Summer Worlds Tour 2011
Theme – Adaptations
Focus – Jellies
Activity Name - Jellies Parachutes
Duration – varies
Age group – All
Preparations – Bring out the parachutes. This activity would go better after campers have already seen
the exhibit.
Materials – parachutes
Special Arrangements (if necessary) – Going outside or to a large enough space inside?
Background info (if necessary) –
Procedures – This activity can be shortened or extended depending on the level of the campers and the
amount of time available. One, a couple, or all four of the following sections can be used, and in any
order. For younger students, asking them to imagine the parachute is a large jelly, for older students,
having them compare the parachute to a jelly.
-Jellies movement;
-Ask students to describe to you how jellies moved in the exhibit. They can demonstrate with
their bodies or use their words to describe.
-Help students to get the parachute moving like the bell of a jelly. How can they move the
parachute to mimic that movement?
-Movement of different species
-Now that we have the parachute moving, how can we change the movement to look like some
of the species of jellies we saw in the exhibit?
- Blue blubber jellies move rapidly and pulse their bells quickly. Sea nettles or moon jellies move
and pulse at a slower speed.
-For older campers, asking how different movements might be an adaptation to survival?
-Jellies body parts
-Ask them which parts of the parachute look like jelly body parts. Get them to explain that the
large part of the parachute is like the bell, and the fringe around the edges is like tentacles. Did
all the jellies they saw have these body parts? How do these body parts move on a jelly? Does
our parachute move the same way?
-Feeding
-Who remembers what jellies eat? (plankton) Have some students pretend to be plankton and
try running underneath the jelly when the bell is open. If they get through without touching the
tentacles they escaped, otherwise, they are food for the jelly. For older campers, you can
incorporate a discussion of nematocysts on the tentacles, and how their tentacles are adapted
for catching plankton.
Activity Name – Jelly Sun Catcher Craft
Duration – 30 minutes
Age group – ALL
Preparations – Have templates cut out of sturdy cardstock
Materials – Tracers, heavy paper for each camper, cellophane for each camper, yarn/string, hole punch,
scissors, tape or glue, possibly markers/crayons
Special Arrangements (if necessary) Background info (if necessary) Procedures –
-Have campers trace the jelly onto a piece of heavy paper and cut out their jelly. (For young campers,
we may want to already have them traced, and just have them do the cutting.)
-Campers will choose cellophane colors and cut rectangles to fit the openings in their jelly. (For young
campers, the cellophane pieces can be pre-cut.)
-Campers will tape or glue the cellophane to the back of the jelly so it shows through.
-Punch a hole in the top of the jelly and tie a loop of yarn/string so they can hang their sun catchers.
-If time allows, campers can add detail to their jelly with markers or crayons.
-Remember to write the camper’s name on their sun catcher.
-You can ask questions during the craft: How does this jelly look the same of different from the ones in
the exhibit? Are you choosing colors you saw in the exhibit or are you designing a new jelly? (You can
also review jellies anatomy, having them tell you which part of the jelly they are cutting out—tentacles,
bell, etc.)
Activity Name – Red Light, Green Light Jellies Species Game (Maybe a catchier name
that has something to do with Jelly movement)
Duration – At least 10-15 minutes, plus the travel time to get outside
Age group – I’m not sure if the youngest campers will remember the 3 species names, but I think from 6
years old and up.
Preparations – This activity would have to be done after the campers went through the Jellies exhibit
Materials – None
Special Arrangements (if necessary) - Outside, with enough room to move around
Background info (if necessary) – Familiarity with the movements of 3 species of jellies: Blue blubber
jellies move rapidly and pulse their bells quickly. Sea nettles move and pulse at a slower speed. Upside
down jellies pulse, but stay stationary on the bottom.
Procedures 1) After visiting the Jellies exhibit, ask campers to describe to you some of the jellies’ movements. They
can use their words to describe the movements or demonstrate by moving their bodies. Ask them
questions, depending on their age and level. Which kind of jelly moved like that? Do you remember
the name? How fast were they moving through the water? How fast was their bell pulsing? Did all the
jellies move at the same speed? Can someone demonstrate how that jelly moved in the exhibit? Does
anyone remember a jelly that stayed in one place?
2) Make sure campers describe the movements of at least the 3 species used in the game: Blue blubber,
Sea nettles, and Upside-down. If they have a lot to say about the moon jellies, the moon jellies can be
substituted for the sea nettles. If they haven’t mentioned these 3 species, ask them questions directly
about if they remember them and how they moved?
