NOAA NOAA Learning Ocean Science through Learning Ocean Science through Ocean Exploration Ocean Exploration CurriculumCurriculum

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 2LESSON PLAN 2Page 16Page 16

A WATERED-DOWN A WATERED-DOWN TOPOGRAPHIC MAPTOPOGRAPHIC MAP

1897 Contoured Map of Monterey "Submerged 1897 Contoured Map of Monterey "Submerged Valley," Now Called Monterey CanyonValley," Now Called Monterey Canyon

Deploying Side-scan SONARDeploying Side-scan SONAR

Ring of Fire ExpeditionRing of Fire ExpeditionSide-scan SONARSide-scan SONAR

Multi-beam SONARMulti-beam SONAR

Multi-beam SONAR SwathMulti-beam SONAR Swath

NOAA OE Scientists at SeaNOAA OE Scientists at Sea

Bathymetric contour Bathymetric contour map of Davidson map of Davidson Seamount, showing Seamount, showing the dive tracks for the dive tracks for each day.each day.

About 200 miles About 200 miles from Woods Hole, from Woods Hole, MA, flat-topped MA, flat-topped Bear Seamount Bear Seamount rises rises approximately approximately 2000 meters from 2000 meters from the surrounding the surrounding ocean floor to a ocean floor to a depth of 1100 depth of 1100 meters.meters.

Hudson Canyon off New Jersey/Long Island Hudson Canyon off New Jersey/Long Island SoundSound

Astoria Canyon off Washington/OregonAstoria Canyon off Washington/Oregon

Alderdice Bank, Gulf of MexicoAlderdice Bank, Gulf of Mexico

Mid-ocean Ridge SystemMid-ocean Ridge System Earth’s longest mountain range (35,000 miles)

2/3 of Earth’s surface formed at mid-ocean ridges

Mid-Atlantic RidgeMid-Atlantic Ridge

Galapagos Rift Spreading CenterGalapagos Rift Spreading Center

What is This?What is This?

Above Sea LevelAbove Sea Level

400’

300’

200’

100’

0

Below Sea LevelBelow Sea Level

100’

200’

300’

400’

500’

100’

200’

300’

400’

500’

Land or Sea?Land or Sea?

100’

200’

300’

400’

500’

100’

200’

300’

400’

500’

400’ 300’ 200’

100’

100’200’

300’

400’

Part 1Part 1•Students would use the descriptions to Students would use the descriptions to make the geologic features in a MODEL make the geologic features in a MODEL ocean. The geologic features have been ocean. The geologic features have been pre-built with clay for this workshop in the pre-built with clay for this workshop in the interests of time. interests of time.

Part 2Part 2Read the cards to decide which feature you Read the cards to decide which feature you have. Follow the student worksheet to make have. Follow the student worksheet to make a bathymetric contour map your feature.a bathymetric contour map your feature.

Read all the instructions BEFORE you start!!Read all the instructions BEFORE you start!!

A Watered-down Topographic MapA Watered-down Topographic Map

LESSON PLAN 4LESSON PLAN 4Page 25Page 25

Mapping Deep-sea FeaturesMapping Deep-sea Features

Gulf of Alaska ExpeditionGulf of Alaska ExpeditionFalse-color Multibeam Data Over Satellite ImageryFalse-color Multibeam Data Over Satellite Imagery

Translate a data table into a false color Translate a data table into a false color image map and then into a 3-D model of a image map and then into a 3-D model of a seamountseamount

1. Use the Student Handout with depth 1. Use the Student Handout with depth ranges and the Bathymetric Data Reduction ranges and the Bathymetric Data Reduction table to make a false color map. table to make a false color map.

2. Make a 3-D visualization of a seamount or 2. Make a 3-D visualization of a seamount or a submarine canyon. Assemble the foam a submarine canyon. Assemble the foam pieces in the same color order from deepest pieces in the same color order from deepest on the bottom to shallowest on top.on the bottom to shallowest on top.

Mapping Deep-sea FeaturesMapping Deep-sea Features

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/noaahttp://www.learningdemo.com/noaa

NOAA Learning Object Lesson 4 NOAA Learning Object Lesson 4 Subduction ZonesSubduction Zones

Use “Bathymetric Maps” as a possible Use “Bathymetric Maps” as a possible follow-up activity/assessment activity follow-up activity/assessment activity

after Lesson Plans 2 and 4after Lesson Plans 2 and 4

www.learningdemo.com/noaa/www.learningdemo.com/noaa/

LESSON PLAN 8LESSON PLAN 8Page 64Page 64

The Biggest Plates on EarthThe Biggest Plates on Earth

Plate Boundaries, Page 46Plate Boundaries, Page 46

Convergent Plate BoundariesConvergent Plate Boundaries

Oceanic to Continental Oceanic to Oceanic

Divergent Boundary – Galapagos Divergent Boundary – Galapagos Spreading CenterSpreading Center

