Aliens in Our Oceans: Cephalopods
Superior Sense-Abilities - created by Faye Josephson

Concept
Synopsis
Background
Into Activity
Through Activity
Assessment
Extensions
Resources
References

Enduring Idea/ Concept:

Adaptations exhibited by various members of this class of animals; compare and contrast sensory development among these animals. Students will speculate why one group of cephalopods developed differently from the other and eventually evolved different traits over time. Students will debate why nautiluses are called living fossils.

Synopsis of Lesson:

Students will discover that cephalopods possess the highest intelligence of all invertebrates. They are smart and fast, and have large brains. They are curious, can learn from their environment and like to play when they are bored. They have very highly developed senses: touch, taste, smell, sight. Most have large, well developed eyes. Students will research and demonstrate how these animals use their senses to survive and prosper.

Background Information:

Why the fascination with cephalopods anyway? They are invertebrates, commonly seen as inferior to vertebrates. But invertebrates make up 95% of all animals, and cephalopods are thought to be the most intelligent of all invertebrates now living. Experiments have shown that cephalopods have fast learning curves and scientists are currently debating whether or not they can learn by observation (Neale, 2002) and some think that they develop distinct personalities (Mather). Cephalopods, especially octopuses (Wood, 1999), have attained a level of sensory and neural development that facilitates the performance of highly complex adaptive behaviors, which makes them the most intelligent of invertebrates. (Oldfield, 2002) As a result, they have developed some pretty neat adaptations. For example, Cephalopods can change the color and texture of their skin in the blink of an eye and most scientists agree that at least some species use color patterns to communicate. (Mather, 1999) Octopuses are studied because they exhibit intelligent behavior like making choices among toys based on either color or texture ( Messenger, 1996), can learn the best route through a maze, and often “play’ with their human caregivers. (Woods, MARE Training 2002; Mather & Anderson ) Squid use visual displays to attract a mate and communicate their level of interest in a particular suitor. (Mather, 1999) Cuttlefish will arrest their instinctive predatory behaviors if taught to do so (Agin et al, 1998), and anyone who watches when they are fed will notice that they beg for food. (Mather, 1999) Speaking of which, there is even a scientific paper about personality of cephalopods! Other Cephalopod abilities include jet power, production of ink decoys, regeneration of lost limbs, and exponential growth of the young. (Wood, 2002)

They have excellent eyesight, which they employ as successful predators within their various habitats. This adaptation has risen to a level where it is believed that their eyesight rivals that of humans. (Monks) When captive, octopus and cuttlefish they will track caregivers as they move about outside the tanks, and jet water at them to get attention when they are bored (Mather, Anderson, Wood) and Octopuses have been observed directing their “water gun” at pesky fish that hover outside their dens in the ocean. (Mather & Anderson, 1999) One scientist reported the repeated jetting at the sight of one particular laboratory worker! ( Wood, 1998) If confronted with a bobbing object in their tank, octopuses methodically inspect it manually, and then send it spinning by jetting it away, patiently wait for it to return, and then do it again as a form of entertainment! And if confronted with multiple objects, they react differently with each object. (Mather & Anderson, 1999; Anderson & Wood, 2001)

As a group, cephalopods are amazing animals: the manual dexterity of octopuses, the speed and grace of squid, and the signaling capacity of cuttlefish all indicate the sensory development of these animals.

Into Activity: Superior Sense-abilities

Students will design an experiment that demonstrates the salient sensory adaptations and high intelligence of one order of cephalopod.

Time: 1 to review experimental design; 2-3 for research; 2 to develop presentation.

Materials:
Varies with what the students devise. Limit according to available resources and whether or not they conduct the experiments.

Procedure:

1. Have students form new groups and have them research a different (third) cephalopod type.
2. Research can be either web-based or text based. How deep the students research the topics depends on age/development, time and resources. See Sources Cited below for specifics.
3. Have each group focus on one cephalopod type and look for patterns in sensory development.
4. Groups should be able to answer the following from their research:

• What particular senses are outstanding or unusual for this type animal?
• How do these superior sense(s) help this animal to survive and adapt in the cold, cruel ocean?
• Is there a great deal of variation in the way that these animals use this sense?
• How does this sense vary from that of other invertebrates? How does it vary from other vertebrates?
• How does this animal employ this superior sense(s)?

