KS3 Science KS4 Geography KS3 Working scientifically - make predictions using scientific knowledge and understanding - interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions Working scientifically -the ways in which scientific methods and theories develop over time -using a variety of concepts and models to develop scientific explanations and understanding Human and physical geography - understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems -identify further questions arising from their results Interactions and interdependencies - the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere -the interdependence of organisms, including food webs Genetics and evolution -differences between species -changes in the environment may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction - appreciating the power and limitations of science and potential ethical issues which may arise Ecosystems - organisms are interdependent and adapted to their environments -positive and negative human interactions with ecosystems -the importance of biodiversity Earth and atmospheric science -the Earth s water resources and obtaining potable water -evidence, and uncertainties in evidence, for additional anthropogenic causes of climate change -the importance of maintaining biodiversity Earth and atmosphere -production of carbon dioxide by human activity and the impact on climate -Earth as a source of limited resources and the efficacy of recycling

3 Before your visit to ZSL London Zoo Do we need to protect the oceans? Why? This activity has a literacy focus; students should be using the correct spellings and punctuation when rewriting this extract. Definitions of keywords such as sustainable; biodiversity; environments; global; endangered; threats may need to be addressed in order to make the most of their time at ZSL London Zoo World Oceans Day is an annual celebration of the world s oceans. As an invaluable resource, the ocean provides us with numerous benefits including protein, oxygen, transport, renewable energy, climate regulation, livelihood, recreation, wonder and scientific discovery! Everyone on the planet depends on a healthy ocean. Ask the students to discuss and outline how they personally value the ocean; why they think the ocean is in trouble and what happens if we do nothing about it? What is ZSL doing to help protect the oceans? ZSL is a dedicated charity that recognises the importance of improving the management and sustainable use of aquatic resources. ZSL staff are involved in a range of different projects to target the problems that affect the ocean. A few examples are: - Project Ocean; - Chagos Archipelago - EDGE corals - Project Seahorse - Net Works - Fish Nets - Angel Sharks - Net-Works - Pitcairn Islands - Eel conservation Information about individual projects can be found around the Zoo and online:

4 During your visit at ZSL London Zoo Seahorses The seahorse area displays native seahorses and pipefish and a sample of their habitat in the UK. The students can identify TWO species of seahorse that are found in the UK in this exhibit: these are the Long-snouted seahorse and the Short-snouted seahorse. Explore the Threats to seahorses board so the students can list the threats and find out how everyone can help. The answers are in found in the table below: Threat Use in traditional Asian medicine Bycatch from shrimp fishing Collection for souvenirs What we can do to help Never buy medicines that contain seahorses Buy only MSC certified fish and seafood Never buy souvenirs that contain seahorses Corals students can use the information around the coral exhibits to find out that corals are living organisms made up of tiny animals called coral polyps Corals are important for people because: - They provide jobs and resources for millions of people who live near them - They act as a natural buffer- protecting vulnerable shorelines from waves and storms What is happening to coral reefs around the world? Information can be found in Trouble in Paradise section of interpretation around the coral exhibits. Threats to corals are listed below: -destructive fishery practices -overfishing -Pollution -careless tourism -warmer sea temperatures caused by climate change- leads to coral bleaching and disease -increased ocean acidity- reduces corals ability to build hard skeletons If time allows, find the Confiscated Corals section in the Aquarium and encourage a quick discussion about what is happening to coral reefs out in the wild and whether they need protection and why (leading on to previous findings/discussions of why corals are important to animals and humans) The Coral Nursery exhibit shows how our Aquarists grow new corals from the confiscated coral collection. Coral cuttings will be sent out to other aquariums around Europe. This ensures the good use of confiscated corals and also reduce the demand for wild corals.

5 Marine Protected Areas (MPAs) Students are encouraged to find out how MPAs help coral reefs. The Chagos exhibit has information around it that allows the students to find out about Marine Protected Areas- these are areas of the ocean where fishing is banned and they allow the sea life in it to flourish. Chagos is located in the Indian Ocean Chagos is currently the largest MPA in the world and in 2010 ZSL helped the British Government to establish this. ZSL scientists regularly have expeditions to Chagos to study the benefits of unspoilt reefs to all marine life and even us humans. Other areas of the Aquarium to explore: Explore the Amazon area and encourage the students to find out the threats that freshwater animals face and how they compare to marine animals. Threats to fresh water fish: - Habitat destruction - Introduction of new competing animals and plants - Pollution and removal of water for human use The information and displays in the Aquarium show a variety of examples of work that ZSL is involved with to help to protect marine and freshwater environments: - research and community projects worldwide working with local people - Net-Works turn fishing nets into tiles - enforce regulations to stop the illegal import and trade of organisms - EDGE corals project (Corals section) - climate change projects stopping deforestation etc. On leaving the Aquarium exhibit gather students together to discuss their findings. Most importantly, encourage the students to think about how everyone s actions will have an impact! Everyone can help: - only buy sustainably sourced seafood blue Marine Stewardship Council logo - take part in beach clean ups - recycle and dispose of your rubbish sensibly - do not release foreign/pet species into UK waterways - do not buy souvenirs/medicines/pets/plants illegally or from unsustainable sources

