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The following questions and answers are about the ocean, tides, currents, and more. This PowerPoint can be used in the class to spark discussions and learn the amazing answers to questions like "how much oxygen comes from the ocean?", "how deep is the ocean?", and "why is the Gulf Stream current important to Ireland?" This PowerPoint may be used for educational purposes and the images must retain all of their image copyright details. Marine Institute

This item has been digitised from The Marine Institute library archive. A localised translation of common Irish fishes names into Irish, compiled by G. P. Farran.

The children will design and create a poster that describes a fish (or animal from the ocean) that they would like to be. The children will describe their favourite fish’s appearance, its habitat and the food it likes to consume by participating in oral language, reading and writing activities. Tá na páistí chun dearadh agus cruthú póstaer a dhéanann cur síos ar an t-iasc (nó ainmhí ó na farraige) ba mhaith leo a bheith. Déanfaidh na páistí cur síos ar cuma, an gnáthóg agus an bia a itheann an t-iasc is fearr leo trí pháirt a ghlacadh i gíomhaíochtaí teanga labharha, léitheoireachta agus scríbhneoireachta.

The Explorers The Good, The Bad + The Ugly: My Deep Sea Workbook introduces children aged 10 - 12 to the fascinating animals of the deep seas, their adaptations to survive, the science of deep sea exploration, and the threats facing them. This book is full of photos, fun facts, and fun activities that have been created to help inspire teachers and children to learn about these incredible creatures as well as engaging in learning about the ocean. The book support STEM, as well as a range of cross curricular lessons and activities including science, maths, English, and the arts. Contributors: Eimear Manning, The Camden Education Trust The Explorers The Good, The Bad + The Ugly: My Deep Sea Species Workbook is an accompanying workbook to the Deep Sea Species: An Introductory Book for Children which introduces children aged 10 - 12 to the fascinating animals of the deep seas, their adaptations to survive, and the threats facing them. Marine Institute

The Seashore Safety and Conservation Guide provides a checklist for planning a trip to the seashore. The checklist covers: Access / Facilities; Risk Assessment; First Aid / Emergency; Tides / Changing Tides / Weather forecast; Volunteers; Games and Activities; Designated Meeting Point; Clothing; Equipment; Games and Activities; Safety on the Seashore - in the classroom / on the seashore. The guide also provides a Conservation Code which adopts some key ‘do and don’t’ actions while on the seashore. This covers good practice from beach cleaning activities to taking care of the animals while exploring.

Develop an increasing awareness of plants and animals that live in local marine environments including the seashore, seas and oceans of Ireland. After learning all about the seashore and other marine related lessons, this quiz can be used to evaluate the student’s knowledge of the marine related living things and natural environments. The table quiz can be used as a guide, highlighting facts about the marine environment and some of the animals that live there. Funder: Marine Institute

Abstract The present study investigated arsenic's effects on mummichogs (Fundulus heteroclitus), while also examining what role that gender or exposure age might play. Adult male and female mummichogs were exposed to 172ppb, 575ppb, or 1,720ppb arsenic as sodium arsenite for 10 days immediately prior to spawning. No differences were noted in the number or viability of eggs between the groups, but there was a significant increase in deformities in 1,720ppb arsenic exposure group. Total RNA from adult livers or 6-week old juveniles was used to probe custom macroarrays for changes in gene expression. In females, 3% of the genes were commonly differentially expressed in the 172 and 575ppb exposure groups compared to controls. In the males, between 1.1-3% of the differentially expressed genes were in common between the exposure groups. Several genes, including apolipoprotein and serum amyloid precursor were commonly expressed in either a dose-responsive manner or were dose-specific, but consistent across genders. These patterns of regulation were confirmed by QPCR. These findings will provide us with a better understanding of the effects of dose, gender, and exposure age on the response to arsenic. correspondence: Corresponding author. Tel.: +1 864 646 2187; fax: +1 864 646 2277. (Bain, Lisa J.) lbain@clemson.edu (Bain, Lisa J.) Department of Biological Sciences, University of Texas at El Paso - El Paso--> , TX--> - UNITED STATES (Gonzalez, Horacio O.) Department of Computer Science and Engineering, University of South Carolina - Columbia--> - SEYCHELLES, UNITED STATES (Hu, Jianjun) Department of Biological Sciences, Clemson University - Clemson--> - SEYCHELLES, UNITED STATES (Gaworecki, Kristen M.) Department of Biological Sciences, Bridgewater State College - Bridgewater--> - MOROCCO, UNITED STATES (Roling, Jonathan A.) Department of Biological Sciences, Clemson University - Clemson--> - SEYCHELLES, UNITED STATES (Baldwin, William S.) Department of Chemistry, University of Texas at El Paso - El Paso--> , TX--> - UNITED STATES (Gardea-Torresdey, Jorge L.) Department of Biological Sciences, Clemson University - Clemson--> - SEYCHELLES, UNITED STATES (Bain, Lisa J.) UNITED STATES (Bain, Lisa J.) MOROCCO SEYCHELLES UNITED STATES Received: 2009-06-24 Revised: 2009-09-09 Accepted: 2010-04-10

Using quiz cards about the seashore, the children will work in teams and take part in a relay game (including running, walking, jogging, sprinting, jumping) to test their knowledge about species on the seashore.

The aim of the lesson plan is for the children to explore new interests and perspectives through reading about the effects of marine litter. The students will continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materials.