An Educator’s Guide

to the

uShaka Sea World Aquarium

How to make your visit to uShaka Sea World more educational.

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Table of Contents WELCOME ........................................................................................................................................................3

1. ABOUT USHAKA SEA WORLD, DURBAN ............................................................................................... 4

2. BACKGROUND INFORMATION ...............................................................................................................5

2.1. Why have aquariums? ......................................................................................................................5

2.2. Where do we get our seawater? .....................................................................................................5

2.3. Where do we get the animals?....................................................................................................... 6

2.4. What do we feed the animals at uShaka Sea World? ................................................................... 6

2.5. Who works at uShaka Sea World? ................................................................................................. 6

3. PLANTS AND ANIMALS AT USHAKA SEA WORLD ................................................................................. 7

3.1. Plants ................................................................................................................................................ 7

3.2 Invertebrates (animals without backbones) ................................................................................. 7

3.3. Phylum: CHORDATA (animals with backbones) .......................................................................... 12

3.4. Ecology of marine animals ............................................................................................................ 16

4. CONSERVATION ..................................................................................................................................... 17

5. WHAT CAN I DO TO HELP LOOK AFTER OUR SEAS? ............................................................................ 18

Some lesson ideas ........................................................................................................................ 18

6. TIPS TO MAKE YOUR GROUP VISIT MORE EDUCATIONAL ................................................................ 20

7. GLOSSARY………………………………………………………………………………………….….21

8. RECOMMENDED READING ................................................................................................................... 22

9. MAP OF THE AQUARIUM ...................................................................................................................... 23

How to use this guide

This booklet will help you to understand the exhibits that you see at uShaka Sea World a little better.

The labels alongside the exhibits in the aquarium will also help you to interpret the displays. To help

you find your way around uShaka Sea World, the bold and underlined words can be found on the map

on the back cover.

A glossary (the difficult words in the text are in italics and their meaning is in the glossary) and a

recommended reading list are provided at the end of this booklet. Extra reading is strongly

recommended, as it will make your visit to uShaka Sea World and your classroom activities much more

interesting - for you and your learners.

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Welcome

Dear Educator,

CONGRATULATIONS! You have discovered the exciting world of the oceans. The sea

provides an ideal theme for you to teach across the curriculum. This Educator’s Guide will help

you to make the most of your visit to uShaka Sea World by giving you some information about

the fascinating ocean world. You can then use this information to make your teaching more

interesting.

The sea is a wonderful theme for teaching all areas of learning - it is also fun, interesting and

relevant. We suggest that you plan lesson time in your year to focus on marine topics both

before and after your visit to uShaka Sea World. This will help to ensure that your learners

are well prepared for their visit and that their learning is consolidated once they return to

school.

This Educator’s Guide provides you with an introduction to uShaka Sea World, some

information about different groups of marine animals, and a few ideas for activity-based

lessons in the classroom.

The uSHAKA SEA WORLD EDUCATION CENTRE is continually expanding to meet the needs of

the community by modifying presentations, adding new workshops and activities. Our

programmes are aimed to help you, the teachers, and your learners. If you have any

suggestions - PLEASE do not hesitate to contact us. We are here to help you.

Regards,

Heidi Kilian

Formal Education Manager

PHONE NUMBER: (O31) 328 8195/6

ADDRESS: uSHAKA SEA WORLD EDUCATION CENTRE

P.O. Box 10712, Marine Parade, 4056.

KwaZulu-Natal.

E-MAIL: education@seaworld.org.za

WEBSITE: www.seaworld.org.za click on Education button

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1. About uShaka Sea World

uShaka Sea World incorporates the Aquarium, Dolphin and Seal stadiums and the African

penguin rookery. The income generated by uShaka Marine World helps to fund the marine

research done by the Oceanographic Research Institute (ORI), also housed in the complex,

and the uShaka Sea World Education Centre. The three divisions are run by the South African

Association for Marine Biological Research (SAAMBR), a non-government, not-for-profit

company.

The purpose of the South African Association for Marine Biological Research is:

“To contribute to the conservation of marine and coastal biodiversity and resources, by:

• Generating and disseminating scientific information, and

• Inspiring and empowering people”

The sea is not a limitless resource - many fisheries have collapsed because people have caught

too many fish. We need to encourage people to develop an understanding of and caring for

our oceans, if we want to continue to use and enjoy them. uShaka Sea World is an ideal

venue for encouraging and stimulating that understanding, by bringing within the reach of

everyone the reality of life beneath the oceans in all its diversity and beauty.

