Hello, fellow Adventurers, Mr. Marc here!
On today’s episode, Mr. Marc traveled to the undersea lost city of Atlantis. Wow, what
an adventure! We dove down to the bottom of the ocean, got chased by a shark, leaped
over giant clams, and escaped sea snakes. We also found the secret entrance to Atlantis
and beat Mr. Lazy to save the energy crystal.
Thanks to Professor Maddison, we were introduced to a lot of great information. We
learned about the different marine life found in the ocean and how they’re able to
breathe above and below the water. We found out about the legend of Atlantis and that
scientists need evidence to prove something is true. We also learned about
photosynthesis! Now we know how plants make food. We not only learned about what
plants eat, but we also learned about what foods we need to eat to make sure we have
enough energy to get through our day!
While we need to exercise our muscles to keep our bodies fit, we know we need to
exercise our minds, too. That’s why our team at Adventure to Fitness created these
additional “mind adventures” for you to share with your students. There’s one mind
adventure for each grade level, each incorporating the Next Generation Sunshine State
Standards. We’ve also included vocabulary and literature recommendations to increase
your students’ brainpower even further.
Remember Adventure Guides: Be swift, be safe, and be adventurers!
Mr. Marc, out!
VOCABULARY
1. CATACLYSM (noun): A violent upheaval that causes great destruction or brings
about a fundamental change.
2. CAVERN (noun): A large underground chamber, as in a cave.
3. CLOUD (noun): A visible body of very fine water droplets or ice particles
suspended in the atmosphere at altitudes ranging up to several miles above sea
level.
4. CORAL (noun): A rocklike deposit consisting of the calcareous skeletons secreted
by various anthozoans. Coral deposits often accumulate to form reefs or islands in
warm seas.
5. CRYSTAL (noun): A homogenous solid formed by a repeating, three-dimensional
pattern of atoms, ions, or molecules and having fixed distances between
constituent parts.
6. EXHALE (verb): To breathe out.
7. FISH (noun): Any of numerous cold-blooded aquatic vertebrates of the superclass
Pisces, characteristically having fins, gills, and a streamlined body and including
specifically: Any of the class Osteichthyes, having a bony skeleton. Any of the
class Chondrichthyes, having a cartilaginous skeleton and including the sharks, rays,
and skates.
8. INHALE (verb): To draw (air or smoke, for example) into the lungs by breathing;
inspire.
9. KELP (noun): Any of various brown, often very large seaweeds of the order
Laminariales.
10. KRILL (noun): The collection of small marine crustaceans of the order
Euphausiacea that are the principal food of baleen whales.
11. LEGEND (noun): An unverified story handed down from earlier times, especially
one popularly believed to be historical.
12. MAMMAL (noun): Any of various warm-blooded vertebrate animals of the class
Mammalia, including humans, characterized by a covering of hair on the skin and, in
the female, milk-producing mammary glands for nourishing the young.
13. MICROSCOPIC (adjective): Too small to be seen by the unaided eye but large
enough to be studied under a microscope.
14. MINERAL (noun): A naturally occurring, homogeneous inorganic solid substance
having a definite chemical composition and characteristic crystalline structure,
color, and hardness.
15. OCEAN (noun): The entire body of salt water that covers more than 70 percent of
the earth's surface.
16. PHILOSPHER (noun): A student of or specialist in philosophy.
17. PHOTOSYNTHESIS (noun): The process in green plants and certain other
organisms by which carbohydrates are synthesized from carbon dioxide and water
using light as an energy source.
18. PLANKTON (noun): The collection of small or microscopic organisms, including
algae and protozoans, that float or drift in great numbers in fresh or salt water,
especially at or near the surface, and serve as food for fish and other larger
organisms.
19. POSEIDON (noun): (Greek mythology) the god of the sea and earthquakes in
ancient mythology; brother of Zeus and Hades and Hera; identified with Roman
Neptune.
20. SEA SPONGE (noun): Sponges are animals of the phylum Porifera. Their bodies
consist of jelly-like mesohyl sandwiched between two thin layers of cells.
SUGGESTED READINGS

Aquamarine by Alice Hoffman

Blue by James DeVita

D'Aulaire's Book Of Greek Myths by Ingri D'Aulaire and Edgar Parin D'Aulaire

DIVE!: My Adventure in the Deep Frontier by Sylvia A. Earle

Dolphins at Daybreak (Magic Treehouse #9) by Mary Pope Osborne

How Whales Walked into the Sea by Faith McNulty

Living Sunlight: How Plants Bring The Earth To Life by Molly Bang

Subterranean Tours: Atlantis --- A Traveler's Guide to the Lost City by Jeff
Kurtti

