Related: OLP#7: The ocean is largely unexplored.
LESSON PLANS AND ACTIVITIES
Click on a lesson plan or activity name to learn more about it
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I, Robot, Can Do That
/ NOAA Ocean ExplorerStudents describe and contrast three types of underwater robots. Students discuss the advantages and disadvantages of using robots in the exploration of the ocean. Students identify a robotic vehicle that best suits a specific exploration task.
For more information:
http://oceanexplorer.noaa.gov. -
How Diverse is That?
/ NOAA Ocean ExplorerStudents discuss the meaning of biological diversity. Students will compare and contrast the concepts of “variety” and “relative abundance” as they relate to biological diversity. Students calculate the appropriate numeric indicator that describes biological diversity of communities given the abundance and distribution data of species in two communities.
For more information: http://oceanexplorer.noaa.gov.
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Head to Foot
/ NOAAThe lesson begins with a broader introduction on new species discovered around seamounts, then narrows down through mollusks to focus on squids. Students research and write reports on squids covering their body forms, feeding behavior, movement, and interesting facts.
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Frozen Out
/ NOAA Ocean ExplorerStudents explain the concepts of indicator species and microhabitats. Students compare and contrast “average regional conditions” with “site-specific conditions.” Students explain at least three examples of the impacts of climate change on top predators in the Arctic.
For more information:
http://oceanexplorer.noaa.gov. -
Exploring Explorations
/ NOAA Ocean ServiceStudents will describe human benefits that have resulted from explorations of the Earth’s deep oceans.
For more information:
http://oceanexplorer.noaa.gov. -
Deep Lights
/ NOAA Ocean ExplorerStudents compare and contrast the various methods (chemiluminescence, bioluminescence, fluorescence, phosphorescence, triboluminescence) of light-production in deep-sea organisms. Students infer the light-producing process that is responsible for light emission based on observations of an ecosystem.
For more information:
http://oceanexplorer.noaa.gov. -
Corrosion to Corals
/ NOAA Ocean ExplorerStudents will be able to describe galvanic exchange and explain how this process produces electric currents. Given two dissimilar metals and information on their position in an Electromotive Series, students will be able to predict which of the metals will deteriorate if they are placed in a salt solution. Students will also be able to describe the effect of electric currents on the availability of metal ions, and how this might contribute to the growth of corals on shipwrecks.
For more information:
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Caution! Do Not Bleach
/ NOAA Ocean ServiceStudents learn why coral reefs are important, and what possible explanations are for the phenomenon known as “coral bleaching.”
For more information about NOAA Ocean Service, visit http://oceanservice.noaa.gov.
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Calling All Explorers
/ NOAA Ocean ExplorerStudents research and write about what it means to be an ocean explorer, both modern and historic. Students describe the nature of the ocean and ocean exploration. Students meet science mentors and role models online. For more information: http://oceanexplorer.noaa.gov.
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Call to Arms
/ NOAA Ocean ExplorerStudents describe human arm motion, design/construct mechanical arm model that biomimics human arms. Students describe simple machine aspects of their mechanical arm models. Students define mechanical advantage and discuss the importance of its use in robotic arm design. Students will describe four common robotic arm designs that biomimic human arm motion.
For more information:
http://oceanexplorer.noaa.gov. -
BioBlitz Organizational Guide
/ Connecticut State Museum of Natural History at UCONNLearn all about BioBlitz and how to organize one for your school. Includes a checklist and schedule.
For more information: http://www.cac.uconn.edu/mnhhome.html
http://web2.uconn.edu/mnh/bioblitz/ -
Benthic Drug Store
/ NOAA Ocean ExplorerStudents identify three chemicals that are pharmacologically active and are derived from marine invertebrates. Students describe disease-fighting action of these chemicals. Students infer why sessile marine invertebrates appear to be promising sources of new drugs.
For more information:
http://oceanexplorer.noaa.gov. -
Animals of the Fire Ice
/ NOAA Ocean ExplorerStudents define and describe methane hydrate ice worms and hydrate shrimp. Students infer how methane hydrate ice worms and hydrate shrimp obtain their food. Students infer how methane hydrate ice worms and hydrate shrimp may interact with other species in the biological communities of which they are part. Students build a methane hydrate molecule.
For more information:
http://oceanexplorer.noaa.gov. -
A Tale of Deep Corals
/ NOAA Ocean ExplorerStudents describe and explain the two hypotheses for the frequent occurrence of deep-sea corals in the vicinity of hydrocarbon seeps. Students evaluate relevant experimental data and explain how this data may support or refute these hypotheses. Students define and contrast coincidence and causality, explain the relevance of these terms to hypotheses such as those related to deep-sea corals and hydrocarbon seeps.
For more information:
http://oceanexplorer.noaa.gov. -
A Reef of Your Own
/ NOAA Ocean ServiceStudents learn what physiological, ecological, and behavioral strategies contribute to the success of reef-building corals.
For more information about NOAA Ocean Service, visit http://oceanservice.noaa.gov.