The uShaka Sea World Education Centre offers a wide range of activities and programmes

designed to suit different grades. We offer visits to the aquarium and dolphinarium. The

educational value of a visit to uShaka Sea World can be greatly enhanced by including a special

marine lesson in your visit. These 45-minute lessons are conducted in our Education Centre

and utilise the unique expertise and facilities available at uShaka Sea World.

We also offer exciting, hands-on 4-hour courses. Our courses for foundation phase learners

give a fun introduction to the sea, while intermediate and senior phase learners can learn

more about marine animals through a series of co-ordinated activities during our half-day

courses covering a variety of different curriculum-aligned topics. Specially designed F.E.T

courses for life sciences with introductory presentations are also available - Ecology,

Classification and Population Studies. All come alive during these hands-on workshops that

also cover conservation principles.

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Our free educators’ workshops give you an opportunity to learn more about the sea and how

the sea can be used in teaching across the curriculum.

A unique feature of the education program at uShaka Sea World is its flexibility - we try, as far

as possible, to adapt our programs to suit your specific requirements.

To find out more about our activities, please give us a call - 031 328 8195/6.

2. Background information

2.1. Why have aquariums?

Life beneath the oceans is difficult to see. Aquariums show us a seldom seen underwater

world, a world that covers over 70% of the surface of the earth. At uShaka Sea World your

learners can observe some of the fascinating marine animals and ecosystems that are

normally hidden from view. Aquariums contribute to the conservation of marine life by

showing people the different marine environments, thereby raising public awareness of their

value and the need to care for them.

2.2. Where do we get our seawater?

Water is the single most important ingredient in the care of marine animals. Seawater is

continuously pumped in from the sea through pipes at the end of the uShaka Marine World

pier. The water is filtered and cleaned to ensure that our animals always have clear, well-

oxygenated water, free of disease-causing agents.

DID YOU KNOW?

The uShaka Sea World Education Centre also runs specially designed workshops for

teachers at uShaka Sea World and in selected communities each month during term time.

More information is available from specially designed teachers’ manuals which are received at

the teachers’ workshops.

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2.3. Where do we get the animals?

The animals come from many different places:

� The aquarium staff collect fish and invertebrates from shallow reefs along our coast by

fishing and diving.

� Local aquarists and fishermen donate some animals to us.

� Many of the seals and penguins were brought to us as stranded animals.

� Most of our dolphins were born at uShaka Sea World.

The animals at uShaka Sea World are well cared for by specialists in their fields and some live

for many years.

2.4. What do we feed the animals at uShaka Sea World?

Our animals are fed a wide variety of food to keep them healthy. Most of the food is bought

from local fish wholesalers. We also grow our own live food for the small, specialised

feeders.

The smaller fish are fed on brine shrimp and fish food while the larger fish eat chopped

pilchard or other fish and squid. The sharks and penguins are fed a variety of different fish

while the dolphins and seals are fed high quality pilchard, octopus, squid and hake.

2.5. Who works at uShaka Sea World?

We employ about 200 permanent staff members, ranging from scientists and field technicians

to veterinarians, animal behaviourists and aquarium curators, teachers, divers and

administrative staff. Voluntary education guides also assist in the activities of the Education

Centre.

DID YOU KNOW?

uShaka Sea World offers a four-day holiday workshop on Marine Careers. Participants find

out more about many of the different career opportunities in the marine environment.

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3. Plants and animals at uShaka Sea World

It is important to realise that most of the plants and all the animals at uShaka Sea World are

dependent, in some way, on the sea - they are marine.

3.1. Plants

Many different plants live in the sea. Some are so small that you can only see them with a very powerful microscope (phytoplankton). Others are larger and can be seen in the aquarium. The plants provide food for the herbivores, which are in turn eaten by the carnivores. Plants also produce oxygen during photosynthesis. The oxygen is needed by fish and other animals to breathe. (Remember that respiration takes place in all living plant cells!) Look out for the plants in the exhibits - some are green and some are red.

Figure 1 Different seaweeds (or algae)

3.2 Invertebrates (animals without backbones) Representatives of most invertebrate phyla are visible in the aquarium.

(a) Phylum: CNIDARIA (Coelenterata)

Look out for the sea anemones and corals in the Coral Gardens displays. Near the Open Ocean

Exhibit you will see sea jellies.

