Related: Life Science

LESSON PLANS AND ACTIVITIES

Click on a lesson plan or activity name to learn more about it

  • Keep it Complex

    / NOAA Ocean Explorer

    Students describe the significance of complexity in benthic habitats to organisms that live in these habitats. Students describe at least three attributes of benthic habitats that can increase the physical complexity of these habitats. Students provide examples of organisms that increase the structural complexity of their communities. Students infer and explain relationships between species diversity and habitat complexity in benthic communities.

    Find out more:
    http://oceanexplorer.noaa.gov.

    Grades: 9-12

  • A Tale of Deep Corals

    / NOAA Ocean Explorer

    Students 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.

    Grades: 9-12

  • I, Robot, Can Do That

    / NOAA Ocean Explorer

    Students 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.

    Grades: 6-8

  • Deep Lights

    / NOAA Ocean Explorer

    Students 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.

    Grades: 6-8

  • Call to Arms

    / NOAA Ocean Explorer

    Students 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.

    Grades: 6-8

  • Build Your Own Ecosystem

    / NOAA Ocean Explorer

    Students identify key functions that are present in healthy ocean ecosystems. Students will discuss how these functions are met by biotic and abiotic components in a model aquatic ecosystem.

    For more information:
    http://oceanexplorer.noaa.gov

    Grades: 3-5

  • Light at the Bottom of the Deep Dark Ocean

    / NOAA Ocean Explorer

    Students will be able to list the various adaptations that enable deep-sea fishes to survive; explain how biolouminescence helps deep-sea fish respond to food predator and reproductive pressures in their environments; explore how the structure of an appendage helps determine and utilize its function; describe how deepwater organisms respond to their dark environment.

    For more information: http://oceanexplorer.noaa.gov.

    Grades: 9-12

  • This Old Tubeworm

    / NOAA Ocean Explorer

    Students will be able to explain the process of chemosynthesis; explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps; construct a graphic interpretation of age-specific growth, given data on incremental growth rates of different-sized individuals of the same species; and estimate the age of an individual of a specific size, given information on age-specific growth in individuals of the same species.

    For more information: http://oceanexplorer.noaa.gov.

    Grades: 9-12

  • What Was for Dinner

    / NOAA Ocean Explorer

    Students will be able to compare and contrast photosynthesis and chemosynthesis as sources of primary production for biological communities; give at least three examples of organisms that live near hydrothermal vent systems; and describe two sources of primary production observed in biological communities associated with volcanoes of the Marianas Arc.

    For more information: http://oceanexplorer.noaa.gov.

    Grades: 6-8

  • Monsters of the Deep

    / NOAA Ocean Explorer

    Students will be able to describe major features of cold seep communities; list at least five organisms typical of these communities; infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding deep-sea environment; describe the process of chemosynthesis in general terms; contrast chemosynthesis and photosynthesis; and describe at least five deep-sea predator organisms.

    For more information:
    http://oceanexplorer.noaa.gov.

    Grades: 6-8

  • Corrosion to Corals

    / NOAA Ocean Explorer

    Students 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:

    Grades: 6-8

  • Treasures in Jeopardy

    / NOAA Ocean Explorer

    Students will be able to compare and contrast deep-sea coral reefs with their shallow-water counterparts; explain at least three benefits associated with deep-sea coral reefs; describe human activities that threaten deep-sea coral reefs; and describe actions that should be taken to protect deep-sea coral reef resources.

    For more information:
    http://oceanexplorer.noaa.gov.

    Grades: 6-8

  • Now You See Me, Now You Don’t

    / NOAA Ocean Explorer

    Students will be able to explain light in terms of electromagnetic waves and explain the relationship between color and wavelength; compare and contrast color related to wavelength with color perceived by biological vision systems; explain how color and light may be important to deep-sea organisms, even under conditions of near-total darkness; and predict the perceived color of objects when illuminated by light of certain wavelengths.

    For more information:
    http://oceanexplorer.noaa.gov.

    Grades: 6-8

  • Let’s Make a Tubeworm

    / NOAA Ocean Explorer

    Students will be able to describe the process of chemosynthesis in general terms; to contrast chemosynthesis and photosynthesis; describe major features of cold seep communities; and list at least five organisms typical of these communities. Students will be able to define symbiosis; describe two examples of symbiosis in cold seep communities; describe the anatomy of vestimentiferans; and explain how tubeworms obtain their food. For more information http://oceanexplorer.noaa.gov.

    Grades: 3-5, 6-8

  • The Methane Circus

    / NOAA Ocean Explorer

    Students will describe the overall events that occurred during the Cambrian Explosion; explain how methane hydrates may contribute to global warming; and describe the reasoning behind hypotheses that link methane hydrates with the Cambrian explosion.

    For more information:
    http://oceanexplorer.noaa.gov.

    Grades: 6-8