Transcript Doing Hands-On Science with Students

NOAA Learning Ocean Science through
Ocean Exploration Curriculum
Doing Inquiry-based Science with Students:
•Direct observation
•Manipulate variables under natural
conditions
•Use model systems which can be
manipulated in the classroom
•Learning Ocean Science through Ocean
Exploration of necessity concentrates on
using model systems.
•Essential that students understand the
relationship between the model and the real
thing. OE website gives them access to the
real thing.
LESSON PLAN 2
Page 16
A WATERED-DOWN
TOPOGRAPHIC MAP
1897 Contoured Map of Monterey "Submerged
Valley," Now Called Monterey Canyon
Deploying Side-scan SONAR
Ring of Fire Expedition
Side-scan SONAR
Multi-beam SONAR
Multi-beam SONAR Swath
NOAA OE Scientists at Sea
Bathymetric contour
map of Davidson
Seamount, showing
the dive tracks for
each day.
About 200 miles
from Woods Hole,
MA, flat-topped
Bear Seamount
rises
approximately
2000 meters from
the surrounding
ocean floor to a
depth of 1100
meters.
Hudson Canyon off New Jersey/Long Island
Sound
Astoria Canyon off Washington/Oregon
Alderdice Bank, Gulf of Mexico
Mid-ocean Ridge System
Earth’s longest mountain range (35,000 miles)
2/3 of Earth’s surface formed at mid-ocean ridges
Mid-Atlantic Ridge
Galapagos Rift Spreading Center
What is This?
Above Sea Level
400’
300’
200’
100’
0
Below Sea Level
100’
100’
200’
200’
300’
300’
400’
400’
500’
500’
Land or Sea?
100’
100’
200’
400’ 200’
300’
300’
300’
400’
400’
500’
500’
100’
200’
100’
200’
300’
400’
A Watered-down Topographic Map
Part 1
•Students would use the descriptions to
make the geologic features in a MODEL
ocean. The geologic features have been
pre-built with clay for this workshop in the
interests of time.
Part 2
Read the cards to decide which feature you
have. Follow the student worksheet to make
a bathymetric contour map your feature.
Read all the instructions BEFORE you start!!
LESSON PLAN 4
Page 25
Mapping Deep-sea Features
Gulf of Alaska Expedition
False-color Multibeam Data Over Satellite Imagery
Mapping Deep-sea Features
Translate a data table into a false color
image map and then into a 3-D model of a
seamount
1. Use the Student Handout with depth
ranges and the Bathymetric Data Reduction
table to make a false color map.
2. Make a 3-D visualization of a seamount or
a submarine canyon. Assemble the foam
pieces in the same color order from deepest
on the bottom to shallowest on top.
Bathymetric Map of Loihi Volcano, Hawaii’s
Youngest, Off the Southeastern Coast of the
Big Island
Loihi Seamount
Mariana Arc Volcano
http://www.learningdemo.com/noaa
www.learningdemo.com/noaa/
NOAA Learning Object Lesson 4
Subduction Zones
Use “Bathymetric Maps” as a possible
follow-up activity/assessment activity
after Lesson Plans 2 and 4
LESSON PLAN 8
Page 64
The Biggest Plates on Earth
Plate Boundaries, Page 46
Convergent Plate Boundaries
Oceanic to Continental
Oceanic to Oceanic
Divergent Boundary – Galapagos
Spreading Center
www.learningdemo.com/noaa/
NOAA Learning Object Lesson 2
Mid-ocean Ridges
Use “Seafloor Spreading Activity” as a
possible follow-up activity/assessment
activity after LP 8.
LESSON PLAN 9
Page 69
The Galapagos Spreading Center
Hydrothermal Plumes
www.learningdemo.com/noaa/
NOAA Learning Object Lesson 2
Mid-ocean Ridges
Use “Explore Mid-Ocean Ridges” as an
introductory activity for LP 9.
Use last segment of “Lesson” to introduce
formation of hydrothermal vents.
LESSON PLAN 11
Page 80
Volcanoes, Plates, Seamounts, and Island
Chains
Page 85
LP 8, 9 & 11 – Ocean Literacy Essential
Principles and Fundamental Concepts
EP 1
Earth has one big ocean with many
features
FC b. Ocean basins features vary due to
movement of Earth’s lithospheric plates.
EP 2
The ocean shapes Earth’s features
FC e. Tectonic activity influences physical
structure and landforms.
LESSON PLAN 13
Page 100
All That Glitters…
Threadnose Bass – NW Gulf of Mexico
Brisingid Sea Star
Forcepia Sponge
with lasonolides – cancer
treatment
Spiny Oyster
Deep-sea Spider Crab
Spanish Flag
North Carolina Continental Shelf
Tiger Rockfish
Porcelain Crab
Hydromedusa Atolla tenella
Ocean Zones
Many abiotic factors contribute to zonation in the
ocean: vertical and horizontal components
• pressure, light, temperature, salinity, dissolved
oxygen, mineral nutrients
Vertical zonation is featured in the OE curriculum.
• Examines light and the impact passing through
water has on light in the ocean.
• photic or epipelagic (0 - 200m)
• mid-water or mesopelagic (200 - 1000m)
• aphotic or bathypelagic (below 1000 m)
Light Zones in the Ocean
PHOTIC/SUNLIGHT ZONE – 200 m.
Plants thrive, food relatively abundant
DYSPHOTIC/TWILIGHT ZONE – 1000 m
Dim light can not support plants, reduced
food (20% of photic zone production),
temps. 23 >> 4 degree C . (thermocline)
APHOTIC/MIDNIGHT ZONE-below 1000 m
Perpetual darkness, only 5% of photic zone
food production, 4 degree C. temp
COLOR SPECTRUM
ROY G BIV
LOW ENERGY
>>>>
HIGH ENERGY
Coloration of Animals as a Function of Depth
LP 13 & 14 – Ocean Literacy Essential
Principles and Fundamental Concepts
EP 5 Ocean supports great diversity of life
FC d. Ocean biology provides unique examples
of adaptations
FC f. Ocean habitats defined by environmental
factors…such as…light
LESSON PLAN 14
Page 105
Light at the Bottom of the Deep Dark Ocean
If you drag a net out in
the open ocean from
1000 m to the
surface, 80 to 90% of
the animals caught
(mostly fish, shrimp
and squid) will be
bioluminescent. That
doesn't include all the
bioluminescent
jellyfish that get
shredded by the net.
- Dr. Edie Widder
Bioluminescent Fish, Squid, Jellyfish and
Shrimp
Deep-sea fish, Photostomias guernei, with a
built-in bioluminescent "flashlight“ to help it
see in the dark.
Blackdevil angler fish with a luminescent
lure used to attract prey & identify herself
to potential mates
Deep sea shrimp spewing bioluminescence
to blind or distract a predator
Ocean Explorer Web Site
http://oceanexplorer.noaa.gov
Bioluminescence Resources
http://www.biolum.org/
+ Search “Bioluminescence” on OE Web site
www.learningdemo.com/noaa/
NOAA Learning Object Lesson 6
Deep Sea Benthos
Use “Bioluminescence – A Light in the
Darkness” with Lesson Plans 13 & 14
•How might these lessons fit into your current
curriculum?
•Do you see opportunities for integration with other
subject teachers at your school?
•Can you think of other teachers who might be
interested in this curriculum and Web site?
•What kinds of strategies might you use for
activities within the OE curriculum?
Sea to Shining Sea Map
Add this Web site to your map:
http://www.mcbi.org/shining_sea/s2ss_globe.htm