These animals are all related to the hydra and share similar characteristics. They all have

hollow, sac-like bodies with one opening, the mouth. A ring of tentacles that have stinging

cells surrounds the mouth. These stinging cells are used to sting the prey, which can then be

pulled into the mouth. The corals are also cnidarians. The hard corals live inside a hard coral

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“home” that they produce. Many of them live together in large groups, and are famous for

the formation of huge coral reefs such as the Great Barrier Reef off the Australian Coast.

There are also examples of soft corals that have spicules in their flesh, forming a flexible

“skeleton” (in the Coral Gardens).

Figure 2 Sea anemone, jelly and hard coral

(b) Phylum: PLATYHELMINTHES (flat worms)

If you look carefully in the exhibit with the sea stars and sea urchins at the Coral Gardens

Gallery, you may occasionally see flatworms. Flatworms have simple leaf-like bodies and glide

along on a bed of fine hairs or by contracting their muscles. They have a front and a back but

no through gut.

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(c) Phylum: ANNELIDA (segmented worms)

If you look very carefully in the Coral Gardens Gallery at the hard coral exhibit, you might see

a fan worm with its feathery tentacles sticking out of its tube. The fan worm is a worm, similar

to the earthworm; however, it does not move around and builds itself a tube from which it

sends out tentacles to collect food and for respiration. The bristle worms have hundreds of

tiny feet for crawling around. Most bristle worms are scavengers and can bite!

Figure 3 Fan worm and bristle worm

(c) Phylum: ARTHROPODA (jointed limbs)

The rock lobster and crab are related to the insects such as locusts, beetles and flies, which we

all know. The crabs and rock lobsters, however, belong to a sub group called the

Crustaceans. They have a hard outer skeleton for protection, and have jointed legs for

locomotion. The outer skeleton cannot stretch or grow as the animal grows, so before the

animal can increase in size, it must climb out of its shell. This is called moulting. After

moulting, its new shell is very soft and the animal must grow very quickly before the outer

shell hardens again. These animals are very popular food items and they are protected by

regulations that make sure that people do not over-exploit them (collect too many). The rock

lobsters live in an exhibit opposite the Snorkel Lagoon.

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Figure 4 A barnacle, rock lobster and a crab

(d) Phylum: MOLLUSCA

The many types of snails, the octopus and the cuttlefish are all members of the mollusc family.

You probably know about the garden snail, which is also a mollusc. These animals all have a

soft body and are often (but not always) protected by a hard shell. The octopus and the

cuttlefish also have a soft body but they do not have an external shell. They have very good

eyesight and are able to quickly change their colour or swim away, to avoid their predators.

The octopus lives in an exhibit in the Snorkel Lagoon Gallery and there are a number of

molluscs in one of the exhibits at the Coral Gardens Gallery.

Figure 5 A cowry, a mussel and an octopus

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(e) Phylum: ECHINODERMATA

The interesting animals in one of the two centre exhibits at Coral Gardens are the

echinoderms. This group includes the sea stars, sea urchins, sea cucumbers and the brittle

stars. All of these animals have rough skins and bodies divided into five. Rows of little tube

feet stick out of their skin for locomotion. Look carefully at the sea stars on the glass and you

will be able to see the tube feet. The sea urchins have many sharp spines covering their

round bodies. When an animal dies, the spines fall off leaving the test or “shell”. You may

know these as the ‘sea eggs’ or ‘sea pumpkins’ often picked up on the beach.

Figure 6 Sea urchins, a sea star and sea cumbers

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3.3. Phylum: CHORDATA (animals with backbones) Sub-Phylum: VERTEBRATA

(a) Class: Reptilia (Reptiles)

Turtles are reptiles that are related to tortoises, lizards and crocodiles. Turtles use their lungs

for breathing and must swim to the surface to take a gulp of air every few minutes. You will

be able to see the turtles swimming to the top of the Turtle Lagoon for a gulp of air. Turtles

can hold their breath for a few hours when sleeping. In the wild, the female turtle returns to

the beach that she hatched on, to lay her eggs. After mating she clambers out on a quiet

beach at night to lay her eggs in a hole which she digs. She then covers the hole and returns

to sea. Of the many hundreds of eggs laid, very few will survive to adulthood, as the

hatchlings (baby turtles) are eaten by a wide variety of animals.

