Ocean Exploring

Photo taken from the Smithsonian staff photographers at the National Museum of Natural Historyhttp://photo2.si.edu/uw/uw.html

Introduction

Congratulations!!!!!!! The International Ocean Explorer’s Club has chosen you to test their new ocean walker suit. This mission will require you to visit and explore zones in the ocean. Photo taken from http:// home.beust.com/cedric/priv/0301-cozumel/underwater/

The Task

• During your dive into the ocean, you will enter three ocean zones. Use the internet websites found on the Resources page to research each zone and the creatures that live there.

• As part of your mission, you are required to keep a journal with a minimum of four entries. You will create one journal entry for each zone, detailing what you see around you. The fourth journal entry is for you to write about your favorite ocean creature. Be sure to include a picture.

• Finally, you must create either a drawing, diorama, or 3D model of the ocean zones with at least 3 ocean creatures in each zone. You will give an oral presentation of this project to the International Ocean Explorer’s Club.

Process First go to resources page to find the websites for ocean zones. Read about the ocean

zones.

Next, use the websites to read about the ocean creatures of each zone.

Then imagine you are diving through each ocean zone. What do you see around you? Create a journal entry that describes where you are and what you see. Do this for all three ocean zones.

Now, pick your favorite ocean creature and find out all you can about it. Your last journal entry will be a description of your favorite creature and a picture of it.

Next, use your journal to help you create a drawing, diorama, or 3D model of the ocean zones. You must have at least 3 creatures per zone.

Finally, you will use your project to help you make an oral presentation to the class about the ocean zones.

Resources• Ocean Zoneshttp://mbgnet.mobot.org/salt/oceans/zone.htmhttp://www.nhptv.org/natureworks/nwep6c.htm

• Viper fish http://www.amonline.net.au/fishes/fishfacts/fish/csloani.htmhttp://www.bbsr.edu/biodiversity/creaturefeature/cf_viper/cf_viper.htmlhttp://www.asmilan.org/eschool/inter/oceans/viper2/

• Jellyfish http://danenet.wicip.org/mmsd-it/jellyfish.htmlhttp://www.aquarium.org/jellies/jellycam.htm

• Stingrayshttp://www.pbs.org/kratts/world/oceans/stingray/ • Angler fish http://www.geocities.com/thesciencefiles/angler/fish.htmlhttp://www.imagequest3d.com/pages/current/pictureoftheweek/deepseaangler/anglerfish.htm• Sharks http://www.EnchantedLearning.com/subjects/sharks/http://www.pelagic.org/index.html

More Resources• Sea cucumber http://www.enchantedlearning.com/subjects/invertebrates/echinoderm/seacucumber/printout.shtml http://www.divegallery.com/sea_cucumber_2.htm• Octopus http://www.germantown.k12.il.us/html/octopus.html• Vampire squidhttp://www.seasky.org/monsters/sea7a1i.htmlhttp://www.curator.org/LegacyVMNH/WebOfLife/Kingdom/P_Mollusca/Cephalopoda/vampire_squid.htm

• Lantern fishhttp://www.seasky.org/monsters/sea7a1r.htmlhttp://www.wooster.k12.oh.us/layton/5driscoll/lanternfish.html• Snipe eelhttp://www.seasky.org/monsters/sea7a1s.html

• Hatchet fishhttp://www.seasky.org/monsters/sea7a1f.htmlhttp://earthguide.ucsd.edu/hughes2001/acct/jlarios/squidpoem/hatchetfishdocument.htm

Even More Resources• Squidhttp://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/squid_inside_story.html

• Black swallowerhttp://www.tepapa.govt.nz/our_resources/Fish_team/fish_archive/Sptopic/swallowers_Sept00.htmlhttp://www.nsuc.net/swallower.html

• Tunahttp://www.mbayaq.org/efc/living_species/default.asp?inhab=433

http://sanctuaries.noaa.gov/pgallery/pgstellwagen/living/living_8.html• Opossum shrimphttp://www.vattenkikaren.gu.se/fakta/arter/crustace/mysidaci/mysidae/mysie.htmlhttp://omp.gso.uri.edu/doee/biota/invasive/7.htm

• Tripod fishhttp://habitatnews.nus.edu.sg/news/chekjawa/ria/text/356.htm

Evaluation

• You will be evaluated on three items: the journal entries; the drawing, diorama, or 3D model; and your oral presentation to the class.

Photo taken from http://www.hawaiipictures.com/pictures/underwater.html

Journal Entries Rubric

Beginning

1

Developing

2

Accomplished

3

Content •Mentions key concepts, but no detail

•Ideas are out of order

•Fair amount of information and some details

•Ideas are somewhat in order

•Filled with information and details

•Logical sequencing

Creativity •Little effort

•Just lists information

•Attempts to create a story line but still list-like

•Story-like with interesting details

Drawing, Diorama, 3D ModelRubric

Beginning

1

Developing

2

Accomplished

3

Content •Innacurate

•Less than 3 creatures per zone

•Accurate

•3 creatures per zone

• 4+ creatures per zone

Creativity •Little effort; looks thrown together last minute

•Clean and neat

•Uses material appropriately

•Uses materials in an interesting and unexpected way to bring a sense of realism to the project

Oral Presentation RubricBeginning

1

Developing

2

Accomplished

3

Content •Mentions key concepts, but no detail

•Fair amount of information and some details

•Filled with information and details

Organization •Ideas are out of order; audience has difficulty following

•Ideas are somewhat in order; audience can follow

•Logical sequencing

•Good transitioning skills

Speaking •Low voice

•Uses fillers and long pauses

•No eye contact

•Awkward pacing

•Uses some fillers

•Attempts eye contact

•Adequate pacing

•Well paced

•Clearly spoken

•Very little or no use of fillers

•Eye contact

Props •Does not refer to the visual

•Refers to visual often

•Uses the visual to help audience understand topic

Conclusion

The International OceanExplorer’s Club thanksyou for completing yourmission. We hope thatyou enjoyed your oceandive and that youlearned many newthings about the ocean’shabitat.

Photo taken from http://www.almaden.ibm.com/cs/people/triblet/scuba.html

Teacher’s PageTEKS

• Listening/SpeakingPurpose 3.1 A, DAudience 3.3 A,B, ECommunication 3.4 A, B

• ReadingVariety of text 3.7 BVocab. Development 3.8 B, CComprehension 3.9 A, B, D, IReading response 3.10 BInquiry/research 3.12 D, H

• WritingPurpose 3.14 A, C, DInquiry/research 3.20 B

• ScienceConcepts 3.8 A

• TechnologyFoundations 2 A; 3 A, BInformation Acquisition 5 A; 6 A

Photo taken from http://www.hawaiipictures.com/pictures/underwater.html