Communicating Ocean Sciences to Informal Audiences (COSIA) Session 4 Designing an Activity

What most surprised you about the responses people gave to your survey questions? What most surprised you about the responses people gave to your survey questions? How might that affect what you are planning for your activity? How might that affect what you are planning for your activity? Quick Write

Describe an interaction with a visitor that you feel went well. What did you do, and what was your evidence that it went well? Describe an interaction with a visitor that you feel went well. What did you do, and what was your evidence that it went well? What is something you that you feel did not go well, and what makes you think that? What is something you that you feel did not go well, and what makes you think that? What questions or concerns do you have that you would like some feedback from the class about? What questions or concerns do you have that you would like some feedback from the class about? Sharing Presentation Experiences

Designing Your Activity

Exemplar Activities What are the key characteristics of: The activities The facilitator’s implementation

As you rotate, note… What is the goal of the activity and/or concepts addressed? What did the facilitator do to engage you in the activity? What particular aspects of the activity made it effective?

Questions to Consider What do you want the visitors to learn and experience? (I.e. your goals and concepts) How will you get learners interested in participating in your activity? How will you find out what the learners already know? What kinds of things will the learners actually do while engaging in the activity? What will you do as a facilitator to help them come to an understanding of the concept?

Peer Review of Activity Ideas Keep Key Characteristics in mind and note which ones have been incorporated into activities How can you change and improve your activity to incorporate more of the Key Characteristics?

Debriefing What was difficult about this? What caused you to think the hardest? What did you need more information about? Are there any areas of confusion or concern? Was this helpful? In what ways?

Anchor-Photos I mean, if you really can call this living Wk 4. Life in the deep sea (Castro and Huber Ch. 16) A. The open ocean zones B. Challenges to life and adaptations C. Hydrothermal vents and cold seeps

I. Ocean layers (by light) Pelagic zone: realm of open water Benthic zone: ocean bottom General terms

I. Ocean layers (by depth)

B. What are some challenges to life in the deep?

Think-Pair-Share: What adaptations can mesopelagic and deep-sea creatures have to deal with these challenges?

C. Life at hydrothermal vents and cold seeps The Blue Planet (The Deep) 38 min Alvin entering rift in mid-ocean ridge. Hmm. 1. history of discovery 2. chemistry at rift vents 3. chemosynthesis 4. cold seeps Life down here mostly consumers and detritovores (recyclers of detritus). No sunlight, no photosynthesis…. but does that mean no primary production???

1. History of discovery: mid-ocean ridge off of Galápagos Islands ( ) The Blue Planet (The Deep) 38 min Giant tube worms feet! Blind white crabs! Foot-long clams! 6 inch mussels! Towering chimneys up to 20 meters high, 1 meter wide. Named “ black smokers” because of precipitating sulfides.

2. Different chemistry at rift vents 350°C water dissolves minerals from basalt Some minerals condense to form chimney Inorganic sulfides precipitate out like smoke: “black smoker” Bacteria use H 2 S for energy Garrison Fig 16.20

3. Chemosynthesis (an alternate way for primary production) The synthesis of organic compounds from inorganic compounds using energy stored in inorganic substances such as sulfur, ammonia, hydrogen. Energy is released when these substances are oxidzied by certain organisms. Garrison Fig 13.4

4. Cold seeps Less dramatic, probably more widespread Hypersaline water rich in minerals, H 2 S, sometimes CH 4 emerge at near-ambient temperatures Mats of chemosynthetic bacteria form Bivalve molluscs, pogonophoran worms, sponges.

Homework Online discussion Reading: Roschelle, J. (1995). Learning in interactive environments: Prior knowledge and new experience, in J. H. Falk & L. D. Dierking (Eds.), Public institutions for personal learning: Establishing a research agenda (pp ). Washington, DC: American Association of Museums. Seaweeds reading from textbook pp , 111 Activity Development: Activity Design Starter to be completed and turned in next week.