Figure 7 A Green turtle and a Leatherback turtle

(b) Super Class: Pisces (Fish)

All fish have an internal skeleton and breathe by means of gills. Fish are divided into two

groups - those which have a skeleton made of bone, and those with a skeleton made of

cartilage (you can feel cartilage in your ears).

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(i) Bony fish: There are many examples of bony fish in all the large exhibits. All

bony fish have one gill opening on either side of the head and their skin is usually covered in

scales. Fish use their fins for locomotion. Look carefully at the different fish and see if you

can see how the various fins are used for locomotion. Also look carefully at the different

shapes of the fish - can you guess which fish are fast swimmers and which are more likely to

be slow swimmers?

Figure 8 A typical bony fish with labelled body parts

In a number of the smaller exhibits you will see many fish that do not look at all like fish - the

sea horse and the razor fish are both specially adapted to swim vertically and are well

camouflaged amongst beds of seaweed. The eel is also a fish and has a fearsome set of teeth

to capture its prey of smaller fish. The stonefish is well camouflaged and looks just like a

stone. It has lethal spines to protect itself.

(ii) Cartilaginous fish: The cartilaginous fish include the sharks and rays. These fish

have five to seven gill openings on either side of the head. They are covered with a rough

skin made up of tiny spikes called dermal denticles. A shark has a number of rows of teeth in

its jaw and as one tooth falls out, it is replaced by another tooth from the row behind. Have a

good look at the ragged toothed sharks and you will see the many rows of teeth in their jaws.

The Open Ocean Exhibit is home to the rays. In the Large Shark Exhibit you will see ragged-

toothed sharks and guitarfish. In the Reef Predator Exhibit you will see a variety of smaller

sharks.

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It is important to remember that sharks play an important role in marine ecosystems, as they

are often the top predators. Although there are over 450 species of shark worldwide, very

few of these (less than 20%) grow to a size large enough to potentially harm humans.

Figure 9 Cartilaginous fish - a ragged tooth shark and a honeycomb ray

(c) Class: Aves (birds)

Penguins are birds - they are warm-blooded and are covered in feathers. Penguins are not

able to fly, but can swim very quickly through the water where they catch their food.

Penguins have special adaptations like waterproof feathers to keep themselves warm in the

icy Antarctic where most species are found. However, the African Penguin is endemic to

South Africa, and is only found on the south-western coast of Africa, living in colonies on 24

islands between Namibia and Algoa Bay. It is listed as critically endangered on the IUCN red

data list due to egg and guano harvesting and a decrease in fish numbers, which is affecting

the breeding of the African penguin.

Figure 10 An African Penguin.

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(d) Class: Mammalia

Seals and dolphins are warm blooded and give birth to live young that they suckle. Humans,

dogs and cats are also mammals. Look carefully for the dolphin’s blowhole near the top of its

head. It has the same function as our nostrils, which take air to the lungs for breathing. Long

ago the ancestors of dolphins lived on land, but dolphins have become so completely adapted

to aquatic life that, if stranded on a beach, they will die.

The dolphin’s streamlined body is powered by up-and-down beats of the tail fluke, enabling

them to achieve speeds of up to 30km per hour. Dolphins have a special ‘sixth sense’ known

as echolocation. This helps them to detect their food and avoid predators.

The skeleton inside the entrance of the ship will give you a good idea of the similarities

between a whale skeleton and a human skeleton.

Figure 11 A seal and a dolphin

At the Dolphin Stadium listen carefully to the information given by the presenters that

accompanies the Dolphins’ behaviours. This presentation will give you and your learners

valuable information about marine mammals.

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3.4. Ecology of marine animals

Now that you know something about the animals we have at uShaka Sea World you can look

at where they live, their adaptations, feeding habits, movement and their interactions with

other animals.

Habitat

This means the place where the animal lives. Each habitat has a different set of environmental

conditions, e.g. temperature, food supply, type of terrain (rocky or sandy) and depth.

Different animals are adapted to live in different habitats.

Food Web

Animals must eat to live. Most plants make their own food by using the energy from the sun.

Plants are, therefore, the start of the food web, as animals eat them. Animals that eat plants

(called herbivores) are then in turn eaten by other animals (called carnivores). When animals

die, their bodies become food for yet other animals - the scavengers and decomposers. All

plants and animals in the sea are linked in this way, and are all dependent on each other. This

is why it is important to look after all marine life and not only the animals we use - all animals

are linked together in the ocean food web.