6 During your visit at ZSL London Zoo The B.U.G.S. exhibit house displays a variety of organisms that highlight the importance of BIODIVERSITY- not just creepy crawlies! B.U.G.S. stands for Biodiversity Underpinning Global Survival Over 140 different species are found in B.U.G.S. and they highlight the importance of biodiversity! The B.U.G.S. exhibit includes many aquatic species such as the ones featured in the World Oceans Day booklet. Jellyfish The jellyfish section of the activity encourages students to compare and describe the differences between two species of jellyfish. This will allow the students to understand that jellyfish can live in a range of different aquatic habitats: Jellyfish description habitat Moon jellyfish Clear/translucent, 4 circles/horseshoe shapes at the top of its body (bell), numerous flowing tentacles Cold water, North Atlantic Upside-down jellyfish Upside down, stripes on bell, thick white tentacles facing upwards Shallow water, mangrove swamps, Indo-Pacific The jellyfish display information will provide ideas to complete the What do jellyfish eat? questionzooplankton; shrimps; plankton. Some jellyfish can produce their own food (upside- down jellyfish) using algae that live in their tissues as well as catching food as listed above. Encourage the students to think about how jellyfish catch their food (using their tentacles)- by observing the animals in their exhibits (maybe try to see if they are being fed at the time of your visit).

7 Life on the Seashore The spotter sheet for British seashore organisms will highlight the fact that biodiversity can be right on your doorstep in local waters! The animals in the spotter sheet will be present in the aquatic exhibits in this area of B.U.G.S. and the students can tick the ones they can find. There are many food webs displayed in the information around B.U.G.S. The students are asked to suggest the impact of one of the organisms in this food web was removed. This should prompt them to identify that all organisms in this food web are interdependent, and that removing one would have an effect on the other organisms in this food web. For example, if the shark was removed, the number of herring could increase as they wouldn t have as many predators. This could mean that more herring would eat more zooplankton and there may not be enough zooplankton to feed other organisms that depend on this food source such as whales! The B.U.G.S. house information displays a range of actions for humans that will help to save biodiversity, some suggestions are shown below as a guide: - choose wood from sustainable sources - Don t buy strawberries in winter - Buy a battery recharger - Switch off TV properly! - Say no to carrier bags-plastic - Wear a jumper & turn down heating - Use peat substitutes in your garden - Buy recycles unbleached loo paper - Recycle aluminium cans - Think of dolphins when buying tuna!

8 During your visit at ZSL London Zoo Students can find out what species of penguin live at ZSL London Zoo by looking at the signs around Penguin Beach. There are two species of penguin at ZSL London Zoo: Penguin species Habitat Red List Status Humboldt South America, Pacific coast Vunerable Rockhopper Chile, Northen Antartica islands Endangered The threats that penguins face out in the wild are mainly: Overfishing Climate Change Disease Climate change- increase in sea temperature may lead to lack of food availability- this affects Rockhopper penguins particularly. Other species (that live in Antarctica) may be affected by reduced areas of sea ice (from warmer temperatures) where some penguins raise their chicks and decrease in food availability also. Overfishing- fish are a major component of these animals diet. Commercial fishing depletes food resources- eg overfishing of the Peruvian Anchovy let to its population decline- this affects the Humboldt penguins diet and penguin population numbers suffered as a result. Humans can help- buying sustainably caught fish with the MSC logo to help with the overfishing threat (ensuring plenty of food is available for penguins) and recycling, reducing and reusing materials to help towards the climate change threats.

9 Human activities have NEGATIVE IMPACTS on freshwater and marine organisms; students should have collected information from the suggested locations around the Zoo to be able to complete this final activity: introducing invasive species dams & weirs blocking waterways dumping rubbish climate change - increasing ocean temp & acidity Negative impacts taking organisms as souvenirs or pets destructive fishing practices pollution by chemicals from agriculture overfishing mining & oil extraction