NOAA Learning Object Lesson 2NOAA Learning Object Lesson 2Mid-ocean RidgesMid-ocean Ridges

Use “Seafloor Spreading Activity” as a Use “Seafloor Spreading Activity” as a possible follow-up activity/assessment possible follow-up activity/assessment

activity after LP 8.activity after LP 8.

www.learningdemo.com/noaa/www.learningdemo.com/noaa/

LESSON PLAN 9LESSON PLAN 9Page 69Page 69

The Galapagos Spreading CenterThe Galapagos Spreading Center

Hydrothermal PlumesHydrothermal Plumes

NOAA Learning Object Lesson 2NOAA Learning Object Lesson 2Mid-ocean RidgesMid-ocean Ridges

Use “Explore Mid-Ocean Ridges” as an Use “Explore Mid-Ocean Ridges” as an introductory activity for LP 9.introductory activity for LP 9.

Use last segment of “Lesson” to introduce Use last segment of “Lesson” to introduce formation of hydrothermal vents.formation of hydrothermal vents.

www.learningdemo.com/noaa/www.learningdemo.com/noaa/

LESSON PLAN 11LESSON PLAN 11Page 80Page 80

Volcanoes, Plates, Seamounts, and Island Volcanoes, Plates, Seamounts, and Island

ChainsChains

Page 85

EP 1 EP 1 Earth has one big ocean with many Earth has one big ocean with many featuresfeatures FC b. Ocean basins features vary due to FC b. Ocean basins features vary due to movement of Earth’s lithospheric plates.movement of Earth’s lithospheric plates.

EP 2 The ocean shapes Earth’s featuresEP 2 The ocean shapes Earth’s features FC e. Tectonic activity influences physicalFC e. Tectonic activity influences physical structure and landforms. structure and landforms.

LP 8, 9 & 11 – Ocean Literacy Essential LP 8, 9 & 11 – Ocean Literacy Essential Principles and Fundamental ConceptsPrinciples and Fundamental Concepts

LESSON PLAN 13LESSON PLAN 13Page 100Page 100

All That Glitters…All That Glitters…

Threadnose Bass – NW Gulf of MexicoThreadnose Bass – NW Gulf of Mexico

Brisingid Sea StarBrisingid Sea Star

ForcepiaForcepia Sponge Spongewith lasonolides – cancer with lasonolides – cancer

treatmenttreatment

Spiny OysterSpiny Oyster

Deep-sea Spider Crab

Spanish Flag Spanish Flag North Carolina Continental ShelfNorth Carolina Continental Shelf

Tiger RockfishTiger Rockfish

Porcelain CrabPorcelain Crab

Hydromedusa Hydromedusa Atolla tenellaAtolla tenella

Ocean ZonesOcean 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 OceanLight 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 DepthColoration of Animals as a Function of Depth

EP 5 Ocean supports great diversity of lifeEP 5 Ocean supports great diversity of life FC d. Ocean biology provides unique examples FC d. Ocean biology provides unique examples

of adaptationsof adaptations FC f. Ocean habitats defined by environmental FC f. Ocean habitats defined by environmental

factors…such as…lightfactors…such as…light

LP 13 & 14 – Ocean Literacy Essential LP 13 & 14 – Ocean Literacy Essential Principles and Fundamental ConceptsPrinciples and Fundamental Concepts

LESSON PLAN 14LESSON PLAN 14Page 105Page 105

Light at the Bottom of the Deep Dark OceanLight 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 Bioluminescent Fish, Squid, Jellyfish and ShrimpShrimp

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 SiteOcean Explorer Web Site

http://oceanexplorer.noaa.govhttp://oceanexplorer.noaa.gov

http://www.biolum.org/

+ Search “Bioluminescence” on OE Web site+ Search “Bioluminescence” on OE Web site

Bioluminescence ResourcesBioluminescence Resources

NOAA Learning Object Lesson 6NOAA Learning Object Lesson 6Deep Sea BenthosDeep Sea Benthos

Use “Bioluminescence – A Light in the Use “Bioluminescence – A Light in the Darkness” with Lesson Plans 13 & 14Darkness” with Lesson Plans 13 & 14

www.learningdemo.com/noaa/www.learningdemo.com/noaa/

•How might these lessons fit into your current How might these lessons fit into your current curriculum?curriculum?

•Do you see opportunities for integration with other Do you see opportunities for integration with other subject teachers at your school?subject teachers at your school?

•Can you think of other teachers who might be Can you think of other teachers who might be interested in this curriculum and Web site?interested in this curriculum and Web site?

•What kinds of strategies might you use for What kinds of strategies might you use for activities within the OE curriculum?activities within the OE curriculum?

Add this Web site to your map:Add this Web site to your map:

http://www.mcbi.org/shining_sea/s2ss_globe.htm

Sea to Shining Sea MapSea to Shining Sea Map