![]() ![]() Tell students that they will simulate an oil spill. Have the group write their observations on their worksheet as breathing trial 3. ![]() Ask the student to describe how the air flowed through the trunk to the other group members. Have the same student suck through the straws again to ensure that the pneumatophores are still working. Explain that the rocking should cause the water to slosh but should be gentle enough to leave the sediment in place. Prompt students to gently rock their tray back and forth to simulate waves and tidal changes.Instruct the group to write down their observations on their worksheet as breathing trial 2. Have the same student suck through the straws again to ensure that the snorkel roots are still working. Explain that this is how a black mangrove tree “breathes” in an anoxic environment. Instruct them to keep the lenticels of the snorkel roots as clear of dirt and water as possible. Have students carefully “plant” their tree in the sediment in the tray.Have them write down their observations on their worksheet as breathing trial 1. Have each group choose one student to try to suck air through the top of the “tree.” Ask the student to describe to the other group members how the air flowed through the trunk.After the holes have been made, have students fully stretch and then bend the straws so that the “roots” of the tree are sticking upward like the pneumatophores or snorkel roots of the black mangrove tree.Ask students to think about why the model represents the habitat of a black mangrove, rather than a white or a red mangrove-and why black mangroves are especially vulnerable to the oil spill. Explain that these holes simulate the lenticels on the roots of the black mangrove tree. Most of the holes should be made in the side of the straws, with a couple at the bottom through the tape. Have students use pins to poke 8-12 holes in each straw from the flexible section down. Have students secure a piece of tape over each of the straws’ openings near the bend. Have students use 1-3 rubber bands to secure the straws above the flexible portion to create the “trunk” of their tree. Ask students to group six straws together-placing the flexible portions of the straws at the bottom. ![]() Keep filling with water until the mixture is saturated with water and there is ¼ inch of water over the soil/sand mixture. Have students pour water into the pan, covering all of the soil/sand mixture. Have students place a mixture of sand and soil into the bottom of their pan.Have each small group create a model of the black mangrove ecosystem. Distribute a copy of the worksheet Mangrove Demonstration and Observation to each group.Ĥ. Divide students into small groups of 3-6 students each and have them move to their assigned stations where materials are set out. Explain that they will learn how a mangrove gets air in a healthy environment and explore how oil affects mangrove health. Tell students that they will create a model of a black mangrove tree in a mudflat environment. Use the definitions from the handout and the Background & Vocabulary tab to help familiarize students with the terms. Write on the board the vocabulary terms anoxic, drop roots, lenticels, pneumatophore, prop roots, sacrificial leaf, salt excluder, salt excreter, sediment, and substrate. Make sure students know the terminology for the different parts of a mangrove tree. Use the images to point out the different features of the red, white, and black mangrove trees that live in the tropical and subtropical regions of the world. Then display the photo gallery of mangrove trees. Distribute copies of the handout Mangrove Biology to each student and have students read it independently or in small groups. There are three primary species of mangroves that live in the tropics and subtropics in the United States. The subtropics are between 20-40 degrees latitude in both hemispheres. Explain to students that the subtropics are a climate region found north of the Tropic of Cancer and south of the Tropic of Capricorn. There are 70 species of mangroves that live in the tropics and also the subtropics. Explain to students that the tropics are a climate region generally found between the Equator and the Tropic of Cancer and the Tropic of Capricorn. Project the MapMaker Interactive and use it to geo-locate the Tropic of Cancer and the Tropic of Capricorn. ![]()
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