NOAA Learning Ocean Science through Ocean Exploration Curriculum 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 2 Page 16 A WATERED-DOWN TOPOGRAPHIC MAP

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

Deploying Side-scan SONAR

Ring of Fire Expedition Side-scan SONAR

Multi-beam SONAR

Multi-beam SONAR Swath

NOAA OE Scientists at Sea

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

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

Hudson Canyon off New Jersey/Long Island Sound

Astoria Canyon off Washington/Oregon

Alderdice Bank, Gulf of Mexico

Mid-ocean Ridge System Mid-ocean Ridge System Earth’s longest mountain range (35,000 miles) 2/3 of Earth’s surface formed at mid-ocean ridges

Mid-Atlantic Ridge Mid-Atlantic Ridge

Galapagos Rift Spreading Center

What is This?

Above Sea Level 400’ 300’ 200’ 100’ 0

Below Sea Level 100’ 200’ 300’ 400’ 500’ 100’ 200’ 300’ 400’ 500’

Land or Sea? 100’ 200’ 300’ 400’ 500’ 100’ 200’ 300’ 400’ 500’ 400’300’ 200’ 100’ 200’ 300’ 400’

Part 1 Students would use the descriptions to make the geologic features in a MODEL ocean. The geologic features have been pre-built with clay for this workshop in the interests of time.Students would use the descriptions to make the geologic features in a MODEL ocean. The geologic features have been pre-built with clay for this workshop in the interests of time. Part 2 Read the cards to decide which feature you have. Follow the student worksheet to make a bathymetric contour map your feature. Read all the instructions BEFORE you start!! A Watered-down Topographic Map

LESSON PLAN 4 Page 25 Mapping Deep-sea Features

Gulf of Alaska Expedition False-color Multibeam Data Over Satellite Imagery

Translate a data table into a false color image map and then into a 3-D model of a seamount 1. Use the Student Handout with depth ranges and the Bathymetric Data Reduction table to make a false color map. 2. Make a 3-D visualization of a seamount or a submarine canyon. Assemble the foam pieces in the same color order from deepest on the bottom to shallowest on top. Mapping Deep-sea Features

Bathymetric Map of Loihi Volcano, Hawaii’s Youngest, Off the Southeastern Coast of the Big Island

Loihi Seamount

Mariana Arc Volcano

NOAA Learning Object Lesson 4 Subduction Zones Use “Bathymetric Maps” as a possible follow-up activity/assessment activity after Lesson Plans 2 and 4

LESSON PLAN 8 Page 64 The Biggest Plates on Earth

Plate Boundaries, Page 46

Convergent Plate Boundaries Oceanic to Continental Oceanic to Oceanic

Divergent Boundary – Galapagos Spreading Center

NOAA Learning Object Lesson 2 Mid-ocean Ridges Use “Seafloor Spreading Activity” as a possible follow-up activity/assessment activity after LP 8.

LESSON PLAN 9 Page 69 The Galapagos Spreading Center

Hydrothermal Plumes

NOAA Learning Object Lesson 2 Mid-ocean Ridges Use “Explore Mid-Ocean Ridges” as an introductory activity for LP 9. Use last segment of “Lesson” to introduce formation of hydrothermal vents. Use last segment of “Lesson” to introduce formation of hydrothermal vents.

LESSON PLAN 11 Page 80 Volcanoes, Plates, Seamounts, and Island Chains

Page 85

EP 1 Earth has one big ocean with many features features 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 features FC e. Tectonic activity influences physical FC e. Tectonic activity influences physical structure and landforms. structure and landforms. LP 8, 9 & 11 – Ocean Literacy Essential Principles and Fundamental Concepts

LESSON PLAN 13 Page 100 All That Glitters…

Threadnose Bass – NW Gulf of Mexico

Brisingid Sea Star

Forcepia Sponge with lasonolides – cancer treatment

Spiny Oyster

Deep-sea Spider Crab

Spanish Flag North Carolina Continental Shelf

Tiger Rockfish

Porcelain Crab

Hydromedusa Atolla tenella Hydromedusa Atolla tenella

Ocean 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 ( m) mid-water or mesopelagic ( m) aphotic or bathypelagic (below 1000 m)

Light 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 Depth

EP 5 Ocean supports great diversity of life FC d. Ocean biology provides unique examples of adaptations FC d. Ocean biology provides unique examples of adaptations FC f. Ocean habitats defined by environmental factors…such as…light FC f. Ocean habitats defined by environmental factors…such as…light LP 13 & 14 – Ocean Literacy Essential Principles and Fundamental Concepts

LESSON PLAN 14 Page 105 Light 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 Shrimp

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 Site 

+ Search “Bioluminescence” on OE Web site Bioluminescence Resources

NOAA Learning Object Lesson 6 Deep Sea Benthos Use “Bioluminescence – A Light in the Darkness” with Lesson Plans 13 & 14

How might these lessons fit into your current curriculum?How might these lessons fit into your current curriculum? Do you see opportunities for integration with other subject teachers at your school?Do you see opportunities for integration with other subject teachers at your school? Can you think of other teachers who might be interested in this curriculum and Web site?Can you think of other teachers who might be interested in this curriculum and Web site? What kinds of strategies might you use for activities within the OE curriculum?What kinds of strategies might you use for activities within the OE curriculum?

Add this Web site to your map: Sea to Shining Sea Map