Protection

Animals have developed various ways to protect themselves from their enemies, the

predators. Some are able to disguise or camouflage themselves so that their predators do not

see them (e.g. the octopus and the razor fish). Others have protective devices such as

poisonous sharp spines, or a hard outside covering to protect themselves (e.g. the sea urchin

and the rock lobster). Others can swim very fast to escape their predators (look at the tuna in

the main tank). The predators on the other hand, have adaptations to avoid being seen by the

prey, so that they can approach them undetected.

Locomotion

Watch carefully to see how the different animals move. Do they use legs or fins? Do they

move quickly or slowly? The movement of animals depends very much on their body shape,

habitat, what they eat and what eats them.

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4. Conservation

Most of us are aware of the effect that man has on his environment -it is easy to see smoke

pouring out of a factory or rubbish lying on the side of the road. But, not many people are

aware of the impact that man can have on the sea, as it is an area that we can only see a little

of. The world's oceans play a critical role in regulating our weather and providing us with

essential oxygen. Billions of people around the world rely on the sea for their food. People

also use the oceans for transport, waste disposal, defence and recreation. However, if people

do not use the sea wisely, pollution and overfishing may ruin parts of the oceans forever.

The small Durban Bay exhibit at the end of the aquarium is a good place for you to discuss

conservation with your learners. This exhibit displays some of the pollution found in the

Durban Bay. In this exhibit we make sure that the “rubbish” does not harm the animals. In

nature, this is not the case, as dolphins, birds, fish and turtles may be tempted to eat the

plastic or paper and may die. They may also become tangled up in nylon, or get stuck in tin

cans.

It is important to realise that we are all partly responsible for the pollution in the sea. We can

all help to prevent pollution by picking up litter and by making sure that all rubbish is put into

dustbins. We can also recycle our waste, or contact the municipal authorities when we see

factories discharging effluent into the environment.

We need to understand the effects that people have on the marine environment, and that is

why marine research is so important. The results of marine research help us to find the best

methods to protect our marine environment while, at the same time, being able to use it

wisely.

Figure 12 A trawl net catching fish. The hake that we eat is caught like this.

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5. What can I do to help look after our ocean?

Here are some suggestions for you to share with your learners:

� Throw all rubbish in a bin

� Separate rubbish for recycling.

� Drive your car less - to reduce pollution and the risk of oil spills.

� Save water.

� Do not buy animals or plants illegally taken from the wild.

� Do not collect more marine animals than is legal.

� Do not collect animals that you will not use.

� Put back all the animals you look at - they will not survive at home in a bucket.

� Do not collect animals that are smaller than the minimum size (the size at which they’re

able to reproduce for the first time.

� Report to the authorities any factories that you see dumping into the rivers or storm water

drains.

� Learn as much as you can about conservation and the sea. Talk to people about

conservation and about what you have learnt at uShaka Sea World.

Some lesson ideas Here are a few lesson ideas for you. Most of these lessons can be adapted for different

grades.

� Ask you learners to think about an animal that they saw at uShaka Sea World. Ask them to

then act out the movements and feeding of that animal. You and the rest of the class

should then work out the animal being acted out. Make sure that the learners are not just

guessing; try to get them to use the clues that the actor is giving them. Divide the class

into different teams who could then compete.

� Let each learner invent a marine animal based on what they learned at uShaka Sea World.

This could be used as a fun exercise for younger learners, and as a natural science lesson

for older learners, where factors such as what the animal eats, where it lives, who eats it

and how it protects itself can be included. The learners can also make a model of the

animal out of mud or plasticine.

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� Select marine related words for spelling and sea stories for comprehension activities.

� Make a list of fish names, e.g. catfish, hammerhead shark, parrot fish, butterfly fish,

surgeon fish, trigger fish, etc. Have you ever wondered how fish got their names? Was it

from their looks, behaviour, habitat, etc.? Let the children write a paragraph on “How the

................. got its name”. Younger learners may draw a funny picture based on the fish’s

name.

� Let your learners write an essay or short story about their visit to uShaka Sea World. The

following can be used as useful story beginnings:

� This morning I woke up with gills like a fish. I jumped out of bed and.......

� If waves could talk, they would say.......