3) Explain to the campers that we’re going to play a game like Red Light, Green Light. How many of you
have played Red Light, Green Light? It’s ok if you haven’t, I’m going to explain the rules to this Jellies
version of the game. I’m going to stand at that end, and the rest of you are going to line up at this end.
You are only allowed to move like the types of jellies I call out. If I said Blue Blubber, how do you think
you should move? Right, you can move quickly, but remember to “pulse your bell” by moving your arms
too. What if I said, sea nettles? You can still move, but sea nettles move much slower than blue blubber
jellies. And, what if I called out Upside-down jellies? Yes, you can still pulse, but you can’t move your
feet at all, because Upside-down jellies stay in one place. If I see someone not moving like the jellies I
call, they’ll have to head back to the start line. Whoever reaches me first will get to call out the jellies
species. Any questions? (Maybe some interns/counselors can demonstrate if necessary.)
Activity Name – Jellies Exhibit Visit
Duration – 45 minutes (including travel time)
Age group – ALL
Preparations - None
Materials - None
Special Arrangements (if necessary) Background info (if necessary) Procedures – As you take campers through the exhibit, be sure to point out these things and ask some
questions:
1) Jellies species—A few of the activities require campers to think about different species, so make sure
they notice:
 Moon Jellies
 Sea Nettles
 Upside-Down Jellies
 Blue-Blubber Jellies
What do they notice about these jellies? What adaptations do they have that are the same and
different?
2) Ask campers, how are the jellies moving? Do any of the kinds of jellies move differently?
3) Notice the body parts of jellies, have them explore the diagram of jellies body parts. Have campers
look for tentacles and bells on the live jellies in the tanks.
4) Ask campers what they think jellies eat, and try to find the answer in the exhibit. Also have them
think about what kinds of animals might eat jellies.
Activity Name – Sea Turtles, Jellies, and Plastic bags
Duration Age group –
Preparations - Make “Jellies” and get together plastic bags (Ziploc and Dominick’s variety). Find bins to
hold water and activity. Make small quadrats out of PVC.
Materials – 3 Bins, 15 “jellies” made of plastic, 15 plastic bags, 2 quadrats, 2 plankton nets. Plastic fish
and crabs (all items split evenly between bins)
Special Arrangements (if necessary) – Set up in the back of the room on the tile, not carpet
Background info (if necessary) –
Procedures –
-Start with discussion questions about what animals might eat jellies for food (other jellies, some fish,
some species of sea turtles).
-Discuss with students what else might look like jellies, make a list of things that jellies and plastic bags
have in common in appearance (clear, thin, way the water moves them, etc.)
Activity set-up in the back of the room:
-Plastic bins full of water, representing the “ocean”
-Jellies made of cellophane and plastic bags in the water
-Younger ages, have them randomly pull one from the water. Tally how many are plastic and how many
are jellies. If choosing a jelly seems too easy, we can have the campers choose a jelly while blindfolded,
using only sense of touch. Perhaps even cool the water with ice to dull their sense of touch.
-Older grades can sample an area of the bin using a quadrat or a plankton net. Discuss how scientists
can count every jelly in the whole ocean, so they use different techniques for studying a sample. Explain
how scientists randomly select an area using a quadrat and then count everything they find in the
quadrat. They could also pull a plankton net through the water. Count how much of what they pulled
up are jellies and how much is plastic bags. Campers can share their results and compare between
groups. What were the pros/cons of the two methods?
-Closing empowering message about how students can help sea turtles, even living far from the ocean
by using less plastic bags and making sure the ones they do use get recycled properly
Activity Name – Jelly Tag
Duration – 15 minutes
Age group – Probably would work best with the 7-8 and 9-10 year old age groups
Preparations Materials Special Arrangements (if necessary) – Outside
Background info (if necessary) Procedures –
Campers would go outside and one participant is a sea jelly. They have nematocysts (stinging cells) that
sting the fish that swim by. All other participants are fish. As in typical tag fashion, the jelly tries to tag
the fish to paralyze them with their nematocysts. Once tagged, the fish turn bottom-up (stick their arms
and legs in the air while lying on their backs). Two fish can come by and bring them to a “safe zone,” by
carrying them by their arms and legs, to be revived and swim freely once more. Game continues until no
fish are left.