Some ocean animals have specialized physical characteristics that allow them to meet their needs and survive in the specific ocean zone they live in.
While each class is different, it is estimated that the activities in this lesson
will take around 35-45 minutes to complete.
Warm Up and Watch: 15 minutes
Whole Group Activity: 7 to 11 minutes
Coloring Activity: 10 to 12 minutes
Explore at Home: 5 to 7 minutes
- Identify similarities and differences between the sunlight ocean zone (the surface) and the deep ocean zone (the abyss)
- Define what bioluminescence is
- Explain how animals in the deep use bioluminescence to survive in their environment
- Splash and Bubbles episode: “Lu the Explorer”
- Equipment to show the class the episode
- Classroom set of glow-in-the-dark wands, bracelets, necklaces, and stickers
- Stopwatch or timer
- Dark Deep Dwellers Handout
- Glow-in-the-dark crayons
- Coloring table and chairs are recommended
- Class set of Flashlight Fish! Handouts
Warm Up and Watch
Before beginning the video, say, “Let’s watch an episode of Splash and Bubbles together. Who can tell me some of the names of the fish friends in the show?” Allow students to mention their favorite characters, and make sure Splash, Bubbles, Dunk, and Ripple are mentioned, along with a defining characteristic, i.e., Dunk is frightened of new things, Ripple is quiet and calm, etc. Then say, “In today’s show, we’ll meet a new fish friend, named Lu. See if you can spot Lu right away—and what makes Lu different from the other fish we know.”
- Start the Splash and Bubbles episode: “Lu the Explorer.” When the characters are discussing visiting the dark Deep and Splash says, “I don’t get it—why don’t you want to go? It will be a fun adventure!”, at approximately 2:38, press pause and ask, “Why do you think Dunk is afraid to go to the Dark Deep?” Have students come up with several answers, then play the video.
- When Lu swims up to the other fish and says, “Hi there!” at approximately 4:40, pause the video. Point out Lu, the brown Deep Sea Anglerfish, to the students and tell them that she is the fish they were looking for.
- When the characters first meet Lu, and Dunk says, “I just thought you’d be, uh… kind of…uh…you know…”, at approximately 5:13, press pause and ask, “What do you think Dunk expected Lu to be like?” Have students come up with several answers, then play the video.
- When Lu and Bob give their surprise to Dunk, and Lu says, “He doesn’t belong here in the deep, so can you take him back to the surface?”, at approximately 11:42, press pause and ask, “Why do you think Lu and Bob gave Dunk the clusterwink?” Have students come up with several answers then play the video.
Very Special Fishies Sing-Along
This activity is targeted to aural, visual/spatial, and tactile/kinesthetic learners
Prep: Print out a classroom set of "Very Special Fishies." Under a blank sheet of paper on the literacy easel, write down the words to the song. If needed, write each of the two verses on different pages.
Instructions: In a class circle, review the definition of bioluminescence, and ask students for examples of the animals from the episode who were bioluminescent. List them on the literacy easel, and follow up by having students identify how the bioluminescence helps each character—write this on the easel as well. (This can be hung up in the classroom as a continuity aid.) Review how bioluminescence is important for animals—including fish—in the Dark Deep not only to see, but also to communicate and avoid predators.
Ask students how they might be able to remember what they’ve learned today about bioluminescence, and allow students to provide ideas. Explain that one way to remember things that are important to us is to make up a song about them. Turn the page on the literacy easel and reveal the words to the song, “Very Special Fishies.”
Then, have students stand up and teach them this song, “Very Special Fishies,” set to the tune of “Itsy-Bitsy-Spider.” As you sing, model the hand gestures for students so they can imitate them. Have students repeat the song for mastery.
At the end of class, hand out a sheet to each student so that they can bring it home. Tell students to teach the song and the hand motions to their parent or guardian at home.
Coloring Activity: Dark Deep Dwellers!
Prep: Ensure that each student will receive his/her own clean handout and pencil, and there are enough glow-in-the-dark crayons for all students in the center to share.
Instructions: Briefly explain to students that this will help them review what they’ve learned about the ocean zone Splash and his friends visited in the episode, the Dark Deep. They can work independently, or with a partner if they prefer. At this learning center, students should:
1. Print their name at the top of the handout in pencil.
2. Identify and circle three words that describe the Dark Deep in the list on the handout.
3. Identify and circle three animals that live in the Dark Deep on the handout.
4. Color in the three Dark Deep animals with the glow-in-the-dark crayons.
5. At the end of the center, this can either be a take-home review or be collected as an assessment. (They can also be hung up in the classroom as continuity aids.)
Explore at Home: Deep Sea Discovery Treasure Hunt
This activity is targeted to tactile/kinesthetic learners and will engage creative thinking and critical thinking skills in a concrete way.
Print out a classroom set of these handouts and ask students to complete this activity with their parents at home.