� A day in the life of a ............(select a marine animal).

� Let your learners discuss how life in the sea is similar to, and different from, life on land.

Compare ways animals move, find food, protect themselves, etc. Do this in groups and

then let the groups report back to the class.

� Discuss with the class the best way to educate people about the value of sharks. Older

learners should ask their families and friends what they think about sharks. Ask them to

list the different responses to the question "Do you like sharks?" Discuss the responses,

why do many people dislike sharks? Can education assist people to understand sharks

better? Are fears of sharks unfounded? Let the learners each design a “SAVE THE SHARK”

poster, based on their study of people’s attitudes to sharks.

� Ask your class to collect pictures or newspaper articles about the sea. Stick them up on a

board or on the wall in a corner of your classroom. Add to this collection through the year

and slowly group the articles and pictures into different topics - pollution, fishing, laws and

regulations, surfing, sailing, shipping, weather, animals, scenery, etc. Slowly your learners

will get an idea of just how important the sea is to people and how we all rely on the sea in

some way.

� Let your class discuss their visit to uShaka Sea World. Did the trip increase their

understanding of the marine environment? What was their most important discovery at

uShaka Sea World?

� Let your learners discuss pollution and conservation. Try to encourage them to explore

their own feelings about conservation. A debate with one team for conservation and one

team against conservation, may help to stimulate thought on the subject.

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� Why is the sea important? Ask your learners to list the reasons why they feel that the sea

is important. Ask them to group the reasons into different categories - recreation, food,

economics, defence, weather, transport, etc. Discuss the economic importance of the sea.

� Use counting activities as a basis for a marine maths lesson.

� Gambit eats about 10 percent of his body weight per day. If he weighs about 500kg,

how many kilograms of fish would Sea World feed to Gambit each week? If that fish

costs R10/ kg, how much would it cost Sea World to feed Gambit each month?

The visit to uShaka Sea World will stimulate and interest many of your learners. Use this

interest to make your teaching easier by using marine examples.

6. Tips to make your group visit more educational

Your role is to help guide your group's looking, learning and thinking. Do this by asking lots of

questions and encouraging your learners to ask questions. Do not be afraid to say, "I do not

know - where can we find out the answer to that question" (you are not expected to be an

expert on the sea).

� You may find some answers in the information boards alongside the tanks.

� You may find some answers if you simply observe the animal for a few minutes.

� You may find some answers by asking the guides on duty in the Aquarium.

� The Education Centre staff are there to help you - ask them.

If you cannot find an answer at uShaka Sea World - write the question down and look the

answer up in a library.

Each school visiting uShaka Sea World on an education concession (except on Sundays or

public holidays) is escorted by an Education Guide who will give the learners some basic

information at each of the large exhibits. Do not hesitate to ask your guide questions. Each

school visit to sea World is planned and structured to ensure that the learners gain the most

from their educational visit.

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7. Glossary

adaptation: a characteristic (body part, behaviour, etc.) that helps a plant or animal to

survive in its environment.

camouflage: a behaviour, shape, colour and/or behaviour pattern that helps an animal or

plant to blend in with its surroundings.

carnivore: an animal that eats the flesh of other animals.

ecology: the study of how plants and animals interact with their environments.

ecosystem: a group of plants and animals that live in a particular area. Includes both the

living components and the non-living components of an area.

environment: the surroundings or all external conditions that affect the life and development

of an organism.

habitat: the place where a plant or animal usually lives (its home).

herbivore: an animal that eats plants.

invertebrate: an animal without a backbone.

marine: of the sea.

organism: a living thing.

phytoplankton: minute plants found drifting in the sea

pollution: harmful substances deposited in the environment.

predator: an animal that kills and eats other animals.

prey: an animal that is killed and eaten by another animal.

recycle: the collection and processing of manufactured materials to reuse, either in the

same form or as part of a different product.

scavenger: an animal that eats dead plants and animals or their parts.

vertebrate: an animal with a backbone (vertebral column)

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8. Recommended reading

uShaka Sea World Education Centre:

Treasure Chest Educator’s Guide

Science on Sea Educator’s Guide

Underwater Reefs Educator’s Guide

(These booklets are available to teachers that attend uShaka Sea World Teachers’

Workshops.)

Share-net

http://learningthroughnature.co.za/share-net-resources/

More detailed information is available from your local library.

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9. Map of the aquarium