The Magic School Bus Plants Seeds: A Book About How Living Things Grow by
Joanna Cole

The Music of Dolphins by Karen Hesse

Twenty Thousand Leagues Under the Sea by Jules Verne
Imagine a Place…
Suggested Grade Level: Kindergarten
Next Generation Sunshine State Standard: LA.K.3.1.2 The student will prewrite by
drawing a picture about ideas from stories read aloud or generated through class
discussion.
Overview: In this mind adventure, students will use their imaginations and images from
the Atlantis Aquaventure episode, to illustrate Atlantis before it sank.
Content Area: Language Arts
Required Materials:
 Crayons
 Pencil
 Construction paper
Time Required: 15-20 minutes
Procedures:
1. Discuss some of the images of and information learned about the Lost City of
Atlantis in the Atlantis Aquaventure episode.
2. Tell kids to use their imagination and draw a picture of Atlantis before it sank to
the bottom of the ocean.
3. Display students’ work or have them share their pictures with the class.
Sink or Swim
Suggested Grade Level: First Grade
Next Generation Sunshine State Standard: SC.1.P.8.1 Sort objects by observable
properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light),
texture, and whether objects sink or float.
Overview: Due to a mighty cataclysm, Atlantis sank into the depths of the ocean never to
be seen again. In this mind adventure, students will experiment with items to see if they
sink or “swim.”
Content Area: Science
Required Materials:
 Bowl (one for each pair of students)
 Water
 Pencil
 Rubber band
 Sponge
 Paper clip
 Rubber duck
 Eraser
 Tooth pick
 Plastic spoon
 Olive oil
 Leaves
 Dice
 Penny
 Construction paper
 Scissors
 Paste or glue