Through Activity:

1. Groups will design an experiment that demonstrates how this animal uses the superior sense(s), and then perform the experiment, if time allows. Students will discuss experimental design and procedures as necessary to conduct the experiment. Students can consult with their Health teachers for background about how the senses enable animals to survive.
2. For example: Octopuses have excellent sight and are very clever; squid have superior ability to move quickly and confuse predators; cuttlefish have sensory abilities related to their ability to change color to match their surroundings; nautiluses are ancient and armored. Students should be able to build on previous research and presentations from the other groups, as well as past experience with experimental design.
   *** Teacher may need to review the steps for Scientific Method or parameters for experimental design. See resources below.

Assessment:

Formative for unit; summative for this project. Students have accumulated a vast body of knowledge based on their research about these animals. The teacher must develop a rubric that includes all the elements that are critical to experimental design, including the demonstration element.

Deeper Depths/Extensions

1. Have students contact local Biological facilities to get ideas about how to experimentally demonstrate the superior senses of these animals. Students could write letters to various individuals/resources. Many websites list resident experts for students to contact. Resource list follows.
2. Have students visit local research hospitals/universities for onsite tours that focus on how the senses help animals to survive and how the development of superior senses help animals to adapt over time. Have the students query the scientists about experimental design, including failures.

Internet Resources:

Rubric Builder: http://landmark-project.com/classweb/tools/rubric_builder.php

Experimental Design Online:
Experimental Design: www.sytsma.com/phad530/expdesig.html
Intro Level: www.isd77.k12.mn.us/resource

Biological Experts Online:
Newton: www.newton.dep.anl.gov/ (link to ‘Ask a Scientist Service’ or Teacher & Curriculum Support’)
Oceanlink: http://oceanlink.island.net (link to ‘Ask a Scientist’)
Smithsonian: www.sciam.com(link to ‘Ask the experts’)
Cephbase: http://cephbase.nrcc.utmb.edu

References

Agin, V., L. Dickle, Chicery& M-P. Chicery. 1998. “Evidence for a specific short term memory in the cuttlefish Sepia officianalis.” Behavior Processes. Vol. 43: 329-334.

Anderson, R. C. & J. B. Wood. 2001. Enrichment for Giant Pacific Octopuses: Happy as a Clam? Journal of Applied Animal Welfare Science, Vol. 4(2):157-168.

Mather, J. A. 1998. How do octopuses use their arms? Journal of Comparative Psychology. Vol. 112(3): 306-316.

Mather, J. A. 1999. Mating games that squid play. In: The Cephalopod Page: http://is.dal.ca/~ceph/TCP/mather.html Wood, J. B., Ed.

Mather, J. A. and R. C. Anderson. 1993. Personalities of octopus. Journal of Comparative Psychology. 107(3):336-340.

Mather, J. A. and R. C. Anderson. 1999. Octopuses are smart suckers! Online: www.manandmollusc.net/smart_suckers.html

Moriyama, Tohru; and Yukio-Pegio Gunji. 1997. Autonomous learning in maze solution by Octopus.
Ethology. Vol. 103(6), Jun 1997, 499-513.

Monks, N. 2002. A Broad brush history of the Cephalopod. In: The Cephalopod Page http://is.dal.ca/~ceph/TCP/evolution.htmlWood, J. B., Ed

Oldfield, R. G. 2002. “Choice of arm usage in a Giant Pacific Octopus, Enteroctopus dofleini, is based on relative proximity to objects of interaction.” In: The Cephalopod Page: http://is.dal.ca/~ceph/TCP/arms.htmlWood, J. B., Ed

Prager, E. J. 2000. “How do squid and octopuses change color?” In: Ask an expert, Scientific American. www.sciam.com/expert Recovered 8/15/02.

Wood J.B. 1998. Cuttlefish Husbandry. Online: The Cephalopod Page http://is.dal.ca/~ceph/TCP/
Wood, J.B. Webmaster. Originally published in Freshwater and Marine Aquarium Magazine. Vol 21: 7-10.

Wood, J. B. 2002. MARE Training, Jacques Cousteau National Estuarine Research Reserve.

Wood J.B. and Wood D.A. 1999. Enrichment for an Advanced Invertebrate. In: The Cephalopod Page, http://is.dal.ca/~ceph/TCP/(in Adobe Acrobat format) This article originally appeared in The Shape of Enrichment 8(3): 1-5, a trade journal for zookeepers and professional aquarists.