* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Doing Hands-On Science with Students
Survey
Document related concepts
Geochemistry wikipedia , lookup
Counter-mapping wikipedia , lookup
Cartographic propaganda wikipedia , lookup
Early world maps wikipedia , lookup
Anoxic event wikipedia , lookup
Jane Lubchenco wikipedia , lookup
Arctic Ocean wikipedia , lookup
Marine pollution wikipedia , lookup
Marine biology wikipedia , lookup
Ocean acidification wikipedia , lookup
Hotspot Ecosystem Research and Man's Impact On European Seas wikipedia , lookup
Marine habitats wikipedia , lookup
History of navigation wikipedia , lookup
Geological history of Earth wikipedia , lookup
Abyssal plain wikipedia , lookup
Transcript
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 Earth’s longest mountain range (35,000 miles) 2/3 of Earth’s surface formed at mid-ocean ridges Mid-Atlantic Ridge Galapagos Rift Spreading Center What is This? Above Sea Level 400’ 300’ 200’ 100’ 0 Below Sea Level 100’ 100’ 200’ 200’ 300’ 300’ 400’ 400’ 500’ 500’ Land or Sea? 100’ 100’ 200’ 400’ 200’ 300’ 300’ 300’ 400’ 400’ 500’ 500’ 100’ 200’ 100’ 200’ 300’ 400’ A Watered-down Topographic Map 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. 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!! LESSON PLAN 4 Page 25 Mapping Deep-sea Features Gulf of Alaska Expedition False-color Multibeam Data Over Satellite Imagery Mapping Deep-sea Features 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. 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/noaa www.learningdemo.com/noaa/ 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 www.learningdemo.com/noaa/ 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 www.learningdemo.com/noaa/ 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. LESSON PLAN 11 Page 80 Volcanoes, Plates, Seamounts, and Island Chains Page 85 LP 8, 9 & 11 – Ocean Literacy Essential Principles and Fundamental Concepts EP 1 Earth has one big ocean with many features FC b. Ocean basins features vary due to movement of Earth’s lithospheric plates. EP 2 The ocean shapes Earth’s features FC e. Tectonic activity influences physical structure and landforms. 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 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 (0 - 200m) • mid-water or mesopelagic (200 - 1000m) • 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 LP 13 & 14 – Ocean Literacy Essential Principles and Fundamental Concepts EP 5 Ocean supports great diversity of life FC d. Ocean biology provides unique examples of adaptations FC f. Ocean habitats defined by environmental factors…such as…light 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 http://oceanexplorer.noaa.gov Bioluminescence Resources http://www.biolum.org/ + Search “Bioluminescence” on OE Web site www.learningdemo.com/noaa/ 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? •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? •What kinds of strategies might you use for activities within the OE curriculum? Sea to Shining Sea Map Add this Web site to your map: http://www.mcbi.org/shining_sea/s2ss_globe.htm