ATF Worksheet
Paper towels (just in case)
Time Required: 20-25 minutes
Procedures:
1. Collect the items needed for the experiment.
2. Explain what it means when an object sinks and what it means when an object
floats.
 An object will sink if it weighs more than the water it pushes away, and an
object will float if it weighs less than the water it pushes away. Many
children believe that heavy objects sink and lighter objects float. Point out
that some heavy objects like boats float, while relatively lighter objects
such as coins sink.
3. Have students work in pairs for this activity. Give each pair all of the items that
will be used during the experiment except for the water and olive oil.
4. As a class predict which items will sink and which items will float.
5. Next instruct students to fold their construction paper in half (hotdog style). On
one side of the paper write “Sink” and on the other side write “Float.”
6. Tell them to experiment with each item by placing it in their bowl of water. If it
sinks they should cut the picture out and glue it under sink. If it floats they
should cut the picture out and glue it under float.
7. Now provide each pair of students with their bowl of water. You probably want to
do this in area that can get wet.
8. When students finish experimenting with all items come around and pour a
tablespoon of olive oil in their water.
9. Discuss outcomes as a class.
Habitat Sweet Habitat
Suggested Grade Level: Second Grade
Next Generation Sunshine State Standard: SC.2.L.17.2 Recognize and explain that
living things are found all over Earth, but each is only able to live in habitats that meet
its basic needs.
Overview: Atlantis Aquaventure takes place in the ocean. In this mind adventure students
will illustrate the appropriate habitat for the given animal or plant.
Subject Area: Science
Required Materials:
 Pencil
 Crayons
 Manilla or white construction paper
 ATF Worksheet
Time Required: 20-30 minutes
Procedures:
1. Talk to your students about some of the habitats around the world. Discuss what
kind of animals or plants would live there and why. For example: animals living in
the Arctic need to stay warm so they might have a thick fur coat.
2. Provide each student with a worksheet and sheet of construction paper.
3. Have students fold the construction paper into four different sections.
4. Cut out each of the animals or plants found on the ATF Worksheet.
5. Using the four different sections of the construction paper, tell the students to
illustrate a different habitat for each animal/plant, gluing that animal/plant into
the scene.
6. Discuss answers as a class, making sure to provide reasons behind them.
Name: ___________________________________________________________________________
Habitat Sweet Habitat
The Lost City of Atlantis
Suggested Grade Level: Third Grade
Next Generation Sunshine State Standards: LA.3.3.2.2 The student will draft writing
by organizing information into a logical sequence through the use of time-order words and
cause/effect transitions.
Overview: Due to a mighty cataclysm, Atlantis sank into the depths of the ocean never to
be seen again. In this mind adventure students will pretend to be a citizen of Atlantis the
day it sank and write a journal entry describing what happened.
Subject Area: Language Arts
Required Materials:
 Pencil
 Paper
Time Required: 25-30 minutes
Procedures:
1. Provide each student with the writing prompt or write it on the board for the class
to see.
Imagine you are a citizen living in Atlantis. You wake up just like any other day.
Only today is no ordinary day. Today Atlantis will become the Lost City of
Atlantis. Write a journal entry explaining the order of events that happened on
this very sad day. What were you doing when the catastrophe hit? What
caused Atlantis to sink? What did you do to escape?
2. Give students 25-30 minutes to write a journal entry from the perspective of a
person living in Atlantis the day it sank.
3. Ask volunteers to read their entries.
Making a Difference
Suggested Grade Level: 4th Grade
Next Generation Sunshine State Standard: SC.4.L.17.4 Recognize ways plants and
animals, including humans, can impact the environment.
Overview: Centuries ago a mighty cataclysm destroyed Atlantis. Today people’s actions
are responsible for destroying environments. In this mind adventure, students will write
their government with ideas about helping the environment.
Background Information:
In many parts of the world, overfishing is a big problem. This is causing certain kinds of
fish to become endangered. Endangered fish can impact food chains and life throughout
the ocean.
Oil spills and other forms of pollution can cause problems for many living things and
affect ocean food chains. Garbage in our communities can sometimes end up in the oceans
through sewers that drain to bays. Illegal ocean dumping is a huge source of pollution in
our oceans and seas. Today there are several "islands" of garbage; one such example in
the Pacific Ocean is larger than the state of Texas.
http://www.brainpopjr.com/science/habitats/oceanhabitats/grownups.weml
Content Area: Science
Required Materials:
 Pencil
 Paper
Time Required: 30-35 minutes
Procedures:
1. Share the above background information with your students.
2. Discuss different ways you can help protect the environment.
3. Tell students to write to their government leaders to make their voices heard
about the changing planet.
4. Ask volunteers to read their letters.
Now You See It, Now You Don’t
Suggested Grade Level: 5th Grade
Next Generation Sunshine State Standard: SC.5.P.8.2 Investigate and identify
materials that will dissolve in water and those that will not and identify the conditions
that will speed up or slow down the dissolving process.
Overview: While down in the ocean, Mr. Marc discovered caverns that were partially
formed by minerals that couldn’t dissolve in the water. In this mind adventure, students
will do some dissolving of their own.
Read more: How to Dissolve Sugar & Salt in Water | eHow.com
http://www.ehow.com/how_6364199_dissolve-sugar-salt-water.html#ixzz12iw9WXHf
In the right conditions, when solid particles meet liquid particles they can mix together
to form a special mixture called a solution. This process is called dissolving.
A solvent is what dissolves in water. As surface area and temperature increase the speed
of dissolving increases. Stirring also increases the dissolving process.
Content Area: Science
Required Materials:
 Sea salt
 Kosher salt
 Granulated sugar
 Powdered sugar
 Water (Room temperature and hot)
 Clear plastic cups labeled
 Timer or Clock with second hand
 Tablespoon
 Pencil

ATF Worksheet
Time Required: 20-25 minutes
Procedures:
1. Put students into groups of four.
2. Tell students to write their group’s predictions on the provided worksheet.
3. Fill four cups 3/4 full with room temperature water.
4. Write down the starting time.
5. Using the tablespoon, add the salt and sugar into each of the labeled cups of
water. Dip the spoon into the water and stir the solution two or three times,
allowing the salt and sugar particles to mix with the water. Remove the spoon.
6. Allow the glass of water to sit undisturbed for several minutes. If a significant
amount of sugar and/or salt was used, the water will likely turn cloudy.
7. Stir the solution again once you see salt and sugar settling on the bottom of the
container. Continue stirring until all salt and sugar particles have dissolved.
8. Record the time when each of the salt and sugar particles dissolve completely.
9. Repeat the above steps using hot water.
Name: ________________________________________________________
Now You See It, Now You Don’t
SEA SALT
KOSHER
SALT
GRANULATED
SUGAR
POWDERED
SUGAR
1. Which will dissolve the fastest using room temperature water? _______________________________
2. Which will dissolve the slowest using room temperature water? ______________________________
Solid Particle
Sea Salt
Kosher Salt
Granulated Sugar
Powdered Sugar
Time Started
Time Completed
1. Which will dissolve the fastest using hot tap water? ________________________________________
2. Which will dissolve the slowest using hot tap water? _______________________________________
Solid Particle
Sea Salt
Kosher Salt
Granulated Sugar
Powdered Sugar
Time Started
Time Completed